Paul Glew

Translation of interviews from a source language to a target language: examining issues in cross‐cultural health care research

AIMS AND OBJECTIVES To illuminate translation practice in cross-language interview in health care research and its impact on the construction of the data. BACKGROUND Globalisation and changing patterns of migration have created changes to the worlds demography; this has presented challenges for overarching social domains, specifically, in the health sector. Providing ethno-cultural health services is a timely and central facet in an ever-increasingly diverse world. Nursing and other health sectors employ cross-language research to provide knowledge and understanding of the needs of minority groups, which underpins cultural-sensitive care services. However, when cultural and linguistic differences exist, they pose unique complexities for cross-cultural health care research; particularly in qualitative research where narrative data are central for communication as most participants prefer to tell their story in their native language. Consequently, translation is often unavoidable in order to make a respondents narrative vivid and comprehensible, yet, there is no consensus about how researchers should address this vital issue. DESIGN An integrative literature review. METHODS PubMed and CINAHL databases were searched for relevant studies published before January 2014, and hand searched reference lists of studies were selected. RESULTS This review of cross-language health care studies highlighted three major themes, which identify factors often reported to affect the translation and production of data in cross-language research: (1) translation style; (2) translators; and (3) trustworthiness of the data. CONCLUSION A plan detailing the translation process and analysis of health care data must be determined from the study outset to ensure credibility is maintained. A transparent and systematic approach in reporting the translation process not only enhances the integrity of the findings but also provides overall rigour and auditability. RELEVANCE TO CLINICAL PRACTICE It is important that minority groups have a voice in health care research which, if accurately translated, will enable nurses to improve culturally relevant care.

Psychometric testing of the English Language Acculturation Scale in first‐year nursing students

AIM This article is a report of the psychometric testing of the five-item English Language Acculturation Scale, an indicator of English language usage as reported by first-year undergraduate nursing students. BACKGROUND Nursing students who have English as an additional language can struggle clinically and academically due to low levels of English language proficiency. A self-report screening tool may provide early identification of nursing students at risk of underperformance. DESIGN Prospective correlational survey design. METHODS The study used a prospective, correlational survey design. In 2010 and 2011, 1400 commencing nursing students were surveyed about their English language usage using the English Language Acculturation Scale. In addition to descriptive statistics, exploratory and confirmatory factor analyses and Cronbachs alpha reliabilities, the relationship between English Language Acculturation Scale score and Grade Point Average at the end of first year was computed. RESULTS Results show good reliability and construct validity of the English Language Acculturation Scale. Principal component analysis yielded only one component in which all five items loaded highly. This was further supported by confirmatory factor analysis, with standardized factor loadings ranging from 0·79 to 0·90. The results also showed strong association between English language use and academic performance; students in the high English Language Acculturation Scale score group were most likely to be in the high Grade Point Average group at the end of first year. CONCLUSION Language screening tools can be an important strategy to identify nursing students at risk of underperforming in their studies. The English Language Acculturation Scale has the potential to be a useful brief self-report measure for commencing nursing students.

Diagnosis of Type 2 Diabetes: The Experience of Jordanian Patients with Co-existing Depression

In Jordan, Type 2 diabetes mellitus (T2DM) is becoming a significant health problem, and a high concomitant rate of depression among this population complicates the situation. This qualitative study explored and described the emotional reactions of Jordanian patients with co-existing depression, on diagnosis of T2DM. Data were collected using semi-structured qualitative interviews from 15 patients with T2DM and depression in 2013. Interviews were audiotaped, translated and then analysed using thematic analysis. A major theme–‘Initial reactions to the diagnosis’–emerged with four accompanying sub-themes (Devastation, Mixed Emotions, Denial and Acceptance). Although the majority of participants expressed negative emotional reactions on first diagnosis, a strong religious conviction allowed for acceptance of the diagnosis. Overall, the study findings support that in Arabic countries, spirituality and faith played a key role in promoting acceptance of concomitant comorbidities, and will often be useful in enhancing positive coping strategies among patients with T2DM and depression.

Self-Efficacy, Depression, and Self-Care Activities in Adult Jordanians with Type 2 Diabetes: The Role of Illness Perception

Diabetes mellitus is reaching epidemic levels worldwide. In a developing country like Jordan, type 2 diabetes mellitus (T2DM) has reached a prevalence rate of 17.1%. This cross-sectional study examined the relationship between self-care activities and: illness perception, depression, social support, religiosity and spiritual coping, and self-efficacy among patients with T2DM. A random sample of 220 patients with T2DM, who attended Jordan University Hospital in Jordan were enrolled. The data were collected through a structured interview and the medical files. The instruments consisted of a sociodemographic and clinical standardised questionnaires: Brief Illness Perception Questionnaire, Patients’ Health Questionnaire-9; ENRICH Social Support Instrument; Religious and Spiritual Coping Subscale; Diabetes Management Self-Efficacy Scale; and Summary of Diabetes Self-Care Activities. Bivariate analysis investigated the relationship between variables. Structure Equation Modelling (SEM) was performed to test the proposed conceptual model. The study found that approximately 70% of the respondents suffered some form of depressive symptoms. The SEM showed a direct relationship between self-efficacy and self-care activities (β = 0.40; p < 0.001). Depression was indirectly related to self-care activities through self-efficacy (β = –0.20; p = 0.003); nevertheless, it was directly related to perception of: treatment control, consequences, and emotional representations. Overall, the sequence between illness perception and self-efficacy was mediated by depression. Strategies to promote self-efficacy and illness perception are vital in customising a diabetes health plan to meet Arabic cultural expectations.

The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review

OBJECTIVES This systematic review was designed to assess the importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. It aimed to explore the link between academic literacy and writing in an undergraduate nursing degree and the development of critical thinking skills for their future professional clinical practice. DESIGN A systematic review of qualitative studies and expert opinion publications. DATA SOURCES A systematic literature search was undertaken of the following databases: ERIC, PubMed, CINAHL, MEDLINE and Scopus. All papers reviewed were from 2000 to 2016 and were written in English. REVIEW METHODS We identified 981 studies and expert opinion papers from the selected databases. After reviewing key words and abstracts for the inclusion and exclusion criteria, 48 papers were selected for review. These were read and reread, with 22 papers, including one thesis, selected for quality appraisal. One paper was discarded due to the exclusion criteria. RESULTS Three major themes were evident from this study. First, students need assistance to develop tertiary level academic literacy skills when they commence their undergraduate nursing degree. Second, that teaching practices need to be consistent in both designing assessments and in giving feedback to students, in order to assist improvement of academic literacy skills. And finally, academic literacy can facilitate critical thinking when students are assessed using discipline specific genres that relate to their future professional nursing practice. CONCLUSIONS This review highlights the importance of critical thinking in clinical nursing practice and its strong relationship with academic writing skills. It has shown critical thinking is discipline specific and nursing students need to be taught discipline specific literacy genres in undergraduate nursing degrees. Nursing has a diverse educational and cultural mix of students, and educators should not assume academic literacy skills upon commencement of an undergraduate nursing programme.

Plagiarism in Nursing Education: An Integrative Review

AIMS AND OBJECTIVES To identify the prevalence and antecedents of plagiarism within nursing education and approaches to prevention and management. BACKGROUND There has been growing media attention highlighting the prevalence of plagiarism in universities, including the academic integrity of undergraduate nursing students. A breach of academic integrity among nursing students also raises further concern with the potential transfer of this dishonest behaviour to the clinical setting. DESIGN Integrative review. METHODS A systematic search of five electronic databases including CINAHL, MEDLINE, SCOPUS, ProQuest Nursing & Allied Health Source, and ERIC was undertaken. Only primary studies related to plagiarism and nursing students (undergraduate or postgraduate) studying at a tertiary education institution or nursing faculty were included. Both qualitative and quantitative study designs were included. RESULTS Twenty studies were included in this review with six key themes identified: (1) prevalence; (2) knowledge, understanding and attitudes; (3) types of plagiarism; (4) antecedents to plagiarism; (5) interventions to reduce or prevent plagiarism; and (6) the relationship between academic honesty and professional integrity. Plagiarism is common among university nursing students, with a difference in perception of this behaviour between students and academics. The review also highlighted the importance of distinguishing between inadvertent and deliberate plagiarism, with differing strategies suggested to address this behaviour. Nevertheless, interventions to reduce plagiarism have not been shown to be effective. CONCLUSIONS The current punitive approach to plagiarism within nursing faculties has not reduced its occurrence. There is a need to promote awareness, knowledge and provide students with the appropriate referencing skills, to reduce the significant amount of inadvertent plagiarism. RELEVANCE TO CLINICAL PRACTICE The importance of promoting honesty and academic integrity in nursing education is highlighted. Cheating within the academic setting has been associated with dishonesty in the clinical setting, which highlights the importance of nurturing a culture of honesty and integrity at university.