25 research outputs found
âWould you decide to keep the power?â: reflexivity on the interviewerâinterpreterâinterviewee triad in interviews with female punjabi rheumatoid arthritis patients
This article presents methodological reflections on the different streams of knowledge that are drawn upon during interpreted interviews and the shifts of power between (1) the interviewer, (2) the interpreter/co-researcher, and (3) the interviewee. Interpreters are increasingly seen as active agents in the interview process, and they act as cultural brokers.Interpretation by a nurse researcher introduces further challenges and benefits to the interview dynamic, which was explored through reflexive discussions with an independentresearcher. These challenges include conducting interviews in a clinical setting, where the health professionalâpatient relationship remains active. A modified discourse analysis was used to examine the subject positioning in the interview situation and the power negotiationsthat ensued. The main conclusion that can be drawn from these reflexive accounts is that the use of different streams of knowledge (experiential, clinical, cultural, and academic)enhanced the interview interaction, and power relations were successfully negotiated to facilitate rapport and data collection. Reflexivity provides an important tool for identifying,and learning from, the challenges and benefits of working with an interpreter, who is also a co-researcher with multiple professional roles
Developing and integrating cultural competence into nursing education curricula : a qualitative grounded theory approach
The changing demographic UK population in terms of cultural, racial and ethnic mix demands mental health nurses to be educated in ways that will enable them to provide care that is both efficient and culturally appropriate to the diverse population they will serve. However, reported studies indicate that professional nurses, particularly mental health nurses, are not ready to meet the challenges posed by an increasingly culturally diverse society. These have raised questions about the undergraduate nursing education's readiness to develop a mental health work force that is capable of delivering effective mental health services to a multicultural population. The aim of the study was to explore and gain an understanding of cultural competence education from the perspectives of the key participants involved in the undergraduate mental health nursing education within the UK context, and to use the findings to develop a conceptual framework of developing cultural competence. Qualitative grounded theory approach was the method of inquiry used to collect and analyse interview data from the experiences and views of senior lecturers, third year mental health student nurses, clinical sign-off mentors and student mentors within the universities that offer pre-registration mental health nurse training in the West Midlands Region. Analysis of the research findings resulted in an emergent conceptual framework that explains how cultural competence is developed in the undergraduate mental health nursing curriculum in terms of content, processes, strategies, actions and approaches that are considered effective. The findings of this study revealed a degree of consistency between the views of the current study participants and what the literature describes as frameworks for developing cultural competence. The main theoretical constructs emerging from the study fit into a cultural competence frameworks encompassing awareness, knowledge and skills. Whilst some of the themes and theoretical constructs emerging from the results of the interview data were generally consistent with those indicated in the cultural competence literature, there were some other themes that emerged from the study participants on what was required within the curriculum in order to educate student nurses in ways that will enable them to work effectively and culturally appropriately with clients from diverse cultural backgrounds. The additional bridging theoretical construct included âconscious of the dynamics and discourse of intercultural educationâ which was a result of the differing ideological views about current curricula and how issues of cultural competence could best be addressed within the curricula. The strategies of âengagement of local experts to assist in teaching cultural competence specific areasâ and âcreating educational activities that challenge stereotypes, prejudice, discrimination and religious intoleranceâ also expands the current literature by providing evidence to support some of the conceptualisations regarding some of the educational intervention strategies to cultural competence. This study is significant as it represents the first attempt to develop a conceptual framework of developing cultural competence within the UK context based on the perspectives of those directly experiencing the undergraduate mental health nursing education, using qualitative grounded theory approaches. Exploring and developing the conceptual framework from the perspectives of the neglected silent voices of the key participants who are directly involved in the undergraduate nurse training within the UK context, contributes to the existing research in this area and provides a view not currently presented in the nursing literature.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
The Silences Framework: A Method for researching sensitive themes and marginalized health perspectives (English version)
Objective: To describe the experience of applying of The Silences Framework to underpin health research investigating Tuberculosis/HIV/AIDS coinfection .
Method: The Silences Framework originally developed following a study exploring the decisions and silences surrounding black Caribbean men living in England, discussing the themes 'sexual health' and 'ethnicity'. Following this study a conceptual a theory for research on sensitive issues and health care of marginalized populations was developed called 'Screaming Silences' which forms the foundation of The Silences Framework. Screaming Silences define research areas and experiences that are poorly studied, little understood or silenced.
Results: The Silences Framework supports researchers in revealing "silences" in the subjects they study - as such results may reflect how beliefs, values, and experiences of some groups influence their health. This framework provides the application of four complementary stages: working the silences, hearing silences, voicing silences and working with the silences. The analysis occurs cyclically and can be repeated as long as the silences inherent in a study are not revealed.
Conclusion: this article presents The Silences Framework and the application of the notion of "sounds of silence", mapping an antiessentialist theoretical framework for its use in sensitive research in health and nursing areas, being a reference for other researchers in studies involving marginalized populations.
KEYWORDS: Inequalities in health. Methods. Nursing. Coinfection. Research. Tuberculosis. Acquired immunodeficiency syndrome
Uniting health care quality and equity: the challenge of measurement
Uniting health care quality and equity: The challenge of measuremen
The National Strategy for Sexual Health and HIV: issues for community practitioners
Sexual health and the choices people make in relation to their health behaviour are influenced by a range of factors including social grouping, education, peer pressure and access to services/information.1-3 The impact of the negative choices made by an individual on society as a whole is reflected in high rates of unwanted pregnancy and increasing rates of sexually transmitted infections and a continued rise in HIV infection.4 The public and social burden of sexual ill-health means that sexual health issues cannot be viewed as acts concerning only the ..
Introduction and overview of research with black families
This edited book provides a valuable, unique and scholarly contribution to the study of Black families (African and African Caribbean) in the UK. It combines a systematic yet clear-headed approach with up-to-date and well-researched data to support its many stimulating assertion
Making my mark: 'You could have been a doctor'
Laura Serrant-Green talks about why she decided to be a nurse, her work in research, what she has learned during her career, as well as the women who have helped her along the way as she prepares to embark on her third year as editor of Nurse Researcher
Review: non-steroidal anti-inflammatory drugs reduce menstrual pain and heavy bleeding associated with an intrauterine device.
In women using an intrauterine contraceptive device (IUD), are non-steroidal anti-inflammatory drugs (NSAIDs) effective for treatment or prevention of heavy menstrual bleeding or pain associated with IUD use
Living with the stereotype: the impact of popular images on Black carribean men's sexual health
Living with the stereotype: th impact of popular images on Black carribean men's sexual healt