Culturally competent care across borders: Implementing culturally responsive teaching for nurses in diverse workforces

Abstract

The migration of healthcare professionals, including nurses, is a global phenomenon. It is driven by various factors, including the pursuit of better opportunities, living conditions, and professional development, as well as political instability or conflict in their home countries. The World Health Organization (WHO) has noted that high-income countries often rely on foreign-trained nurses to fill gaps in their healthcare systems [1]. For instance, as of 2021, over 40% (52 million) of all nurses in the United States (US) were expatriates [2]. In the United Kingdom (UK), the percentage of expatriate nurses was even higher, reaching approximately 18% in 2021 [3]. Owing to globalization and migration, healthcare providers must possess cultural competence to deliver improved care [4,5]. Culturally responsive teaching (CRT) is rooted in the idea that culture plays a vital role in shaping people's behaviors, beliefs, values, and communication styles [6]. Furthermore, these cultural factors influence patients' perspectives on health, illness, healing, and their preferences for care and communication [7]. By recognizing and embracing these cultural differences, nurses can provide more effective and compassionate care to their diverse patient population [8]. This paper explores the significance of CRT for nurses in diverse multinational workforces and provides examples from various countries, such as the US, Canada, Australia, the UK, Qatar, and Singapore. The previously mentioned countries represent diverse geographical regions and contain multicultural societies. They are representative examples of places where healthcare systems must adapt and cater to a culturally diverse population.