NAMA : ACHMAD DERI TAUFIQ

NIM : 151001049

KELAS : 3B

PRODI : S1 KEPERAWATAN

JURNAL 1

Speaking my patient's language: bilingual nurses’ perspective about provision of language

concordant care to patients with limited English proficiency

Abstract

The aim of this study was to explore bilingual nurses’ perspective about providing language
concordant care to patients with limited English proficiency (LEP) and its impact on patients and
nurses. Factors affecting the provision of language concordant care to patients LEP were also explored.

Background

With an increase in migration and mobility of people across the world, the likelihood of experiencing
language barriers while providing and receiving care is high. Nurses are responsible for providing care
to patients regardless of their culture, religion, ethnic background or language. Language barriers,
however, are hurdles that hamper development of effective communication between nurses and
patients. Eliminating language barriers is a crucial step in providing culturally competent and patient-
centred care.

Design

Qualitative descriptive study.

Methods

During January-August 2015, 59 nurses, working in acute hospitals in the UK, participated in 26
individual in-depth interviews and three focus group discussions. The data were analysed using
thematic analysis.

Findings

Four themes: ‘when we speak the same language’; ‘when I speak my patient's language’; ‘what
facilitates provision of language concordant care’ and ‘what hinders the provision of language
concordant care’ were identified. Factors affecting nurses’ ability to provide language concordant care
included individual factors (confidence; years of experience as a nurse; years of experience in the work
setting; and relationship with colleagues), patients’ expectation, attitudes of other patients, colleagues
and nurse managers, organizational culture and organizational policies.

Conclusion

Bilingual nurses can play a very important role in the provision of language concordant for patients
with LEP. Further research is needed to explore patient perspective.

JURNAL 2

Can Nursing Students Practice What Is Preached? Factors Impacting Graduating Nurses'
Abilities and Achievement to Apply Evidence-Based Practices

ABSTRACT

Background

In order to meet national Australian nursing registration requisites, nurses need to meet competency
requirements for evidence-based practices (EBPs).

Aims

A hypothetical model was formulated to explore factors that influenced Australian nursing students’
ability and achievement to understand and employ EBPs related to health care provision.

Methods

A nonexperimental, descriptive survey method was used to identify self-reported EBP efficacy
estimates of 375 completing undergraduate nursing students. Factors influencing participants’ self-
rated EBP abilities were validated by Rasch analysis and then modeled using the partial least squares
analysis (PLS Path) program.

Results

Graduating nursing students’ ability to understand and apply EBPs for clinical improvement can be
directly and indirectly predicted by eight variables including their understanding in the analysis,
critique and synthesis of clinically based nursing research, their ability to communicate research to
others and whether they had actually witnessed other staff delivering EBP.
Linking Evidence to Action

Forty-one percent of the variance in the nursing students’ self-rated EBP efficacy scores is able to be
accounted for by this model. Previous exposure to EBP studies facilitates participants’ confidence with
EBP, particularly with concurrent clinical EBP experiences.

JURNAL 3

Developing nurses’ intercultural/intraprofessional communication skills using the EXCELLence

in Cultural Experiential Learning and Leadership Social Interaction Maps

Abstract

Aims and objectives

To examine how the use of Social Interaction Maps, a tool in the EXCELLence in Cultural
Experiential Learning and Leadership Program, can enhance the development of nurses’
intercultural/intraprofessional communication skills.

Background

Nurses face communication challenges when interacting with others from similar background as well
as those from a culturally and linguistically diverse background. We used the EXCELLence in
Cultural Experiential Learning and Leadership Program's Social Interaction Maps tool to foster
intercultural/intraprofessional communication skills in nurses. Social Interaction Maps describe verbal
and nonverbal communication behaviours that model ways of communicating in a culturally
appropriate manner. The maps include four stages of an interaction, namely Approach, Bridging,
Communicating and Departing using the acronym ABCD.

Design

Qualitative approach was used with a purposeful sample of nurses enrolled in a postgraduate course.
Methods

Fifteen participants were recruited. The Social Interaction Map tool was taught to participants in a
workshop where they engaged in sociocultural communication activities using scenarios. Participants
were asked to apply Social Interaction Maps in their workplaces. Six weeks later, participants
completed a semistructured open-ended questionnaire and participated in a discussion forum on their
experience of using Social Interaction Maps. Data were content-analysed.

Results

Four themes identified in the use of the Social Interaction Maps were (i) enhancing self-awareness of
communication skills; (ii) promoting skills in being nonconfrontational during difficult interactions;
(iii) highlighting the importance of A (Approach) and B (Bridging) in interaction with others; and (iv)
awareness of how others interpret what is said C (Communicating) and discussing to resolve issues
before closure D (Departing).

Conclusions

Application of the EXCELLence in Cultural Experiential Learning and Leadership Social Interaction
Mapping tool was shown to be useful in developing intercultural/intraprofessional communication
skills in nurses.

Relevance to clinical practice

Professional development programmes that incorporate EXCELLence in Cultural Experiential

Learning and Leadership Social Interaction Maps can enhance nurses’ intercultural/intraprofessional
communication competencies when engaging with others from culturally and linguistically diverse
backgrounds and improve the way nurses communicate with each other.
RANGKUMAN
A. JURNAL 1

The aim of this study was to explore bilingual nurses’ perspective about providing language
concordant care to patients with limited English proficiency (LEP) and its impact on patients and
nurses. With an increase in migration and mobility of people across the world, the likelihood of
experiencing language barriers while providing and receiving care is high. Nurses are responsible for
providing care to patients regardless of their culture, religion, ethnic background or language.
Bilingual nurses can play a very important role in the provision of language concordant for patients
with LEP. Further research is needed to explore patient perspective.

B. JURNAL 2

Graduating nursing students’ ability to understand and apply EBPs for clinical improvement can be
directly and indirectly predicted by eight variables including their understanding in the analysis,
critique and synthesis of clinically based nursing research, their ability to communicate research to
others and whether they had actually witnessed other staff delivering EBP. Forty-one percent of the
variance in the nursing students’ self-rated EBP efficacy scores is able to be accounted for by this
model. Previous exposure to EBP studies facilitates participants’ confidence with EBP, particularly
with concurrent clinical EBP experiences.

C. JURNAL 3

Nurses face communication challenges when interacting with others from similar background as well
as those from a culturally and linguistically diverse background. We used the EXCELLence in
Cultural Experiential Learning and Leadership Program's Social Interaction Maps tool to foster
intercultural/intraprofessional communication skills in nurses. Application of the EXCELLence in
Cultural Experiential Learning and Leadership Social Interaction Mapping tool was shown to be useful
in developing intercultural/intraprofessional communication skills in nurses.
intercultural/intraprofessional communication competencies when engaging with others from
culturally and linguistically diverse backgrounds and improve the way nurses communicate with each
other.
 DAFTAR PUSTAKA

http://onlinelibrary.wiley.com/doi/10.1111/jan.13143/full
http://onlinelibrary.wiley.com/doi/10.1111/wvn.12205/full
http://onlinelibrary.wiley.com/doi/10.1111/jocn.14089/full