Sağlık Alanı Öğrencilerinin Kültürlerarası Duyarlılık ve Zenofobi Düzeyleri: Kesitsel Bir Çalışma

Abstract

Bu çalışma, sağlık teknikeri öğrencilerinin kültürlerarası duyarlılık ve zenofobi düzeylerini belirlemeyi amaçlamıştır. Veriler; sosyodemografik bilgi formu, Kültürlerarası Duyarlılık Ölçeği ve Zenofobi Ölçeği kullanılarak toplanmış ve SPSS 24.0 yazılımı ile analiz edilmiştir. Öğrencilerin kültürlerarası duyarlılık puan ortalaması 78.30±5.48, zenofobi ölçek puan ortalaması ise 53.04±13.75 olarak saptanmıştır. Yabancı dil bilme, farklı kültürlerden bireylerle eğitim alma, yurt dışında bulunma, sosyal medyada farklı kültürlerle iletişim kurma ve yurt dışında çalışma isteği gibi faktörler ile kültürlerarası duyarlılık puanları arasında istatistiksel olarak anlamlı bir fark (p=0.000) bulunmuştur. Zenofobi puanlarında cinsiyet ve sınıf düzeyi değişkenlerine göre anlamlı farklılıklar tespit edilmiştir. Çalışmada, İletişimde Sorumluluk (β=0.402), zenofobinin en güçlü pozitif yordayıcısı olmuştur. Yani, iletişimde hissedilen yüksek sorumluluk bilinci, zenofobiyi artırmaktadır. İletişimden Zevk Alma ve Farklılıklara Saygı boyutları ise zenofobiyi anlamlı düzeyde azaltmaktadır. Kültürlerarası duyarlılıktaki farklılıklar, zenofobi düzeylerindeki değişimin önemli bir kısmını açıklamaktadır. Olumlu duygusal bileşenler zenofobiyi azaltırken; iletişimde yüksek sorumluluk hissi, muhtemelen kaygıya neden olduğu için zenofobiyi istemeden artırabilmektedir.

Keywords

• Kültürlerarası Duyarlılık
• Zenofobi
• sağlık eğitimi

Transcultural Sensitivity And Xenophobism of Health Students: A Cross-Sectional Study

Abstract

This study aimed to determine the levels of transtural sensitivity and xenophobia among health technician students. Data were collected using a sociodemographic information form, the Transcultural Sensitivity Scale, and the Xenophobia Scale. The data were analyzed using the SPSS 24.0 package software. Students' mean trancultural sensitivity score was determined to be 78.30±5.48, and their mean xenophobia scale score was 53.04±13.75. A statistically significant difference was found between transcultural Scale scores and experiential factors such as foreign language knowledge, receiving training with people from different cultures, being in a foreign country, communicating with people from different cultures on social media, and the desire to work abroad (p=0.000). Significant differences were found in students' Xenophobia Scale scores based on gender and current class level. Responsibility in Communication (β=0.402) was the strongest positive predictor of xenophobia, while Enjoyment of Communication and Respect for Differences were significant negative predictors. Differences in students' transcultural sensitivity levels explained a significant portion of the variance in xenophobia levels. While positive affective components reduce xenophobia, a high sense of responsibility in communicationmay inadvertently increase xenophobia, possibly due to anxiety. The curriculum should be revised to incorporate interventions specifically aimed at reducing xenophobia and transcultural anxiety.

Keywords

• Transcultural Sensitivity
• Xenophobism
• health education

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