University of Washington Bothell

Nurse educators must be culturally sensitive to teach cultural care to nursing students effectively.

To explore the factors associated with cultural sensitivity and global nursing education among nurse educators.

This was a cross-sectional exploratory study. Participants were nurse educators with registered nurse licenses in Japan whose email addresses were available on their university homepage and who agreed to participate in the survey (N = 850). Data were collected between October and November 2023, using Google Forms. The survey included demographics, language, cultural interaction, intercultural sensitivity, and 11 categories of global nursing education. Hierarchical logistic regression and Structural Equation Modeling (SEM) were used in the analyses.

Most of the participants were women (84.5 %). Over half of them had a PhD (60.8 %), but 6.4 % had obtained degrees in foreign countries. In the final logistic regression model, frequent participation in cross-cultural interactions and higher intercultural sensitivity were associated with global nursing teaching. In SEM, among participants who taught global nursing (n = 328), being a professor, living in a foreign country for at least six months, and having higher intercultural sensitivity were directly related to teaching four or more global nursing categories. Levels of non-native language proficiency and the number of friends from different cultures were positively associated with intercultural sensitivity.

Higher intercultural sensitivity is necessary for teaching global nursing. Intercultural sensitivity can be increased by living and working in foreign countries and by maintaining levels of non-native language and cross-cultural interactions.

Due to globalization, intercultural sensitivity is critical for nursing educators to train students for diverse cultural settings. However, research on factors influencing intercultural sensitivity among nursing educators is limited worldwide, including in Japan and China.

To compare the factors related to intercultural sensitivity among nursing educators in Japan and China.

A cross-sectional international comparative study.

Nursing educators from 284 nursing universities in Japan and 303 nursing universities in mainland China.

Nursing educators with national nursing qualifications, affiliated with nursing-related departments, who taught and mentored students were included. Those who could not speak Japanese or Chinese were excluded. Participants completed an online survey that included factors related to intercultural sensitivity and the Intercultural Sensitivity Scale. A linear regression analysis was used to examine these associations. The data were collected between October and December 2023.

A total of 1240 nursing educators participated. We analyzed valid data of 1236 responses (n = 1022 from Japan, n = 214 from China). Chinese participants had higher intercultural sensitivity than Japanese participants after adjusting for confounding factors. Experience in studying, researching, and training abroad were positively associated with intercultural sensitivity in both groups. For Japanese participants, cross-cultural friendships, participation in cross-cultural exchanges, and non-native language ability were positive factors. For Chinese participants, frequent use of non-native languages and having family members with foreign experience were positively correlated with intercultural sensitivity; years of full-time work were negatively correlated.

The study revealed the intercultural sensitivity of Chinese nursing educators was higher than that of Japanese educators. Facilitating opportunities for international studies are recommended for both Japanese and Chinese groups. Enhancing intercultural sensitivity among Japanese participants should involve promoting cross-cultural interactions, fostering cross-cultural friendships, and improving non-native language abilities. Emphasizing non-native language use could improve the intercultural sensitivity of Chinese participants.

A review.In the face of accelerating climate change, effective education is paramount to fostering informed citizens and enacting meaningful action.Effective climate instruction contextualizes content so that students are engaged emotionally (affect) and can translate science into action.This paper describes six courses that use integrated approaches to science instruction which encourage perspective taking through narrative anal., storytelling, and/or embodied pedagogy.Students engage in content by learning different historical, cultural, or experiential perspectives of the topic.Several courses also use embodied pedagogy, which integrates phys. movement and sensory experiences into the learning process.The manuscript provides a summary of each course, then uses a newly developed climate change integration rubric to complete a thematic anal., describing how these approaches connect climate change learning across a curriculum and empower students to action.The final section describes specific ways in which these principles could be incorporated into chem. curricula.