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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. [ABSTRACT FROM AUTHOR]

Abstract: This study aims to conduct a concept analysis on cultural competence in community healthcare. Clarification of the concept of cultural competence is needed to enable clarity in the definition and operation, research and theory development to assist healthcare providers to better understand this evolving concept. Rodgers’ evolutionary concept analysis method was used to clarify the concept's context, surrogate terms, antecedents, attributes and consequences and to determine implications for further research. Articles from 2004 to 2015 were sought from Medline, PubMed, CINAHL and Scopus using the terms “cultural competency” AND “health,” “cultural competence” OR “cultural safety” OR “cultural knowledge” OR “cultural awareness” OR cultural sensitivity OR “cultural skill” AND “Health.” Articles with antecedents, attributes and consequences of cultural competence in community health were included. The 26 articles selected included nursing (n = 8), health (n = 8), psychology (n = 2), social work (n = 1), mental health (n = 3), medicine (n = 3) and occupational therapy (n = 1). Findings identify cultural openness, awareness, desire, knowledge and sensitivity and encounter as antecedents of cultural competence. Defining attributes are respecting and tailoring care aligned with clients’ values, needs, practices and expectations, providing equitable and ethical care, and understanding. Consequences of cultural competence are satisfaction with care, the perception of quality healthcare, better adherence to treatments, effective interaction and improved health outcomes. An interesting finding is that the antecedents and attributes of cultural competence appear to represent a superficial level of understanding, sometimes only manifested through the need for social desirability. What is reported as critical in sustaining competence is the carers’ capacity for a higher level of moral reasoning attainable through formal education in cultural and ethics knowledge. Our conceptual analysis incorporates moral reasoning in the definition of cultural competence. Further research to underpin moral reasoning with antecedents, attributes and consequences could enhance its clarity and promote a sustainable enactment of cultural competence. [ABSTRACT FROM AUTHOR]

The aim of this review was to identify possible positive health and wellbeing outcomes of participatory music activities for culturally and linguistically diverse people who could be described as vulnerable or “at risk” in particular migrant populations. Nine databases were searched spanning 10 years (2002–2013). The search returned 977 results with 45 articles reviewed. Seven articles met the inclusion criteria with most studies involving adolescents. Despite the reported health outcomes the review identified a scarcity of generalisable quantitative research (n = 2) and credible qualitative research (n = 5) indicating a distinct need for robust future investigation in this pertinent area of research. [ABSTRACT FROM AUTHOR]

In Australia, a significant number of culturally and linguistically diverse (CALD) grandparents are sole carers for their grandchildren. Available information on the impact of caring on CALD grandparents and the ability of service providers to respond to their needs is limited. Our needs-gap analysis quality improvement project aimed to uncover 'hidden issues' for CALD grandparent carers so that services can be improved. One hundred service providers, such as community and aged-care services, child and/or grandparent support services and CALD-specific services, were approached using six structured questions. Six consultative forums on the caring role, issues encountered, and what needed to be done, were conducted with African, Asian, Spanish, Middle Eastern, European, Pacific Island andMaori grandparent carers in Queensland. The data were qualitatively analysed. Six themes emerged: 1) service provider and grandparent carer perception that there was limited research on CALD grandparents; 2) inadequate legal and financial support; 3) barriers to accessing information; 4) lack of childcare options; 5) transport difficulties; and 6) inadequate technological skills. Our findings provide insight to health service providers on the 'hidden issues' so that they can better assist CALD grandparent carers by improving access to relevant information, referrals and resources. [ABSTRACT FROM AUTHOR]

Introduction: Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. Methods: The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Results: Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Discussion: Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs. [ABSTRACT FROM AUTHOR]

The community navigator model was developed to assist four culturally and linguistically diverse communities (Sudanese, Burmese, Pacific Islander Group, Afghani) in south-east Queensland to negotiate the Australian health system and promote health. Using participatory action research, we developed the model in partnership with community leaders and members, the local health department and two non-governmental organisations. Following implementation, we evaluated the model, with the results published elsewhere. However, our evaluation revealed that although the model was accepted by the communities and was associated with positive health outcomes, the financial, social and organisational durability of the model was problematic. Ironically, this situation was inadvertently created by critical decisions made during the development process to enhance the durability and acceptability of the model. This paper explores these critical decisions, our rationale for making those decisions and the four hidden tensions that subsequently emerged. Using a reflective case study method to guide our analysis, we provide possible resolutions to these tensions that may promote the longevity and utility of similar models in the future. [ABSTRACT FROM AUTHOR]

Objective. In Australia, 25% of international medical graduates (IMGs) make up the medical workforce. Concern is expressed in the literature about the lack of awareness and knowledge of issues that impinge on IMGs' education. Although there is literature alluding to difficulties IMGs face with undertaking the Australian Medical Council (AMC) examination, there is little research detailing this experience. We therefore explored IMGs' reflections on facilitators and barriers in undertaking the AMC examination. Methods. After ethics approval, in-depth telephone interviews were conducted with 30 IMGs selected from a hospital in Queensland. Data were coded and analysed using thematic analysis principles. Results. Two facilitating themes were identified: ability to sit for the first part of the examination in country of origin; and having access to resources such as bridging courses and study groups. Three themes represented barriers: not understanding procedural steps; financial issues; and lack of information on examination content and standards. Conclusion. The themes provide new insights and add depth to existing literature that can be used to improve procedural processes and education for IMGs towards successful outcomes in the AMC examination. What is known about the topic? There is concern expressed in the literature about the lack of awareness and knowledge of issues that impinge on IMGs education. The Australian work that is available only depicts educational experience of fellowships or education and training strategies after IMGs have passed their AMC examination. What does this paper add? The findings indicate that the process of sitting for the AMC examination is perceived as one of the major difficulties associated with entering and integrating into the Australian health system. The findings indicate a range of practical, financial and resource problems faced by IMGs attempting to sit for the AMC examination. What are the implications for practitioners? The detailed accounts from IMGs about their experience with undertaking the AMC examination will provide up-skilling program coordinators with the information they need to better assist IMGs to prepare for the examination. The provision of appropriate medical training and educational support will contribute to more effective integration of IMGs into the healthcare system. [ABSTRACT FROM AUTHOR]

The current paradigm of community health nursing presumes the integration of individual, family, group and community care under a primary health care framework utilising the best available research evidence. However, the extent to which community health nurses (CHNs) meet this challenge is absent from the nursing literature. Existing research suggests nurses experience tension between the need to focus on broad primary health and health promotion issues whilst simultaneously being immersed in individual client concerns. Moreover, there is a dearth of literature to confirm research priorities for community health nursing that inform best practice initiatives. The aim of the study was to investigate the research priorities of community nurses in a health service region in metropolitan Perth, Western Australia. A descriptive study, utilising a two-round Delphi approach, was conducted with a population of 133 CHNs. Of the target population, 43% (n=57) and 50% (n=66) of nurses contributed their informed opinion across two Delphi rounds, respectively. In round two, nurses ranked eight health research categories according to importance to their area of work. Elderly issues were ranked as the most important category over health service reorientation, partnership, youth health, Aboriginal health, lifestyle issues, mental health and family health. Nurses also rated 47 topics, which clustered under the eight health categories, in terms of their research priority for community health. Results demonstrated consensus (80%) for five major research priorities under the categories of mental health, youth health and family health. The differences noted between the overall ranking of health research categories, and the categories to which the priority research topics belonged, confirms the highly diversified nature of issues faced in routine community health practice. The findings support the continued relevance of issues identified under recent national health strategies. However, the topics rated as priority research areas in round two suggests gaps in primary research, educational preparedness or guidelines to integrate existing research into community health practice. [ABSTRACT FROM AUTHOR]

To examine relationships between functional outcomes after pediatric acquired brain injury (ABI) and measures of rehabilitation dose. An observational study of children receiving residential neurorehabilitation after severe ABI. Basic total rehabilitation dose shows a paradoxical inverse relationship to global outcome. This is due to confounding by both initial injury severity and length of stay, and variation in treatment content for a given total rehabilitation dose. Content-aware rehabilitation dose measures show robust positive correlations between fractions of rehabilitation treatment received and plausibly related aspects of outcome: specifically, between rates of recovery of gross motor function and the fraction of rehabilitation effort directed to active practice and motor learning. This relationship was robust to adjustment for therapists' expectations of recovery. Content-aware measures of rehabilitation dose are robustly causally related to pertinent aspects of outcome. These findings are step toward a goal of comparative effectiveness research in pediatric neurorehabilitation. [ABSTRACT FROM AUTHOR]

With the intensifying flow of academically motivated people between countries, the significance of research on cross-cultural adaptation increases. Although the problems and difficulties caused by cultural differences have been researched extensively, this research focused on a common practice among different cultures: participative musicmaking in an intercultural context. Therefore, the current study explores how participative music-making shapes international students’ cross-cultural experiences in Wrocław. For this purpose, the relevance between international students’ cross-cultural adaptation and music-making as a social activity in Poland is examined. The required data were gathered through in-depth interviews with six students from various countries who made music as a collective activity during their transnational accommodation. The collected data is analysed by the inductive coding approach to explore the commonalities in the international students’ experiences. Findings concluded that collective musicmaking shapes music-maker students’ cross-cultural experiences by not merely helping them gain a specific social network but also contributing to their financial income and mood states, and finally, privileged behaviour by the host country members towards these students. [ABSTRACT FROM AUTHOR]

Undergraduate and graduate students were enrolled in an upper-division online experiential learning course organized as a technology company start up at a public university in the US. Students participated in an academic department's social media team, publishing a weekly newsletter and producing and curating content for multiple social media outlets designed for public and university audiences, a website for the department's students, and a career portal. Responses to survey questions provided support for Experiential Learning Theory's cyclical learning model. In addition, students viewed the entrepreneurial approach to the team as both liberating and challenging as they engaged with each other and the communities in which they were embedded. Although communication with their student supervisors, faculty supervisor, and other team members contributed to their positive evaluation of their learning experience, the tech start-up approach of task autonomy was the most important factor. Students came to recognize and embrace the multifaceted nature and ubiquity of learning opportunities. In addition, they developed key transferable skills, including effective writing, social media literacy, critical thinking, teamwork, problem solving, decision making, self-management, and leadership. [ABSTRACT FROM AUTHOR]

The article lists the reviewers of the perodical whom the author wants to acknowledge including Robyn Adams, Diana Godwin, and Peter O'Meara.

Drawing on fieldwork conducted between 2002 and 2012 in Switzerland, Catalonia and different zones of francophone Canada in sites related to heritage and cultural tourism, we argue that tourism, especially in multilingual peripheries, is a key site for a sociolinguistic exploration of the political economy of globalization. We link shifts in the role of language in tourism to shifts in phases of capitalism, focusing on the shift from industrial to late capitalism, and in particular on the effects of the commodification of authenticity. We examine the tensions this shift generates in ideologies and practices of language, concerned especially with defining the nature of the tourism product, its public and market, and the management of the tourism process. This results in an as yet unresolved destabilization of hitherto hegemonic discourses linking languages to cultures, identities, nations and States. Sobre la base del nostre treball de camp realitzat entre 2002 i 2012 en llocs associats al turisme cultural a Suïssa, Catalunya i en diverses zones del Canadà francòfon, en aquest article argumentem que el turisme, especialment el de les perifèries multilingües, constitueix un context clau per a explorar l'economia política de la globalització en els seus aspectes sociolingüístics. Considerem que els canvis de rol que experimenten les llengües en el turisme són indicadors de canvis de fase del capitalisme, en aquest cas del canvi del capitalisme industrial al capitalisme tardà, el qual té efectes importants en la mercantilització de l'autenticitat. En aquest article, examinem les tensions que aquests canvis produeixen en les pràctiques i ideologies lingüístiques a mesure que els actors socials malden per definir la naturalesa del producte turístic, el seu públic i mercat, i la gestió del procés turístic. Tot plegat comporta una desestabilització no resolta del que havien estat els discursos hegemònics que han lligat fins ara les llengües a les cultures, identitats, nacions i estats. A l'appui de recherches de terrain menées entre 2002 et 2012 sur des sites liés au tourisme patrimonial et culturel en Suisse, en Catalogne et dans différents espaces du Canada francophone, nous soutenons que le tourisme, en particulier en milieux périphériques multilingues, constitue un secteur clef pour une exploration sociolinguistique de l'économie politique de la globalisation. En nous concentrant sur le passage du capitalisme industriel au capitalisme tardif, et en particulier sur ses effets sur la commodification de l'authenticité, nous mettons en relation l'importance de la langue dans le tourisme avec les mutations du capitalisme. Nous examinons les tensions autour des idéologies et pratiques de la langue que génère ce changement, en particulier du point de vue de la définition de la nature du produit touristique, de ses publics et marchés, et de la gestion du processus touristique. Il en résulte une déstabilisation - encore irrésolue - des discours jusqu'ici hégémoniques liant les langues aux cultures, identités, nations et Etats. [ABSTRACT FROM AUTHOR]

To prevent HIV transmission through breastfeeding, African health services in 1998 implemented the World Health Organization's approach of ‘informed choice’ when recommending infant feeding options to HIV-positive mothers. In 2010, ‘informed choice’ was withdrawn in favour of antiretroviral prophylaxis with breastfeeding. A 2010–11 ethnographic study conducted in Senegal among HIV-positive mothers revealed three broad responses to the withdrawal of choice and formula provision: ‘resistance’ from association members claiming the health system was responsible for providing formula to ensure efficient prevention; ‘compliance’ among mothers adopting ‘protected breastfeeding’ without complaints; and ‘self-reliance’ among women trying to obtain formula through other means without mentioning choice. These three responses shed light on the meanings attributed to choice and on the social impact of formula provision during the ‘informed choice era.’ The analysis shows that the top-down introduction of ‘informed choice’ as an ethical and management imperative was appropriated and re-signified locally, making space for new forms of sociality within medical and associative social spaces. These social forms could not easily be maintained after the withdrawal of formula provision; women who continue to exert choice do so silently. By focusing on the upheaval of social care arrangements after the introduction of prophylaxis by pharmaceuticals, this paper sheds light on the understudied local consequences of changes in public health policies and the social framing of ‘choice’ in low-income countries' health systems. [ABSTRACT FROM AUTHOR]

This paper introduces the term "structural coercion" to underscore the ways in which broader social, economic, and political contexts act upon individuals to compel them to enroll as subjects in clinical research. The paper challenges the adequacy of the concepts of "coercion" and "undue influence" in determining when research participation is voluntary. Acknowledging structural coercion shifts the frame of ethical deliberation away from specific individuals and specific studies to see important patterns in research participation by salient demographic characteristics. The effects of structural coercion manifest themselves in particular research settings, but unlike the conventional form of coercion, it is not rooted in the researcher-participant relationship or linked to particular study protocols. By extracting voluntariness from entrenched conceptions of the researcher-participant dyad, this paper proposes approaches to minimize the effects of structural coercion while creating new ethical imaginaries for review boards and researchers alike. [ABSTRACT FROM AUTHOR]

The article lists the top reviewers to be thanked for reviewing the 2012 manuscripts of the Journal of Advanced Nursing which include Dr Lisa Abdallah, Professor Bassam Abu Hamad and Dr. John Adams

Presents the list of authors contributing articles in the November 1, 2003 issue of the periodical "Journal of Clinical Nursing."