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This paper discusses the design and initial progress made with a virtual learning environment to help student nurses develop an understanding of cultural awareness and globalization. Using a Web-based application the Virtual Exchange Project was designed to facilitate study-elsewhere experiences located in the student's own setting. Promotion of the United Nations' Millennium Development goals provided an opportunity for student nurses to explore changes in global health and disease patterns, nursing education and systems of nurse regulation in the United Kingdom and Australia. A pedagogical framework created for this activity acknowledges the social and academic identities that learners often use, when working together in a virtual environment. The architecture of the Virtual Exchange supports local conversations about nurse education and health and social issues across hemispheres., (Copyright © 2012 Elsevier Ltd. All rights reserved.)

This paper outlines the history of workforce strategies for providing mental health care to "black and ethnic minorities" in England. Universal mental health policies failed to deliver equity in care, and thus specific policies were launched to address ethnic inequalities in care experiences and outcomes. The emphasis on race equality rather than cultural complexity led to widespread acceptance of the need for change. The policy implementation was delivered in accord with multiple regional and national narratives of how to reduce inequalities. As changes in clinical practice and services were encouraged, resistance emerged in various forms from clinicians and policy leaders. In the absence of commitment and then dispute about forms of evidence, divergent policy and clinical narratives fuelled a shift of attention away from services to silence issues of race equality. The process itself represents a defence against the pain of acknowledging systemic inequities whilst rebutting perceived criticism. We draw on historical, psychoanalytic, and learning theory in order to understand these processes and the multiple narratives that compete for dominance. The place of race, ethnicity, and culture in history and their representation in unconscious and conscious thought are investigated to reveal why cultural competence training is not simply an educational intervention. Tackling inequities requires personal development and the emergence and containment of primitive anxieties, hostilities, and fears. In this paper we describe the experience in England of moving from narratives of cultural sensitivity and cultural competence, to race equality and cultural capability, and ultimately to cultural consultation as a process. Given the need to apprehend narratives in care practice, especially at times of disputed evidence, cultural consultation processes may be an appropriate paradigm to address intersectional inequalities.

Progress in encouraging and enabling more black and minority ethnic (BME) staff into positions of leadership within the NHS has been slow. This paper reports on a project to develop a DVD in order to portray positive images of BME leaders and the contributions that they make to the NHS. Filmed semi-structured interviews were conducted with 13 participants in leadership positions to explore their experiences, along with audiotaped interviews and electronic questionnaires with those who did not wish to be filmed. Sections of film were selected for inclusion in the DVD based on key themes. Participants described the positive influences, factors and barriers that had affected their careers. Self-motivation was seen as a key factor, while being able to cope with work-life balance was the biggest challenge for many of the respondents. Overall, most of the interviewees felt that they had achieved their aims and recognised that their success was due more to inner qualities than external factors.

This paper reports some of the findings from a hermeneutic phenomenological research project designed to uncover the nature of the phenomenon 'study abroad' in the context of Nursing Higher Education in the United Kingdom. The research question asked was 'How is study abroad manifest in the experience of nursing students?' Informed by the philosophy of Martin Heidegger, the analysis of 26 study abroad students' diary accounts uncovered six general structures, or ways for study abroad to be, namely; leaving behind, escape, foreigner, self-discovery, learning and risk. The focus here is on the general structure 'foreigner' and the far-reaching implications this can have in terms of understanding how study abroad comes to be. The relationship between study abroad, positive disturbance and the development of students who are able to recognise diversity across different cultures is discussed. It is suggested that if one of the major aims of nurse higher education is the development of culturally competent practitioners, study abroad is deserving of far greater attention than is currently the case.

The Bentley Bulk local food initiative was piloted in Manchester in 2003 with the aim of creating a “Healthy Local Food System”. It combined education in food, training in horticulture and work on a local market garden with a food buying co-operative and placed these within the context of a local currency. It is argued that, by operating at the nexus of sustainability and justice, the project can be seen as an example of Just Sustainability in the UK. Just Sustainability provides a framework for a discussion of the issues in taking the project from theory into practice. In particular, the paper looks at the challenge of reaching out to the “non-usual suspects”, making organic food more socially inclusive, linking community projects with larger-scale environmental issues, and the ethics of volunteering. [ABSTRACT FROM AUTHOR]

Abstract Background The Borough of Brent has one of the largest ethnic minority populations in England, with a growing number of refugee communities from Africa and Europe. Two important issues to be considered when developing culturally sensitive services in the hospital (including food provision) are that practices meet the religious and cultural requirements of the population that the hospital serves and that staff are equipped with the skills to understand cultural differences in illness and treatment. Aims To review accessibility and suitability of multicultural meals to minority ethnic communities across five hospital sites in Brent and determine the level of nursing staff knowledge of multicultural dietary competencies. Methods One survey was completed in each of the five hospital sites to gather information about current catering practices. Two separate questionnaires obtained information of the level of inpatient satisfaction with multicultural meals amongst Hindu, Muslim, Caribbean and Jewish patient groups and knowledge of nursing staff about multicultural competencies. Community groups representing minority ethnic populations participated in focus groups to establish feedback about dietary requirements in hospitals. Results Access to multicultural meals varied across hospital sites. Of 98 patients in the inpatient satisfaction survey, 74% were aware of the availability of multicultural meals with 51% of these patients not ordering any of the Asian vegetarian, Asian halal, Caribbean or kosher meals, citing satisfaction with European food as the main reason. Those ordering multicultural meals reported satisfaction most of the time (42%), satisfied most of the time (38%) and never satisfied (19%). The African Muslim group was the least satisfied with current halal meal provision. Forty-seven per cent of nurses questioned could accurately answer questions about multicultural dietary competencies. Conclusions Improvements could be made to improve... [ABSTRACT FROM AUTHOR]