Patient-centred nursing care in a multi-racial society: the relevance of ethnographic perspectives in nursing curricula

Abstract

The aim of the paper is to demonstrate the importance of including cultural dimensions as a fundamental component of nursing curricula and to provide some indications as to how this may be achieved. The concept of 'institutionalized racism' is examined, with reference to the absence of the cultural dimension in nursing education, and it is suggested that nurses, as members of a 'caring profession', should be in the forefront in promoting mutual cultural understanding. The argument for promoting cultural awareness is developed in the context of individualized nursing care and the nursing process. The needs of ethnic minority learners are considered along with their potential role, and that of tutors, in breaking down barriers to the acceptance of cultural diversity. Some possible reasons for the failure to include ethnographic perspectives in nurse education programmes are postulated, and finally suggestions as to how this curriculum deficit may be rectified are made. The paper concludes that British nurse educators should ensure that the needs of learners and patients are better provided for in the future by directing more attention to ethnographic perspectives relating to learning and the provision of nursing care.