Revista da Escola de Enfermagem da U S P · 2026
Understanding how interculturality is taught and learned by students, professors, and academic authorities through phenomenography.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Acuña Claudia Verónica Pérez, Medina José Luis
Аннотация
OBJECTIVE: To understand how interculturality is taught and learned by how interculturality in the field of health is taught and learned from the perspectives of students, professors, and academic authorities involved in health-related programs within a faculty of medicine.
METHOD: This research employs phenomenographic qualitative methods that include semi-structured interviews with 27 key agents, including students, faculty members, and program and academic authorities. The data analysis process involved the seven stages of phenomenographic analysis.
RESULTS: Two approaches were identified: (A) Theoretical-experiential approach: academic authorities and professors highlight the importance of combining theory with experiential strategies, such as workshops, simulations, and international collaborative learning; (B) Direct experience with clinical practice: immersion in real contexts is emphasized on the basis of clinical rotations, tutor modelling, and participation in migrant clinics. Students highlight the value of volunteering and academic exchange.
CONCLUSION: Training healthcare professionals in interculturality requires combining theory, practice, experiential activities, and assessment, supported by strategies fostering knowledge, attitudes, and skills for inclusive, culturally competent healthcare in increasingly diverse contexts.
METHOD: This research employs phenomenographic qualitative methods that include semi-structured interviews with 27 key agents, including students, faculty members, and program and academic authorities. The data analysis process involved the seven stages of phenomenographic analysis.
RESULTS: Two approaches were identified: (A) Theoretical-experiential approach: academic authorities and professors highlight the importance of combining theory with experiential strategies, such as workshops, simulations, and international collaborative learning; (B) Direct experience with clinical practice: immersion in real contexts is emphasized on the basis of clinical rotations, tutor modelling, and participation in migrant clinics. Students highlight the value of volunteering and academic exchange.
CONCLUSION: Training healthcare professionals in interculturality requires combining theory, practice, experiential activities, and assessment, supported by strategies fostering knowledge, attitudes, and skills for inclusive, culturally competent healthcare in increasingly diverse contexts.