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Cultural sensitivity as a problemati...

Gustafson, Diana Lynn.

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Cultural sensitivity as a problematic in Ontario nursing policy and education: An integrated feminist con/textual analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cultural sensitivity as a problematic in Ontario nursing policy and education: An integrated feminist con/textual analysis./
作者:	Gustafson, Diana Lynn.
面頁冊數:	292 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2375.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Sociology, Ethnic and Racial Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ69241
ISBN:	0612692418

Cultural sensitivity as a problematic in Ontario nursing policy and education: An integrated feminist con/textual analysis.
Gustafson, Diana Lynn.

Cultural sensitivity as a problematic in Ontario nursing policy and education: An integrated feminist con/textual analysis. - 292 p.

Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2375.

Thesis (Ph.D.)--University of Toronto (Canada), 2002.

Transcultural nursing (TCN) theory is one of the most visible forces shaping the dialogue about inclusivity in nursing. TCN theory advances a liberal, humanistic approach to race and race difference that frames nursing research, policy, education, and practice. Using an integrated feminist con/textual analysis, this research interrogated the articulation of TCN theory in three sets of nursing texts that organize the social relations among nurses and between nurses and clients. This investigation highlights the links between a College of Nurses of Ontario (CNO) standard of practice on culture care, curricular texts introducing cultural sensitivity and the TCN literature that supported the development of both in two concrete locations. The institutional texts and the contexts in which they operate were viewed in light of the anti-racism discourse advanced in sociological and educational literature.

ISBN: 0612692418Subjects--Topical Terms:

1017474
Sociology, Ethnic and Racial Studies.

Cultural sensitivity as a problematic in Ontario nursing policy and education: An integrated feminist con/textual analysis.
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245 1 0 $a Cultural sensitivity as a problematic in Ontario nursing policy and education: An integrated feminist con/textual analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2375.
500 $a Adviser: Margrit Eichler.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2002.
520 $a Transcultural nursing (TCN) theory is one of the most visible forces shaping the dialogue about inclusivity in nursing. TCN theory advances a liberal, humanistic approach to race and race difference that frames nursing research, policy, education, and practice. Using an integrated feminist con/textual analysis, this research interrogated the articulation of TCN theory in three sets of nursing texts that organize the social relations among nurses and between nurses and clients. This investigation highlights the links between a College of Nurses of Ontario (CNO) standard of practice on culture care, curricular texts introducing cultural sensitivity and the TCN literature that supported the development of both in two concrete locations. The institutional texts and the contexts in which they operate were viewed in light of the anti-racism discourse advanced in sociological and educational literature.
520 $a My general orientation was to explore what nursing institutions were saying about race and race difference through the texts they developed and used, and to expose and name the logical implications of this discourse. From there, I imagined what these same institutions might say and do in moving toward a more inclusive, anti-racism nursing discourse. Conclusions emerging from my analysis demonstrate the power of nursing con/texts to assert the dominant white discourse about race and other social differences that sustains rather than challenges the racialized social order. These findings contribute to the theory and practice of nursing and the broader dialogue about inclusive education in three ways: First, these conclusions illustrate the links between TCN literature, CNO policy and educational practice, and the value of looking to anti-racism discourse for a revisioning of inclusive education. Second, a set of diagnostic questions provides a tool for exposing racist discourse in textual knowledges. Third, using a broadly defined discursive framework, I identify spaces for systemic change in a revisioning of inclusive nursing research, policy and curricula.
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