Huda Abu-Saad

Assessing children's responses to pain.

&NA; This study explored childrens self‐assessment of the pain experience. Using a 10 cm scale with the ends marked ‘I have no pain’ and ‘I have very severe pain,’ school‐age children rated the severity of their pain. The pain scale responses were related to physiologic parameters; body, facial, and vocal indicators of pain; and word descriptors of pain while controlling for the effects of medications given. Both the magnitude of chi‐square values and the measures of association supported the validity of the pain scale as an indicator of the pain level of school‐age children.

Measuring Children's self-Assessment of Pain

This exploratory study examined childrens self-assessment of the pain experience. Using a 10-cm scale, children rated the severity of their pain and the ratings were related to physiologic parameters; body, facial, and vocal indicators of pain; and word descriptions of pain while controlling for the effects of current medications. Both the magnitude of x2 values and the measures of association supported the validity of the pain scale as an indicator of the distress level of the children.

Cultural components of pain: the Arab-American child.

To determine how school-age children from Arab-American cultural group perceive, describe, and respond to painful experiences, 27 children, 8 to 12 years of age, were interviewed. Information was elicited regarding causative factors and word descriptors of pain, feelings, and coping strategies when in pain. Arab-American children could identify sources of pain, use words to describe their pain, and identify coping strategies that are culturally derived to help them deal with their pain.

Asian Nursing Students in the United States

It is obvious that there is a great need to familiarize faculty and students with the Asian culture and heritage and to sensitize them to the difficulties and problems that Asian nursing students encounter in their adjustment to the university nursing program in the United States. Recommendations and strategies to achieve the above goals are: (1) Organizing cross-cultural courses for Asians and non-Asians to familiarize them with different cultures, (2) sensitizing faculty and counselors to the detrimental effects of existing nursing programs on international students, and (3) helping Asian nursing students better adjust to the American culture by providing English tutorial classes, support groups and host families that will act as socializing agents during the students adjustment process. Through such educational and support programs, it is hoped that Asian nursing students will experience fewer difficulties which in turn will make their studies more meaningful and applicable.

Latin American Nursing Students in the United States

The Latino students confront a unique set of difficulties and patterns of adjustment in the majority culture and the educational experiences in the United States. Careful consideration must be given not only to the general characteristics of this group, but also to the individuals history of immigration, socioeconomic status, educational experiences and background. Multicultural education for the international nursing students can benefit all students, but it should not gloss over conflicts of values and beliefs. It must honestly deal with differences and similarities. It must be based on experience, not on stereotypes of root cultures or ethnic characteristics. In addition to addressing the cognitive affect and skill needs of all students, the multicultural education must address the special needs of minorities. Anglo students or majority-group students need realistic opportunities for experience and interaction with minority students and minority-faculty. Every group has something to teach the other. Faculty advisors and majority students should be encouraged to acquaint themselves with the need to establish rapport with the Latino student. There is also a need to develop in the classroom an atmosphere that enhances the learning experiences. The learning experiences should be so designed that all students and school personnel can intellectually, emotionally and socially participate on equal terms in a culturally diverse society.