تاثیر فرهنگی اسلام بر جهت گیری های آینده ی آموزش پرستار

In this paper the cultural impact of Islam on the future directions of nurse education is considered. In so doing, Islam is demonstrated as a living and growing religion, transcending almost all races and cultures in many parts of the globe. The historical review of Islam suggests its pervasive impact on almost all aspects of life: affecting both the East and West. In spite of an unjustified negative portrayal of Islam, it continues to grow at what is sometimes perceived as an unprecedented rate, having, it is estimated, one-billion followers, i.e one-fifth of the world’s population. This signals the need for nurse education to take on board curriculum measures to incorporate spiritual and cultural dimensions in the care of Muslim patients. Therefore, curriculum strategies are identified for putting into action educational programmes that address the needs of Muslims.

The mention of Islam may conjure up in some peopleÕs minds images of RushdieÕs Fatwas, Fundamentalism and Jihad, but this paper gives a different version for the future direction of nurse education. Islam is a living religion with, it is estimated, one-billion followers (Muslims) worldwide. Moreover, in spite of the overstated phenomenon of global secularization, it is claimed that this religion is growing at an unprecedented rate. There are Muslim communities in more than 120 countries, the largest being in Indonesia (Anderson 1988). In the UK there are estimated to be between one and two million Muslims1, mainly originating from the Indian Sub-continent or from Arab origins, (Neuberger 1992). There is also a significant number of English, Welsh and Scots converts to Islam. Islam has made a global impact, and its claim to transcend racial and cultural identity, makes it in a sense a pluralistic religion. It is argued,

In our view Islam will continue to be a living and growing religion with profound impact upon the world, transcending all races and cultures. The authors have given the history of Islam and its influences upon culture and its impact on the future direction of nurse education. It is suggested in this paper that nurse education has to rise to this challenge and radically review its curriculum to incorporate Islam and the cultural and spiritual care of Muslims in the nursing programme. The strategies for auctioning cultural and spiritual-care education are highlighted in this paper. The ACCESS model is put forward as a possible option for improving nurse education in this area. Finally, our point about targeting recruitment drives to improve Muslim students entry into nurse education programmes should be considered seriously.