Cultural intelligence and intercultural effectiveness among nurse educators: A mixed-method study.

BACKGROUND: Due to globalisation, the education sector is becoming multi-cultural. It is important for nurse educators to be aware of various cultures and to be able to work efficiently with culturally diverse group of students and colleagues. OBJECTIVES: To examine cultural intelligence and inter-cultural effectiveness among nurse educators and as well as to explore their experiences in culturally diverse education settings. DESIGN: A mixed-method approach applying a sequential explanatory design. RESULTS: Nurse educators' cultural intelligence (CQ) and intercultural effectiveness (IE) scores were above the median values, with an overall score of 76.33 (range 23-100) for CQ and 74.64 (range 58-87) for IE respectively. Individual CQ component scores were noted to be high. Although, the cognitive component was in the lower score range, which involves knowledge of norms, practices, values, rules of languages, and rules for expressing non-verbal behaviours. For IE, nurse educators had a lower score with Message Skills, which involved effective interactions conveying messages specific to a particular culture or group. The initial quantitative findings was explained by the narratives of nurse educators reinforcing that acquiring cultural intelligence is a continuous process of knowing and learning through active sharing and that cultural sensitivity overlaps with professional nursing standards. CONCLUSION: In the presence of culture-related dilemmas, nurse educators resort and are guided by professional standards of cultural awareness, inclusivity and culturally safe practice in nursing. Future research might need to examine how objective measures of cultural intelligence and experience-based evidence from nurse educators contribute to shaping the professional nursing requirements and standards applied in the nursing curriculum.

Experiences of overseas nurse educators teaching in New Zealand.

BACKGROUND: Globalisation and a shortage of registered nurses in New Zealand have caused an increase in the number of overseas qualified registered nurses and nurse educators migrating to New Zealand. This reflects the overall international context. If overseas qualified nurse educators are to work optimally, providing the maximum benefit for students, their experiences need to be examined in order to identify potential issues and provide support. OBJECTIVES: To investigate the experiences of overseas qualified nurse educators teaching in New Zealand nursing schools and relate this to the international context. DESIGN: A qualitative study using van Manen's hermeneutic approach to phenomenology. METHODS: The lived experiences of 17 overseas qualified nurse educators were explored through in-depth, semi -structured individual interviews. RESULTS: The study revealed that overseas qualified nurse educators initially experienced a sense of non-belonging in New Zealand, while their separation from their homeland and migration to a new country resulted in a sense of disorientation. Integration was the preferred method of adaptation to New Zealand among the study participants. However, they wanted to choose which aspects of the new culture they would adopt and to what extent they would adapt. CONCLUSION: The initial phase of adaptation was a difficult process for the majority of participants, however, it was found that the adaptation process was easier for the participants who were actively engaging in New Zealand society. Understanding and improving the experiences of overseas qualified nurse educators will enable nursing students to receive maximum educational benefits wherever they train in the world.