Globalisation and the Importance of Cultural Competence in Nursing
Globalisation processes, epidemiological conditions, social conflicts, and natural disasters often lead to increased migration flows. According to the International Organization for Migration [1], there were approximately 281 million international migrants worldwide in 2020, representing 3.6 per cent of the world’s population. Europe is currently the largest destination for international migrants, with a total of 87 million migrants (30.9% of the international migrant population). The resulting increase in cultural diversity poses challenges for social structures and the healthcare system, emphasizing the need for culturally competent care [2].
The Sustainable Development Goals (SDGs)
- Goal 3: Good Health and Well-being
- Goal 10: Reduced Inequalities
- Goal 16: Peace, Justice, and Strong Institutions
Background
Nurses represent the largest group of healthcare professionals and spend most of their working time providing direct care to patients [2]. To provide effective care, nurses need to understand patients in the context of their cultural background. Cultural competence is an essential element of nursing practice and an indicator of professionalism [3]. It involves providing culturally sensitive and competent care by considering patients’ values, beliefs, customs, and traditions [4].
The Importance of Cultural Competence in Nursing Education
- Cultural competence reduces health inequalities, improves quality of care, and increases patient satisfaction [4].
- Nursing students need to be adequately prepared to work in culturally diverse environments [3].
- Cultural competence should be integrated into undergraduate nursing education to shape the values and norms of the nursing profession [3, 5].
Dimensions of Cultural Competence
Cultural competence encompasses sensitivity, culture, skills, knowledge, proficiency, and dynamism [4, 13]. It is a continuous developmental process that enables the provision of effective, safe, unbiased, and quality care [4, 10]. Cultural proficiency involves a proactive approach and reflects a commitment to change at both individual and organizational levels [4, 14].
New Concepts in Transcultural Nursing
Two emerging concepts in transcultural nursing are culturally competent compassion and cultural humility [10, 15]. Culturally competent compassion involves understanding and helping patients in a culturally appropriate manner [10]. Cultural humility emphasizes respect, empathy, self-reflection, and openness towards patients’ worldviews [15]. Both concepts promote self-reflection and challenge systems that lead to inequalities [16].
Curriculum Interventions and Cultural Competence
- Curriculum interventions contribute to the development of cultural competence in nursing students [17, 18, 19].
- In Slovenia, the nursing curriculum was changed in 2013 to include transcultural nursing content [5].
- Cultural competence has been widely promoted among students and mentors in the clinical setting [5].
Sustainable Development Goal Alignment
The integration of cultural competence in nursing education aligns with several SDGs:
- Goal 3: Good Health and Well-being – Cultural competence improves healthcare quality and patient satisfaction.
- Goal 4: Quality Education – Cultural competence enhances the education of nursing students.
- Goal 5: Gender Equality – Cultural competence promotes equity in healthcare for diverse populations.
- Goal 10: Reduced Inequalities – Cultural competence reduces health inequalities.
- Goal 16: Peace, Justice, and Strong Institutions – Cultural competence fosters understanding and respect among diverse individuals and communities.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 3: Good Health and Well-being | Target 3.8: Achieve universal health coverage, including financial risk protection, access to quality essential healthcare services, and access to safe, effective, quality, and affordable essential medicines and vaccines for all | No specific indicators mentioned in the article |
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development | No specific indicators mentioned in the article |
| SDG 5: Gender Equality | Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life | No specific indicators mentioned in the article |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status | No specific indicators mentioned in the article |
| SDG 16: Peace, Justice, and Strong Institutions | Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels | No specific indicators mentioned in the article |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 3: Good Health and Well-being
- SDG 4: Quality Education
- SDG 5: Gender Equality
- SDG 10: Reduced Inequalities
- SDG 16: Peace, Justice, and Strong Institutions
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 3.8: Achieve universal health coverage, including financial risk protection, access to quality essential healthcare services, and access to safe, effective, quality, and affordable essential medicines and vaccines for all
- Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development
- Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status
- Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
No specific indicators are mentioned or implied in the article that can be used to measure progress towards the identified targets.
4. SDGs, Targets and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 3: Good Health and Well-being | Target 3.8: Achieve universal health coverage, including financial risk protection, access to quality essential healthcare services, and access to safe, effective, quality, and affordable essential medicines and vaccines for all | No specific indicators mentioned in the article |
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development | No specific indicators mentioned in the article |
| SDG 5: Gender Equality | Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life | No specific indicators mentioned in the article |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status | No specific indicators mentioned in the article |
| SDG 16: Peace, Justice, and Strong Institutions | Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels | No specific indicators mentioned in the article |
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Fuente: bmcmededuc.biomedcentral.com
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