Notice bibliographique
Résumé
Patients worldwide are becoming more linguistically and culturally diverse and need appropriate and culturally competent nursing care (International Council of Nurses, 2013). Thus, learning transcultural nursing in nursing school is essential (Antón-Solanas et al., 2021). Repo et al. (2017) noted that international exchange studies and exposure to new customs and unfamiliar languages impact cultural competence acquisition. Historically, global immersion experiences have provided significant positive outcomes for nursing students' cultural competency (Long, 2012). Additionally, cultural competency fulfills a biblical principle as it “draws attention to the truth of God's glory in his plan to create a culturally diverse family of faith” (Mwongela, 2017, p. 1). CLINICAL PLACEMENT SHORTAGES Student clinical placements are in short supply, resulting in nursing schools turning away qualified applicants (American Association of Colleges of Nursing, 2022; Canadian Association of Schools of Nursing, 2021); the COVID-19 pandemic exacerbated this shortage (Lee et al., 2023). Simultaneously, the pandemic impacted healthcare worldwide, including the ability of nursing personnel to travel abroad for healthcare missions (Fuzaylov & Dabek, 2021). For many organizations that rely on volunteers and donated medical supplies, the sudden halting of missions and the slow resumption post-pandemic have been critically challenging. Jesus clarified that Christians who recognize a great need should share their skills to assist when he said I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me...Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me. (Matthew 25:35-40, NIV) ONE SOLUTION: SERVICE-LEARNING MISSIONS Service-based mission trips—where partnerships are formed between low-income, healthcare-scarce communities and academic institutions—have demonstrated that nursing students benefit from hands-on acute care practice and gain valuable nursing skills while being exposed to cultural diversities (Markaki et al., 2021). Mission trips help develop cultural competency while providing health services. Further, service learning is critical in meeting the National Academy of Medicine's (2020) vision for the nursing profession to address health disparities and build positive partnerships between academic institutions and organizations in need. Nursing service-learning mission trips are a worthy option for clinical placements for students and can benefit vulnerable communities. These clinical placements also enable Christian students and faculty to embody Jesus' directive to “Go into all the world and proclaim the gospel to the whole creation” (Mark 16:15, ESV). Given our desire as Christian nurses to be the hands and feet of God, now is the perfect opportunity to explore nursing student service-learning missions.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».