Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-andafter study

PURPOSE: This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants' cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants' overall satisfaction with the course. METHODS: A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad's transcultural nursing model and Purnell's theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores. RESULTS: The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre­post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0. CONCLUSION: The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.

The development of cultural competences in nursing students and their significance in shaping the future work environment: a pilot study.

BACKGROUND: Working in a culturally diverse environment entails a moral and professional responsibility to provide culturally competent care. This has been recognised as an important measure to reduce health inequalities, improve the quality of care and increase patient satisfaction. The aim of this study was to assess the level of cultural competence in nursing students a decade after the introduction of transcultural nursing content into the nursing curriculum in Slovenia. METHODS: A descriptive cross-sectional design with 180 s-year nursing students as a convenience sample was used. Cultural competence was assessed using the Cultural Competence Assessment Tool (CCATool) via an online survey. IBM SPSS facilitated statistical analysis, using descriptive statistics and inferential methods, including the chi-square test. Non-parametric tests (Mann Whitney U, Kruskal-Wallis H and Wilcoxon signed-rank) were used for non-normally distributed data (Shapiro-Wilk test, p < 0.05). The significance was set at p ≤ 0.05. RESULTS: The results indicate that students demonstrate a high level of cultural competence, although there is room for improvement in terms of cultural sensitivity, as determined by coding the CCATool. The results also show a remarkable contrast between their self-assessed scores and the objective scores obtained from CCATool coding of the statements in each subscale (p < 0.005). In addition, significant differences (p = 0.002) are found in subscale "Cultural Knowledge" particularly between students who have lived abroad for more than 6 months and those who have not. The latter group has a higher score in the CCATool, indicating greater cultural knowledge. CONCLUSIONS: The study suggests that the presence of transcultural elements in the Slovenian nursing curriculum is associated with higher self-reported levels of cultural competence among nursing students, although the present research design does not allow for causal interpretations. This competence is of immense importance in preparing students for their future professional environment. However, it is crucial to further refine the nursing curriculum, especially through greater integration of transcultural content in all health disciplines. In addition, the introduction of innovative teaching and learning approaches can better prepare students to deal with the diverse cultural experiences they will encounter in their nursing careers.

Examination of individualised care behaviours and ethnocentrism of nurses caring for refugees: A descriptive and exploratory study.

BACKGROUND: Qualified individualised nursing care should be provided to all communities and ethnic groups with free of ethnocentrism. AIMS: To evaluate nurses' individualised care behaviours and ethnocentric attitudes and predict the relationship between their individualised care behaviours and ethnocentric attitudes. DESIGN: A descriptive and exploratory study. METHODS: This study was conducted with 250 nurses working in a public and two private hospitals in a city, an area with many refugees. Data were collected using the Ethnocentrism Scale and Individualised Care Behaviours Scale. Structural equation model analysis to test hypothetical model and descriptive statistics were used. RESULTS: Nurses working in the private hospitals had a higher individualised care decision control mean score. Those nurses who enjoyed spending time with people from different cultures had lower mean ethnocentrism scale scores, higher individualised care clinical status, personal life and decision control status subscales mean scores compared to other nurses. Mean scores of the individualised care personal life and decision control status subscales of the nurses who followed the literature on transcultural nursing was higher. A significant relationship between the ethnocentrism levels and individualised care behaviours was identified. Accordingly, the ethnocentric attitudes of the nurses negatively affected their individualised care behaviours, and the model established between the two concepts is statistically appropriate. CONCLUSIONS: Nurses who work in private hospitals, receive intercultural nursing education and enjoy spending time with different cultures have higher individualised care behaviours and lower ethnocentrism levels. Ethnocentric attitudes of the nurses negatively affected their individualised care behaviours. Care strategies should be developed that consider the factors that will maximize individualised care practices that minimize ethnocentric behaviours among nurses. IMPLICATIONS FOR THE PROFESSION: Increasing awareness on individualised care behaviours, ethnocentric attitudes and effected factors will contribute to improve of nursing care quality of nurses while giving care to individuals from different cultures.

Cultural competence of nursing educators at medical universities of 2nd regional planning in Iran.

BACKGROUND: One of the facets of nursing care, as a holistic profession, is cultural care. Considering the role of culture in individuals' health behaviors, nurses are recommended to be mindful of cultural care. Since nursing educators should be culturally competent to teach cultural care to students, this study aimed to determine the cultural competence of nursing educators of medical sciences universities in the 2nd regional planning in Iran. METHODS: The current research was a descriptive and survey study framed within Campinha-Bacote's cultural competency model. All nursing educators of universities of medical sciences in the 2nd regional planning of Iran (Tabriz, Urmia, Ardabil, Khoy, Maragheh, Sarab, and Khalkhal) were considered as research units, and the cultural diversity questionnaire for nursing faculties (CDQNE-R) was sent to them. Out of 129 questionnaires sent, 84 were turned back. The data were analyzed by the SPSS 22 software. RESULTS: The results of this study showed that the research participants agreed with the subscales of cultural awareness, cultural knowledge, cultural skill, and cultural desire according to Sealey and Yates' interpretation scale. Also, the research units cast doubts on the cultural encounter subscale. The mean scores of the participants' responses to the questions of every subscale equaled 4.11, 3.52, 3.71, 3.38, and 3.93 for the subscales of cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire, respectively. Likewise, the mean scores of participants' responses to the subscales of transcultural educational behaviors and general cultural competence equaled 3.90 and 3.73. CONCLUSIONS: The nursing faculties participating in the present study agreed with the 4 sub-models of Campinha-Bacote cultural care and the presence of cultural competence criteria. Also, the research units had doubts about the cultural encounter subscale. This result means that the research participants were undecided about their level of participation in face-to-face interactions with people from different cultural, racial, and ethnic groups. According to the results of the study, it is important to hold transcultural nursing training workshops and courses to maintain and improve the level of cultural competence of nursing faculties at universities of medical sciences in the 2nd regional planning in Iran.

Integration of Population Health, Social Determinants, and Social Justice in Transcultural Nursing and Culturally Competent Care: White Paper by the Scholars Education Interest Group.

INTRODUCTION: As part of its mission to advance Transcultural Nursing worldwide, the Transcultural Nursing Society Scholars upholds the central role of the discipline and cultural competence in advocacy, empowerment, and transformation of the life conditions of disadvantaged populations. This White Paper affirms the Scholars' core belief in the value of Transcultural Nursing and culturally competent care in addressing social determinants to promote health equity. METHODS: The Scholars Education Interest Group proposes recommendations for changes in education, practice, and research undergirding the discipline and expand cultural competence to directly address social structural and historical forces that perpetuate health vulnerability in diverse populations. RESULTS: Collaborative leadership between the TCNS Scholars, Board of Trustess and members should develop initiatives to foster implementation of the recommendations and promote global dissemination of exemplars in education, research and practice. DISCUSSION: Collaborative implementation of recommendations will generate evidence of health equity outcomes through TCN and culturally competent care.

Teaching cultural competence to undergraduate pharmacy students using vignettes (case scenarios) as an innovative teaching intervention.

OBJECTIVE: Cultural competence is instrumental in reducing health equities. Addressing cultural competence at higher education level in healthcare students lays a solid cultural competence foundation for professional practice. The use of vignettes as a teaching intervention was effective because it allowed the use of role-modelling in real-life situations.The study aimed to enhance cultural competence in undergraduate pharmacy students using a self-directed online interactive cultural competence module embedded with three vignettes (case scenarios). METHOD: This study was an exploratory longitudinal mixed method (survey and written feedback) study and used a convenience sample of 90 pharmacy students at an Australian University. Students' self-perceived transcultural self-efficacy was evaluated pre- and post-intervention using Jeffreys' Transcultural Self-Efficacy Tool (TSET) which is a validated outcome measure. KEY FINDINGS: Vignettes were effective in teaching cultural competence as shown by significant (P < 0.0005) changes pre- to post-intervention in cognitive, practical and affective domains scores using TSET. The affective domain had the least positive mean score change. There was no significant association between any of the demographic factors such as age, gender or birthplace/parents' birthplace and changes in any of the three domains. Cronbach's alpha of >0.90 in all domains confirmed the test's internal consistency and reliability. CONCLUSIONS: The findings were indicative of the students' positive receptivity to learning cultural competence and that they had a well-developed understanding of cultural competence. Further research is needed to determine why most cultural competence teaching methods produce little or no meaningful change in enhancing the affective domain.

Effectiveness of Chinese Native Culture Education for Improving Undergraduate Nursing Students' Transcultural Self-Efficacy.

Aim: The aim of this study is to evaluate the impact of Chinese native culture education based on Chinese native culture on the intercultural competence of undergraduate nursing students. Method: A quasi-experimental design with pretest and posttest was used. We recruited nursing students from 4 classes of the School of Nursing in our hospital in 2016 as research subjects. Undergraduate nursing students (n = 79) who completed one semester of education in indigenous Chinese culture completed a demographic questionnaire and the transcultural self-efficacy tool (TSET). Chinese native culture education is the topics related to nursing, consistent with the culture of Chinese patients under the background of Chinese native culture, including the dietary habits, taboos, religions, values, particularly Chinese medicine, and specific diseases. The control group (n = 91) was students who did not participate in Chinese native culture education and completed the instrument during the same time frame. Result: Students who participated in Chinese native cultural education significantly improved their transcultural self-efficacy in three dimensions: cognition, emotion, and practice. Compared with the control group, the students in the cultural education group had higher change scores in three sizes of transcultural self-efficacy. Conclusion: When strengthening cultural education for undergraduate nursing students, adding content related to Chinese native culture can improve their transcultural self-efficacy and meet the growing cultural needs of patients.

Improving Cultural Competence and Self-Efficacy Among Postgraduate Nursing Students: Results of an Online Cultural Care Training Program.

INTRODUCTION: Since nurses and nursing students interact with culturally diverse clients in health care settings, training programs are required to improve cultural competence and self-efficacy among them. This study aimed to investigate the effect of an online cultural care training program on cultural competence and self-efficacy among postgraduate nursing students. METHODS: The present interventional study used random sampling to allocate 80 postgraduate nursing students into the intervention and control groups. Cultural care training program was held for the intervention group. RESULTS: No significant difference in cultural competence and self-efficacy scores was found between the intervention and control groups in the pretest. However, the intervention group scored higher in terms of cultural competence and self-efficacy after the intervention. DISCUSSION: Given cultural diversity and prevalence of medical tourism, nursing instructors need to pay special attention to cultural care education at all academic levels.

Nurses' experiences of providing transcultural nursing care to minority patients in Yunnan province: A descriptive qualitative study.

Cultural competency is essential for providing transcultural nursing care. This qualitative study explores nurses' experiences of providing transcultural nursing care to patients from ethnic minority in Yunnan province, China, with the aim of supplementing and enriching previous quantitative research. Yunnan is home to 25 ethnic minorities with the highest proportion (33.1%) of people from ethnic minorities in China. A descriptive qualitative method was used to describe the experiences of 12 nurses. Data were collected in October 2020 through semistructured interviews and analyzed using conventional content analysis methods. Three themes were generated, including limitations of resources to provide transcultural nursing care, challenges in providing transcultural nursing care, and concerns about the quality of nursing care. The results suggest that there is scope for improving cultural competence of nurses in Yunnan through education that would enable them to provide high-quality transcultural nursing care. Training topics could include transcultural knowledge, cultural sensitivity, minority languages, and immersive multicultural experiences. Other suggested improvements include a resource room for transcultural care, the accommodation of religious and dietary needs, and dedicated staff who lead transcultural care in hospitals.

Factors Influencing Transcultural Self-Efficacy Among Nurses With Foreign Patient Care Experience.

INTRODUCTION: As the cultural diversity among patients increases, it becomes important for nurses to be prepared and efficient in providing culturally congruent care. The purpose of this study is to examine the factors influencing transcultural self-efficacy (TSE) among Korean nurses. METHODOLOGY: A descriptive cross-sectional survey was used, and 131 nurses with foreign patient-care experience were recruited from a university tertiary hospital. RESULTS: The mean TSE score of participants was 5.27 out of 10 (SD = 1.50). The practical subscale of TSE was the lowest, while the affective subscale was the highest. A regression analysis revealed that education level, cultural competence, and intergroup anxiety are predictors explaining 58.8% of its variance (F = 27.5, p < .001). DISCUSSION: A low level of TSE causes avoidant behavior and ineffective communication in foreign patient care, resulting in unsatisfactory clinical performance. Effective education programs and administration guidelines may be critical for nurses to improve their TSE.

Cultural Competence of Turkish Nurses and Nursing Students: An Integrative Literature Review.

INTRODUCTION: Turkish population is characterized by its great cultural diversity, thus, Turkish nurses and nursing students often interact with patients of different cultural backgrounds from theirs. Cultural competence is needed to provide qualified contemporary nursing care. This study aimed to explore the literature on the cultural competence of Turkish nurses and nursing students. METHODOLOGY: The Whittemore and Knafl review methodology was used to extract, summarize, and synthesize data of 15 primary research articles published between January 2011 and January 2021. The search was done in the Turkish Academic Network and Information Center-ULAKBIM (PubMed, TRDizin, DergiPark). RESULTS: Three themes were identified: cultural competence, cultural-related problems, and importance of training on transcultural nursing. DISCUSSION: Appropriate educational courses on transcultural nursing should be implemented in Turkish nursing schools as well as in continuing education programs for Turkish nurses.

Nursing students' experience of learning cultural competence.

INTRODUCTION: European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. MATERIALS AND METHODS: A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5-7 students took place at the participants' respective universities in Spain, Belgium, Turkey and Portugal. RESULTS: 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants' concept of culture; ethnocentricity emerged as a frequent element in the students' discourse. Theme 2, personal awareness, integrates the students' self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants' perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants' learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. CONCLUSION: The participants' perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

Cultivating Cultural Competence Through Academic Community Engagement and Clinical Reflection.

INTRODUCTION: Nursing curriculum must include unique ways to enhance students' cultural sensitivity to ensure the provision of culturally competent care to our diverse populations. Academic community engagement (ACE) is a pedagogy used to teach course concepts through service. METHODOLOGY: This was a qualitative study analyzing nursing students' written reflective journals following their service at a Native American powwow using Lincoln and Guba's model. The purpose was to examine if the ACE experience influenced their development of cultural sensitivity. RESULTS: Reflective journals of 34 first-semester nursing students, enrolled in a nursing specific culture course, were analyzed. Three themes were identified: (a) engagement, (b) cultural sensitivity, and (c) humility and altruism. DISCUSSION: The development of self-awareness and the revelation by students of the importance of culturally sensitive care was a key finding supporting the use of ACE as a reliable teaching strategy in nursing education.

A third mission at the Nursing Study course University of Parma. Intervention report.

BACKGROUND: The term Third Mission refers to the activities with which universities interact directly with the communities and the territory of reference, combining the objectives of the third mission with the two traditional missions: teaching and research.  These were the premises that guided the Nursing Studies Course of the University of Parma, with the goal of implementing a structured path of "Intercultural Nursing" on a demo-ethno-anthropological basis. METHODS: The path taken was divided into several phases: arrangement of moments of interaction with students; teaching activity aimed at students based on the relationship between ethno-anthropological knowledge, aspects of migration medicine and social legislation; direct meetings with representatives of some communities present in the Parma area. RESULTS: The interaction with students was achieved through meetings called "Cultural Coffee". The first meetings, in the measure of 4-5, took place in the period October-December 2013, subsequently, the same number of meetings was repeated in the following years. In 2019, two important results were achieved: the creation of an ADE (teaching chosen by the student) dedicated to multiculturality. Another activity of the "Intercultural Nursing" course involve the students with some communities in the Parma area. CONCLUSION: The results of this experience and the underlying idea that these aspects, if addressed in the basic training, can be for the professionals most expendable in the workplace, provide reasons to continue the path started. The international comparison on the intercultural skills of nurses, indicates collaboration and partnership with communities, as fundamental elements for a complete and effective assistance.

Effects of Transcultural Nursing Education on the Professional Values, Empathic Skills, Cultural Sensitivity and Intelligence of Students.

Purpose: To examine the effect of Transcultural Nursing education on nursing students' Professional Values, Empathic Skills, Cultural Sensitivity and Intelligence.Design: A posttest quasi-experimental study with a control group.Methods: The participants were second year nursing students (n = 125). The experiment group was composed of students who had enrolled in the Transcultural Nursing course (n = 65). The control group consisted of students who did not enroll in this course (n = 60).Findings: The posttest scores of the experiment group in the scales were significantly higher than those in the control group (p < .01).Conclusion: Transcultural nursing course is an effective method to increase the professional values, empathic skills, cultural sensitivity and intelligence of students.

Teaching Online Graduate Nursing Students Cultural Diversity From an Ethnic and Nonethnic Perspective.

Introduction: Nursing programs requiring a short-term cultural diversity immersion experience can impose financial, family, and work schedule hardships for graduate students. This study aimed to measure changes in cultural practice, awareness, sensitivity, and behaviors before and after completing an online cultural diversity course without travel. Methodology: A quasi-experimental pretest/posttest design collected data from a convenience sample of graduate nursing students (n = 37) enrolled in a 16-week online course using the Cultural Competency Assessment (CAS/CCB), Culturally Congruent Care for Advanced Nursing Course Objectives (CCCAN-CLO) and Teaching/Assignment Inventory tools. Results: There was a statistically significant increase in graduate nursing students' cultural competency postcourse scores: CAS, t(36) = -5.16, p < .001; CCB, t(36) = -5.42, p < .001; CCCAN-CLO, t(36) = -6.21, p < .001. Students identified conducting cultural interviews and online discussions as the most effective teaching strategies and assignments for learning cultural diversity content. Conclusion: Effective approaches for teaching graduate nursing students' cultural diversity for practice are available for online learners.

Knowledge, attitudes and prejudices of nursing students about the provision of transcultural nursing care to refugees: A comparative descriptive study.

OBJECTIVES: The aim of this study was to determine the knowledge, attitudes, and prejudices of nursing students regarding the provision of transcultural nursing care to refugees. METHODS: The sample of this comparative descriptive study was composed of 317 volunteering nursing students living in Ankara, Turkey. Descriptive statistics were presented as number, percentage, and mean ± standard deviation. The relationships among dependent and independent variables were analyzed with Pearson chi-square test. p ≤ 0.05 was accepted as statistically significant. RESULTS: The mean age of the students was 21.19 ± 1.66 years; 88.6% were female. Only 30.0% (n = 95) of students (predominantly seniors) were educated on transcultural nursing. Statistically significant differences were found among grades of nursing students on the answers to the items, "Refugees are under coverage of general medical insurance system," "The concept of 'Health' differs from culture to culture," "Cultural features of the patient are important for caring nurse," "In order to provide care to only refugees and foreign patients, nurses from other cultures should be employed in hospitals," "Interpreters should be employed in hospitals 24 hours for services for refugees," and "According to my observations, refugees and their relatives admitted to the hospital are not respecting the healthcare workers and hospital rules." In addition, there was a statistically significant difference in students' comfort level with nursing care activities between those students who were literate in a foreign language and those who were not literate in a foreign language. CONCLUSIONS: Our findings show that attending lectures on transcultural nursing in a curriculum of seniors and being literate in a foreign language had a positive impact on the attitudes of students in terms of the provision of medical care to refugees. It is recommended that nursing programs integrate lectures on transcultural nursing into the curricula of all four grades of nursing education and encourage students in language learning to better serve our disadvantageous guests.

An (interpretive) phenomenological analysis of nursing professionals experience of developing a transnational curriculum.

AIM: The purpose of this phenomenological study is to reveal how senior staff who have engaged in the development of a transnational nursing curriculum make sense of the opportunity. BACKGROUND: Merging two, country specific curricula for a dual award bachelor degree nursing program, taught exclusively in China through 'flying faculty' model is an innovative way to deliver a global nursing education. As with any innovation, lessons can be learned through reflection, to streamline future institutional investments which are responsive to country specific needs. METHODS: Four senior staff involved in curriculum development were recruited through purposive sampling. Semi structured interviews were undertaken to elicit data on their experiences during the merger. DISCUSSION: Five main themes were key to participant's sense making during the curriculum development process. These were: managing and overcoming differences in expectations and pedagogy, meeting deadlines, engaging stakeholders and the need to think creatively. All participants revealed there had been a significant learning curve during the process, and highlighted the benefits of this in their own development. CONCLUSIONS: Participants perceived transnational education curriculum development as complex. They cited differences in learning, teaching, pedagogy and quality processes as factors to address and identified the most crucial elements to success, were communication, mutual engagement, meeting deadlines and the ability to think creatively. Their continual efforts to understand systems and processes allowed them to make sense of this complex undertaking.

Interculturalidad una apuesta en la formación de los profesionales enfermeros / Interculturality: a position on training of nursing professionals / Interculturalidade: uma aposta na formação de profissionais de enfermagem

A pesar de que la existencia de sociedades pluriétnicas y pluriculturales no es nueva, la perspectiva de igualdad y reconocimiento ha quedado en papel, sin permear en las actitudes ciudadanas. Las migraciones y la propia globalización han llevado a mayor consciencia internacional sobre la interculturalidad, enfrentando retos a nivel educativo y de atención en salud, generando regulaciones en relación a la protección y el respeto a lo diverso. El surgimiento y desarrollo del concepto de interculturalidad en la educación, permite reflexionar acerca de su importancia y el papel que le han dado en la formación en salud y enfermería. Se evidencia que los esfuerzos institucionales han sido insuficientes, por cuanto sigue primando la colonialidad del ser y saber, ya que aún se asumen posturas anglosajonas y europeas que entran en tensión con el contexto latinoamericano. En enfermería aún se está en camino de forjar interculturalidad, siendo importante incluir la temática en la formación de los profesionales, que contribuya a la construcción de un cuidado propio. La propuesta de este artículo es abordar la noción de interculturalidad desde la educación y la salud, para repensar epistemológicamente otra mirada en la formación de profesionales en enfermería

Embora a existência de sociedades multiétnicas e pluriculturais não seja nova, a perspectiva de igualdade e reconhecimento permaneceu no papel, sem permear as atitudes dos cidadãos. As migrações e a própria globalização levaram a uma maior conscientização internacional da interculturalidade, enfrentando desafios nos níveis educacional e de saúde, gerando regulamentações em relação à proteção e respeito à diversidade. O surgimento e desenvolvimento doconceito de interculturalidade na educação nos permite refletir sobre sua importância e papel na formação em saúde e enfermagem. É evidente que os esforços institucionais têm sido insuficientes, pois a colonialidade do ser e do conhecimento continua a prevalecer, uma vez que ainda se assumem posições anglo-saxônicas e européias que estão em tensão com o contexto latino-americano. A enfermagem ainda está em vias de forjar a interculturalidade, é importante incluir o tema na formação dos profissionais, o quecontribui para a construção do autocuidado. A proposta deste artigo é abordar a noção de interculturalidade a partir da educação e saúde, para repensar epistemologicamente outro olhar sobre a formação de profissionais em enfermagem

Although the existence of multi-ethnic and pluricultural societies is not new, the perspective of equality and recognition has remained on paper, without permeating citizen attitudes. Migrations and globalization have led to greater international awareness of interculturality, facing challenges at the educational and health care levels, generating regulations in relation to protection and respect for diversity. The emergence and development of the concept of interculturality in education allows us to reflect on its importance and the role it has been given in health and nursing training. It is evident that institutional efforts have been insufficient, as the coloniality of being and knowledge continues to prevail, since Anglo-Saxon and European positions are still assumed that are in tension with the Latin American context. Nursing is still on the way to forging interculturality, it is important to include the subject in the training of professionals, which contributes to the construction of self-care. The proposal of this article is to approach the notion of interculturality from education and health, to re-think epistemologically another look at the training of professionals in nursing