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Jews of Turkey have been applying for citizenship restitution from Spain and Portugal through processes formalized in 2015. Using 29 interviews, I analyze applicant motivations and find that cultural connections play a minor role in applicant decisions. The citizenship application process did not lead to self-questioning of identity for these applicants, unlike Sephardic Jews in other contexts. The more important motivators were Jewish fears about the future of Turkey, the practical benefits of easy travel on a European Union passport, and the desire for global mobility, allowing individuals to chase prosperity wherever it may go. While Jewish fears are mostly in the background, the other two motivations were more pressing. I place these motivations in the context of changing conceptions of citizenship in Europe and the global inequality of citizenship, crystallized in a hierarchy of passports. I find that after acquiring Iberian citizenship, Jews from Turkey relate to their new citizenship solely in practical ways. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]