Public health nursing education viewed through the lens of superdiversity: a resource for global health.

BACKGROUND: Nurses are increasingly confronted with the challenge of globalization and the acceleration of migratory flows. This reality affects the notion of culture and its influence on health-related behaviors. The state of health of the population in the Canton of Geneva, where there is a wide diversity of origins, is characterized by significant differences. The term "superdiversity" is used to describe the increasing complexity in ethnic diversity due to migration and social stratification. Nursing education in Geneva, influenced by the Bologna Process, appears appropriate for superdiverse contexts of care, with the development of dedicated competencies. AIM: This discussion paper aims to examine the academic curricula implemented in Geneva in the light of the concept of superdiversity. MAIN TEXT: In Geneva, nursing education and curricula in public health are based on a competence framework for nursing care divided into 7 roles and educational tracks. Bachelor's-level nurses know how to assess a care problem quickly and solve it effectively by setting relevant priorities, and do so based on evidence. The curricula aim to teach nurses to design population and individual interventions in their superdiverse context. DISCUSSION: Education should enable students to develop their role as health promoters for the well-being of patients and communities, taking into account cultural complexity. CONCLUSIONS: Superdiverse contexts highlight the role of nurse educators in preparing future generations of public health nurses.

[Lack of empathy in teenagers, a weakness in the therapeutic relationship]. / Le déficit d'empathie chez l'adolescent, une faille dans la relation thérapeutique.

The capacity to recognise others as being different from oneself is an essential element of empathy. Achille's treatment in a child psychiatry unit illustrates the clinical presentation of a teenager who lacks this social skill. The use of the Griffith Empathy Measure improves the screening and evaluation of this disorder, with the aim of being able to provide the young patient with adapted support.

[Empathy deficit in adolescents : how to characterize and evaluate it clinically ? A litterature review]. / Le déficit d'empathie chez l'adolescent : comment le caractériser et l'évaluer cliniquement ? Revue de la littérature.

Introduction : empathy has been considered since a long time under the angle of human sciences. Today, certain neuro-scientific postulates complement this knowledge. Context : observation of adolescents presenting psychiatric disorders, accompagnied by conduct disorders and/or psychopathic traits, frequently describe empathy deficits ; nurses should evaluate the nature and the degree of empathy of these adolescents. Aims : this litterature review aims to expose the clinical characteristics of empathy deficit from its definition and to describe the clinical evaluation tools. Method : target population of this review is children and adolescents from twelve to eighteen years old. The review was carried out with PubMed, CINAHL and PsycINFO, from 2002 to 2012. Results : twenty-two articles were retained. Empathy is defined as a mechanism combining several components of neuronal activity. Empathy includes a cognitive component, an affective component which are based on a neurofunctional dysfunctional substrate when there is a deficit of empathy. Three evaluation scales are distinguished : the Basic empathy scale, the Interpersonal reactivity index and the Griffith empathy measure. Discussion : three evaluation tools present the validity and reliability criteria for clinical use. Conclusion : the development of evidence based practices should confirm the interest of these tools for nurses.