Clinical mentors' experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students: A qualitative study.
BACKGROUND Intercultural communication has become increasingly important in nursing due to the cross border mobility of patients, health professionals and students. Development of cultural competence continues to be a challenge, particularly among professionals such as educators or healthcare providers who work in professions requiring communication across cultural boundaries. Despite challenges in nursing education related to cultural diversity, competence in intercultural communication has been proven to empower students and to help them grow professionally. OBJECTIVES The aim of this study was to describe clinical mentors' experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students during completion of their clinical practice. DESIGN Qualitative study design. PARTICIPANTS The participants were 12 nurses who had previously mentored at least two culturally and linguistically diverse nursing students. METHODS Data were collected during spring 2016 using semi structured interviews of 12 mentors working in specialized nursing care at one hospital located in central Finland. Data were analyzed using deductive inductive content analysis. The main concepts of the Integrated Model of Intercultural Communication Competence were used during the semi structured theme interviews and during analysis. These concepts include empathy, motivation, global attitude, intercultural experience and interaction involvement. RESULTS Mentors stated that empathy motivates them in the development of intercultural communication. Mentors experienced a lack of resources and support from their superiors, which caused psychological and ethical strain and reduced mentors' motivation. Mentors openly admitted that they had experienced fear towards unknown cultures, but that this fear was reduced through positive mentoring experiences and cultural encounters. CONCLUSIONS Continuous education on intercultural communication competence could succeed to further develop clinical mentors' mentoring expertise, which could have the potential to greatly benefit students, patients and staff. Such education could be designed, implemented and measured for its effect in collaboration between health care organizations and higher educational institutions.
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