SMALL GROUP DISCUSSION (SGD)

EXPLORE NURSING CARE FROM EUROPE

Composed by :

GROUP 4
1. Catalina Rosari (9103022003)

2. Vina Meriri .P. I (9103022010)

3. Della Strada S. V. P ( 9103022011)

4. Vincentia Budi .I (9103022024)

5. Tasya Tanzil (9103022028)

6. Nadya Laura .P (9103022034)

7. Chrisdiana Firka .P. C (9103022035)

8. Septa Adi .N (9103022048)

NURSING FACULTY

CATHOLIC UNIVERSITY OF WIDYA MANDALA SURABAYA

 CONTENT LIST
Foreword

CHAPTER 1 PRELIMINARY
1.1 Background

1.2 Formulation of problems

1.3 Purpose

1.4 Benefits

CHAPTER 2 LITERATURE REVIEW

2.1 Western Europe

2.2 Eastern Europe

CHAPTER 3 CULTURE CHARACTERISTIC

3.1 Cultural Aspects
3.2 Social Aspects
3.3 Economic Aspects
3.4 Education Aspects
3.5 Health Aspects
3.6 Language
3.7 Treatment
3.8 Food

CHAPTER 4 THE UK AND THE STATE OF SPAIN

4.1 English
4.2 Spain

CHAPTER 5 CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions
5.2 Suggestions
LIBRARY LIST
 FOREWORD
We offer our praise and gratitude to the presence of God Almighty because it is through
His blessings and mercy that we were able to complete this written work in the form of a paper
well and on time without any problems. Don't forget, we as the drafting team would like to
express our gratitude to the parties who also provided support and input to our group in preparing
this paper.

The paper entitled "Explore Nursing Care From Europe" was prepared to fulfill the 3rd
semester assignment of the Transcultural Nursing course. This paper was created to provide
more and in-depth information regarding nursing care in Europe itself.

Our hope is that this paper can provide the greatest possible benefit to anyone who reads
it. Hopefully readers will also be willing to forgive if this paper contains shortcomings and
errors. We would be happier if there were readers who were willing to provide constructive
criticism and suggestions for our group. So that in preparing the next paper we can present
something even better. Thank You.

Surabaya, 23 November 2023

Group 4
 CHAPTER 1

PRELIMINARY
1.1 Background

Transcultural Nursing is an area/region of cultural scholarship in the learning process and

nursing practice which focuses on looking at the differences and similarities between
cultures by respecting care, health and illness based on human cultural values, beliefs and
actions (Leininger, 2002). Leininger defines transcultural nursing as a major area of
​nursing that focuses on the comparative study and analysis of various cultures and
subcultures throughout the world by considering values, beliefs, health and illness, and
habit patterns. [1]

Evidence of medical cannibalism collected by Louise Nobel is a revenge tragedy during

war that depicts scenarios of human bodies being executed, dissected, processed, traded,
and eaten. But what is an important index of cultural attitudes toward contemporary
medical practice is the desire to turn enemies into edible corpse medicine. Flaminco argued
to strengthen the pharmacological significance of this when he proposed concocting a
medicine from both heads. Louise Nobel concludes the possibility that sensational
representations of revenge in which the human body becomes potent elements of cultural
or political solutions can be seen as a form of cultural mediation with an important
ideological message.

Richard Sugg's book reveals that in the 16th and 17th centuries many Europeans, including
nobles, priests and scientists, consumed drugs containing human bones, blood and fat. This
is done as a treatment for headaches and epilepsy. Skull is usually one of the common
ingredients taken in powder form, to cure headaches. The powder is believed to cure
nosebleeds and possibly epilepsy. Human fat is used to care for the outside of the body.
German doctors prescribed bandages soaked in it for wounds, and applying the fat to the
skin was considered a remedy for gout.
1.2 Formulation of problems
1.2.1 How is the cultural aspects?
1.2.2 How is the social aspects?
1.2.3 How is the economic aspects?
1.2.4 How is the education aspects?
1.2.5 How is the health aspects?
1.2.6 What language is used?
1.2.7 How treatment is perfomed?
1.2.8 What kind any food in Europe?
1.3 Purpose
1.3.1 Understand and explain cultural aspects
1.3.2 Understand and explain social aspects
1.3.3 Understand and explain economic aspects
1.3.4 Understand and explain education aspects
1.3.5 Understand and explain health aspects
1.3.6 Understand and expliain language is used
1.3.7 Understand amd explain about treatment
1.3.8 Understand and explain about food
1.4 Benefits

The results of this SGD paper report are expected to be able to contribute and serve as
reference material in the development of nursing science in European countries and are
expected to provide good information for the public and readers.
 CHAPTER 2

LITERATURE REVIEW

2.1 Western Europe

Western European country

Western Europe in its most general sense is a political concept that emerged and was used
during the Cold War. Its borders were formed at the end of World War II, and consisted of
countries that were not occupied by Soviet troops and not controlled by communist
regimes. Western Europe differs from eastern Europe more economically and politically
than by geography.

Europe is traditionally divided into regions based on location according to four compass
points: Eastern Europe, Southern Europe, Western Europe, and Northern Europe. The
British Isles are often considered a separate region but can be included as part of Western
Europe. These areas are purely geographic areas that may have similar physical geography
or cultural characteristics based on physical geographic demands. For political history
purposes, Europe is divided into two regions, namely Western Europe and Eastern Europe.
In this case, the Western Europe region includes Northern Europe, Southern Europe,
Central Europe and the British Isles. Eastern Europe is everything east of Germany,
Austria, and Italy. These regional labels are used more for identification than for regional
analysis. They serve as traditional labels of geographic locations. Traditional regions in
Europe are currently no longer relevant compared to the past since the formation of the
European Union (EU). Economic and political relations have become more integrated than
in the past when nation-states and empires were more important. Economic conditions
often supersede cultural factors and increase the need for increased integration. Cultural
forces have traditionally supported nationalist movements that seek to preserve the culture,
heritage, and traditions of a society. Regional cultural differences remain the social fabric
of local communities that supports the maintenance of their identity. Modern transportation
and communications technologies have brought Europe's many identities into one sphere
of global recognition.
1.The current population of Western Europe is 195,938,694 as of Wednesday, November
22, 2023, according to the latest UN estimates.

2.The population of Western Europe is equivalent to 2.43% of the world's total population.

3.Western Europe ranks number 2 in Europe among subregions ranked by Population.

4.Population density in Western Europe is 181 per Km 2 (468 people)

5.Total land area is 1,084,793 Km2 (418,841 square miles)

6.0% of the population lives in urban areas (0 people in 2023).

7.The average age in Western Europe is 0.0 years .

Population distribution

The European population is spread across a number of regions. Generally the population
concentration is in Northern, Southern and Western Europe. Population concentration is
seen in large cities and their surroundings, such as Amsterdam, Brussels, London, Madrid
and Warsaw. In Germany, population concentration is not only around the coast but also
inland considering that many cities and industries have been built in the interior of the
continent.

5 Most Populous Countries in Western Europe

1. Netherlands

The Netherlands is one of the countries with the highest population density in Western
Europe. Even though it has a relatively small area, the Netherlands has managed to
accommodate more than 17 million residents. Good urban planning policies and modern
infrastructure are the keys to this country's success in managing population density.

2. Belgium

Belgium is also famous for its high population density. The country has around 11.5
million people living in a relatively small area.Despite its relatively small area, Belgium is
one of the political and economic centers in Europe. Cities such as Brussels, Antwerp and
Bruges are magnets for foreign tourists.

3. England

England also has significant population density, especially in the capital region of
London.London is one of the most populous cities in Europe with a population of around 9
million people.Advanced infrastructure and abundant job opportunities make the UK an
attractive place for many people.

4. Germany

Germany is the largest country in Europe with a population of around 83 million

people.Despite its larger land area than the other countries on this list, Germany has
several large, very densely populated cities, such as Berlin, Hamburg, and Munich. The
combination of good infrastructure, an efficient transportation system, and extensive
employment opportunities makes Germany a popular migration destination.

5. France

France, which is the second largest country in Europe, also has a dense population. The
city of Paris, the capital of France, is one of the most populous cities in Europe with more
than 2 million residents. Apart from Paris, other big cities such as Marseille, Lyon and
Toulouse also have high population densities. The natural beauty, culture and economic
opportunities that France offers make it an attractive destination for immigrants.

Language and religion

The EU has 24 official languages, three of which: English, French and German have
higher "procedural" language status[1] in the European Commission (while the European
Parliament accepts all official languages ​as working languages). And Christianity is the
religion in Europe with the most adherents. Christianity had been practiced in Europe since
the 1st century, and a number of Paul's Letters were addressed to Christians living in
Greece, as well as the Roman Empire.
2.1 Eastern Europe

Since the collapse of socialism in Eastern Europe, observers of the region have sought to
understand the roots and direction of this transformation. This perspective raises
questions regarding identity and representational politics in Eastern Europe compared to
the West. The latter perspective specifically draws parallels between postsocialism and
postcolonialism, highlighting the social, political, and economic disparities between East
and West, and the ways in which Eastern and Western conceptualizations are mutually
shaped. We ask new questions about the post-socialist experience by drawing on insights
from postcolonial studies. Specifically, we focus on four main themes of postcolonial
studies: orientalism, nation and identity, hybridity, and voice.

a. Orientalism

Postcolonial studies is itself a distinct field, broadly encompassing the experience of

living under colonial rule, the struggle for freedom from foreign rule, what happened
after colonial rule was overthrown, and questions of identity and representation in these
contexts. Postcolonial studies offers a way to understand how countries are positioned
differently in a globalized world system and how power disparities and economic and
political inequalities—most often discussed in terms of North/South, East/West—create
the terms that underlie each region. and its people.

Verdery (1996) was one of the first anthropologists to explore the application of
postcolonial studies in a postsocialist context, noting that the two answer different
questions. Postcolonial studies examined representations of “self” and “other,” and the
Cold War was organized around a dichotomy, not of “colony” and “metropole,” but of
“West” and “East.” The same dichotomy has been perpetuated in the post-socialist era,
particularly through discussions of what differentiates Western democracies from the
communist regimes of the Cold War era ( Watson 2000 ). Verdery (2002) asks us to
explore how the “West” and the “East” create and disseminate images of each other, and
for what purposes, including representations of socialism and capitalism and practices of
domination. 2 Whether the entire territory of Eastern Europe during the socialist era was
actually colonized by Soviet Russia is still a matter of debate, and the diversity of
socialist experiences in different countries warns us against broad generalizations.
Moreover, the racial dimensions of colonialism and post-colonialism may have limited
application to socialist and post-socialist projects, although post-socialist nation-building
has also been shown to involve racial politics (Imre 2005) and through which issues of
ethnicity have come to attention. central in many post-socialist contexts. (e.g., Korac
1996 , 1998 ).

​b. Nation, gender, and identity

Colonialism, postcolonialism, socialism, and postsocialist transitions are deeply gendered

processes, for example, Stoler (1997) argues that gender and sexuality, especially sexual
control, are important in the production of “colonizers” and “colonized,” as well as
inclusion and exclusion from access to society. means of power and privilege. Nation and
state building projects create boundaries of inclusion and exclusion, in terms of gender,
race, religion, geography, or ethnicity. National governments delineate rights based on
gender ( Yuval-Davis 1993 ). Women in particular are involved in nationalism as
biological reproducers of the nation, reproducers of national group boundaries,
transmitters and producers of national culture, symbols of difference, and active
participants in national struggles (McClintock 1997). Likewise, issues of gender and
sexuality, and the ability to control them, have permeated socialist and post-socialist
politics, practices, and nation-building, indicating that questions of gender should be
central to post-socialist studies (Gal and Kligman 2000a : 34 ).

The question of gender occupied a central position in the modernization project of

socialist governments after World War II, especially in the socialist regime's efforts to
eliminate gender differences in an effort to achieve a socialist utopia (Gal and Kligman
2000a : 5). Gender also figures prominently in theories of socialism and its relationship to
capitalism, based on the idea that “the emancipation of women, along with humanity, will
only occur if labor is liberated from capital” (Clara Zetkin, quoted in Boxer 2007 : 131).
Although Marx, Engels, Lenin, and later Stalin, had different views on gender equality,
they generally found the origins of gender inequality in the emergence of capitalism.
These theorists therefore discuss the “women's question” and inequality between the
sexes in terms of women's relationship to economic and political systems, arguing that
concerns about class-based inequality subsume gender-based inequality.

c. Hybridity

In postcolonial studies, the concept of hybridity emerged from the writings of Homi
Bhabha (1995). Before being adopted by postcolonial studies, in some contexts such as
Latin America, “hybridity” referred to “mixture,” from biological or “racial” mixture to
cultural fusion (Alonso 2004). Hybridity is also used to refer to belonging to multiple
worlds, whether personal, professional, gender, ethnic, or geographic ( Narayan 1997 ).
Attention to the hybrid nature of identity challenges researchers to use fieldwork to
question assumptions about liminality, localization, and authenticity. The hybridity
perspective reminds us that cultures are not always coherent or homogeneous. Hybridity
encourages research to reveal heterogeneity in culture, as well as authority/power and
contestation of cultural hegemony (Rosaldo 1989: 207).

Hybridity involves diverse and heterogeneous discourses and practices of identity

negotiation, and these practices involve subversive and transgressive contestations of
power (Alarcon 1996). In this special section, Agnieszka Kościańska argues that
understanding local history and the experience of socialism and the transition period
makes alternative interpretations of what it means to be “feminist” relevant. In “The
'power of silence': Spirituality and women's agency in Catholic Poland,” Kościańska
describes that religious Polish women often rejected Western feminism because it
manifested itself in a post-socialist context, and especially its emphasis on secular ideals
and goals. . Through a focus on the often overlooked religious diversity in Poland and an
analysis of alternative spiritual milieus, Kościańska reveals that discussions of feminist
ideas flowing from the “West” to the “East” obscure the myriad resources that Polish
women used to create alternative discourses about What are they doing. means being a
feminine and active agent of social change. The title phrase (“the power of silence”)
comes from the way members of syncretic Hindu-based religions and informal Catholic
circles who incorporate New Age concepts into their practices describe the impact of
their meditation practices and talk about the ways in which they meditate . these practices
reveal alternative models of agency. Interestingly, the women who participated in these
religious movements were not participants in the non-governmental organizations studied
by many Western researchers interested in feminist movements in Eastern Europe,
including Keinz in this special section. In contrast, the women in Kościańska's research
transformed gender roles, relationships, and power dynamics in the most intimate areas of
life, including marriage, sexuality, and eating. The activities of these groups are important
examples of the broader phenomenon of women's involvement in various forms of
spiritual life outside the Catholic Church, which has an impact on the way gender,
sexuality, agency, and power are conceptualized.

d. Vote and speak again

​Said (1989 : 210) argues that only after the “natives” made enough “noise” were they
finally recognized and allowed to “speak.” The articles in this special section inform the
anthropology of global flows and the ways in which global flows are received and
resisted by “natives.” In her highly influential essay “Can the Subaltern Speak,” Gayatri
Spivak (1988) questioned the extent to which the most marginalized groups (e.g., the
illiterate peasantry, the urban underclass) could challenge elite historiography and
discourse (see also Spivak 1985 ) . Although the articles collected here do not focus on
those who were so marginalized during the post-socialist transition process that they were
voiceless, the authors attempt to recover the voices of those who were the object of
post-socialist transition discourse. The authors show Polish Catholics and feminists,
Hungarian sexual minorities, and Polish NGO workers as agents of political and social
change, both through action and the production and manipulation of discourse. The
process of globalization plays an important role in the production and negotiation of
post-socialist transition discourse. Globalization exists as a grand narrative that describes
“the massive flow of goods, people, information, and capital across vast areas of the
earth's surface in a way that makes the parts dependent on the whole” (Trouillot 2001:
128). Although globalization is often conceptualized as unidirectional, from “the West” to
“other countries,” current attention is focused more on the flow of objects, people,
images, and discourse to and from various locations. People in all social positions can
and do participate in these processes, although they often have different access to power
and the ability to effect meaningful change. According to Appadurai (2000 : 6), this
global flow provides new possibilities for action and imagining alternative solutions.
Moreover, globalization provides the possibility of reconsidering Cold War-era area
studies based on notions of fixed borders and the immobility of people and ideas. As the
articles collected in this special section show, we need to consider not only how the
globalization of gender and democracy ideas and discourses are received by local
societies, but also how that globalization challenges us to reconsider our understanding of
the relationships between different regions of the world . previously considered
ideologically and geographically separate.
 CHAPTER 3

CULTURAL CHARACTERISTIC
3.1 Cultrural Aspects

Culture definitely is the older term, having been used already by authors in ancient Rome
to denote the entirety of man's actions especially in relation to the manifold forms of
mastering nature. The concept of civilization is of far more recent vintage. It is an
eighteenth-century French noun, formed from the older adjective 'civilisé', civilized,
which was used as an alternative for 'poli', polite, polished hence, for example, in Dutch
'beschaafd', or 'shaven', i.e. smooth, polished, as against 'ruw', raw, rough). But in
German, 'Kultur' together with the concept of 'Bildung', as man's intellectual as well as
physical formation though education - still was considered to denote something of a more
complex and indeed higher-ordered quality than 'Zivilisation', the latter seen as no more
than a veneer, a polish. Yet, in France it was 'civilisation' that prevailed, to indicate the
'high' culture of the French elite who aspired to lead the rest of Europe. That notion then
spread to other countries, being understood as the cosmopolitan, refined way of life of
which seventeenth-century France had set the example [10]

3.2 Social Aspects

A hundred years later, historical relations with social theory were somewhat less
symmetrical than those in the Enlightenment Century. Historians are increasingly away
from social theory, but also from social history. The abandonment of this social history can
be explained for several reasons. First, it was during this period that European
governments began to view history as a means of increasing nation unity, citizenship
education, or as the less sympathetic observer said, as a means of nationalist propaganda.
When Germany and Italy were new to the establishment, and older countries such as
France and Spain were still divided by the regional tradition, national history teaching in
schools and universities encouraged the creation of political integration. History, which is
financed by the government, is quite natural indeed the history of the country. In Germany
the relationship between historians and governments is very closely because they argue
that their historical writing is more objective and more scientific than the history of their
 predecessors. The spread of new intellectual idealism has to do with the
professionalization of the disciplines that occurred in the 19th century, when research
institutions, special journals and majors at universities were first established. [13]

3.3 Economic Aspects

Turkey is recorded as the country with the sixth highest ranking in providing official
development assistance (ODA) and has succeeded in overtaking developed countries such
as the United States, Britain, France and Germany and becoming the third largest donor
country in proportion to its gross national product (GNP). This is because Turkey has
adopted a development model that prioritizes sincerity, transparency, human-centered
approach, responsiveness along fairness, resolution, sustainable partnership and reciprocity.
Turkey's ODA assistance through the TİKA institution has in fact succeeded in spreading
widely from the Pacific, Central Asia, Middle East, Balkans, Caucasus, South America to
Africa (Erbay, 2012).

Turkey's official development assistance (ODA) and humanitarian assistance reflect itself
as one of the country's successful development actors (E. Fuat Keyman; Onur Sazak,
2014). Previously, Turkey was only a country receiving aid due to the poverty problem that
occurred, but now it has transformed into a donor country for other countries. The
involvement of developing countries as aid donors in the international relations system has
brought major changes to the development of international development finance and
changed the balance of power within it (Faris Kočan; Jana Arbeiter, 2019). In this case, the
realized Turkish assistance program (TİKA) has provided positive results and created
sustainable relations in various countries, including most recently African countries.

In general, Africa plays a very important role for Turkey, because it is an area that has great
potential for progress, however, currently humanitarian assistance or development
assistance still needs to be provided. This can be seen from the activities carried out by
Turkey in 1998 by creating an African Initiative Action Plan to rebuild better relations. The
plans made cover the fields of economics, politics, education, health, peace, security,
dispute resolution, mediation, administrative and civil infrastructure development projects.

3.4 Education Aspects

 Registered Nurses can be educated at secondary, tertiary, or academic levels and are
required to register in accordance with the Individual Health Care Professions
Act.Intermediate level nursing education (MBO-V) takes four years and includes at least
6,400 hours of theory and practice. Students can choose vocational training at school
(Beroeps Opleidende Leerweg, BOL), including a period of practical learning, or
apprenticeship training (Beroeps Begeleidende Leerweg, BBL), which involves working at
least 24 hours a week and attending school for at least one day. a week. The higher level of
nursing education (HBO-V) also takes four years and results in a Bachelor of Nursing (BN)
degree. This includes 6,720 hours (240 ECTS credits), with a minimum of 1,535 hours of
theoretical learning and a minimum of 2,300 hours of on-the-job teaching. Nurses who
complete secondary education will become general nurses, while nurses with higher
education are also prepared to take on more leadership roles in patient care with regard to
improving quality and integrating evidence-based practice, for example. Registered nurses
are trained in a practice-based program that takes three years to complete. They receive a
diploma but are not registered with BIG and are called 'caregivers'.

3.5 Health Aspects

In 2003, the ministry of health in Turkey launched the Health Transformation Program
(HTP), a ten-year health reform with the main goal to provide universal health coverage to
all, especially the poor, amongst strengthening primary care services and expanding
hospital capacity to improve health outcomes. Indeed, the percentage of the Turkish
population covered by government health insurance has increased over 28 percent since
2002 and reached 98.5 percent by 2020. Health insurance is now mandatory for all under
Turkey’s General Health Insurance (Genel Sağlık Sigortası, GSS) scheme with those
earning under a certain threshold receiving free health care.

3.6 Language

Up until the end of the second period (around 1920), there is a clear focus on Europe, but
with very little consideration of teaching English as a foreign language as distinct from the
teaching of other languages. In the 1920s, however, work connected specifically with the
developing role of English outside Europe in Asia, especially suddenly, and quite
 unexpectedly, became dominant in the mainstream history of ELT (English Language
Teaching for speakers of other languages), as seen from our UK-based perspective. Thiss,
Europe overview has a two-stage structure: the first stage refers to 'Modern Language
Teaching in Europe (1750-1920)', and the second to English Language Teaching beyond
and within Europe (1920-2000+). Modern foreign languages were learnt and, to a limited
extent, taught in western Europe for centuries before they appeared on the curricula of
schools around the middle of the eighteenth century. Throughout the ensuing period, which
we term the "Classical Period' due to the way the teaching of Latin and Greek served as a
model for instructional methods, English played a relatively minor role indeed, the
population of Britain and the USA combined in 1800 was less than half that of France
(Palgrave Macmillan, 2013). Second to English Language Teaching beyond and within
Europe from around 1970 some of the ideas, aims, and procedures which had dominated
English language teaching for the preceding fifty or so years began to change once more,
and gradually the label communicative' began to be applied. The basic com- mon purpose
of the changes was clear enough, namely to shift the aims and priorities of language
teaching away from the acquisition of well-rehearsed skills in their own right and towards
the confident use of those skills in the attainment of purposes and objectives of importance
to the learner in the 'real world'. We are probably, as yet, too close to the communicative
movement which has yet to run its full course to ascertain from a historical perspective
what was completely new and what was carried over from previous periods. Considerable
excitement was generated by the appearance of what appeared to be revolutionary new
ideas, and the communicative 'paradigm shift' is often linked in existing accounts to
momentous shifts in back- ground theory (Chomsky, Hymes, etc.). [11]

3.7 Treatment

Medical services are provided, especially for the poor, in thousands of monastery hospitals
that appear throughout Europe, but the treatment is not perfect and especially palliative.
Greek and Roman taboo meant that surgery was usually banned in ancient times, but in the
Middle Ages it changed: teachers and medical students in Bologna began to open the
human body, and Mondino de Luzzi (about 1275-1326) produced the first known
anatomical textbook. based on human surgery. Wallis identified the prestige hierarchy with
 the university educated physician above, followed by the surgeon learned; trained surgeon;
barber surgeon; traveling specialists such as dentists and ophthalmologists; empirical; and
midwives. [12]

3.8 Food

One of the main challenges will be to achieve an efficient distribution of nutritional and
inexpensive foodstuffs to urban inhabitants. Failure to meet this challenge could lead to a
repeat of the widespread political unrest and rising social instability already well-
documented in cities throughout the world when sharp rises in food prices have been
precipitated by the need to cut food subsidies. Despite the sophistication of their
food-supply systems, very large European cities of the late nineteenth and early twentieth
centuries did not escape food crises. In particular, policymakers were unimpressed by the
physique of the urban males of military age they saw around them; and lamented their
undernourishment or 'irrational nutrition. Although famines were essentially a rural
experience linked to harvest failure, no metropolitan centre in Europe could avoid food
crises in the twentieth century. Varying in intensity, food shortages ranged from queues at
shops and food rationing to periods of near starvation during the times when European
cities were at the centre of two world wars. Jukka Gronow deals with the emergence of
Soviet food culture in first-class restaurants and gastronomic food shops in the 1930s.
Consumerism at this time might be associated with shortages but a full account of
communist food retailing must also take into account its surprising attachment to luxuries.
The paper charts the rise of the chain stores, Gastronom and Bakaleya, which were
supposedly. showcases of socialist abundance and prosperity; the reality was that they
served only a privileged minority, as did the small number of 'first-class' restaurants. [9]
 CHAPTER 4
THE UK AND THE STATE OF SPAIN

4.1 English

Several decades ago, England was attacked by a plague deadly disease namely malaria.
Malaria is a disease caused by a parasite called Plasmodium and is transmitted through the
bite of a mosquito infected with the parasite. If it enters the human body, the parasite will
multiply in the liver and then infect red blood cells. Malaria sufferers will usually show
initial symptoms like influenza sufferers. However, if this disease is not treated properly,
complications will occur that can lead to death. Knowing this fact, ancient English people
used to use rolls of spider webs that are shaped like capsules and consume it.
Unfortunately, the evidence for the efficacy of these tablets has faded several centuries
ago. Now, this type of drug is being developed which uses live spider material.

4.2 Spain

Cultural and Religious/Spiritual Beliefs and the Impact on Health that Fear to Death has on
Gender and Age, Among a Romani Minority Group from Southern Spain results showed a
positive influence of paranormal beliefs on health in the Gypsy/Romani sample. Such
correlation extends to the results found in the general population. It has been stated that
some individuals may come to rely on paranormal beliefs to cope during times of stress and
adversity, such as alienation, social deprivation and social loneliness. However, we have to
acknowledge that Gypsies may sometimes exaggerate the common Gypsy stereotypes of
themselves, for economic reasons, in view of maintaining their reputation as fortune tellers,
healing spiritualists, psychics, religious or gifted people with supernatural powers. Our
study suggests the positive influence of this idiosyncrasy on health.

The fear of death, as found in previous studies on general population. reported a negative
influence on health. The fact that health was affected by fear of the death of others, but not
by fear of one's own death may be related to the value that Romani families give to the
funeral rituals and their attitudes on death and dying. Paranormal beliefs, the interpretation
of religious/spiri-tual experiences and the fear of death all share a connection with a
lifestyle that emphasizes the impact of magical thinking. This may be associated with a
 greater spirituality observed in the literature on Psychology of Spirituality, as well as
previous studies, which have also stressed the role of spirituality as a coping resource in
stressful situations. Furthermore, while the gender differences observed are consistent with
previous studies on the general population that attribute more religiousness to women, this
study observes a major influence of cultural and religious aspects in Gypsies, given the
expression of spirituality through paranormal beliefs and fear of death. Although the results
of this study can contribute to the advancement of knowledge in the relationship between
religion and health, there are still some limitations that prevent their generalization. The
first difficulty had to do with recruiting a small sample, given the dispersed nature of the
population under study. A second limitation was collecting personal data individually on a
sample that included some elderly and functionally-illiterate people. A third limitation was
the lack of specific studies conducted on Romani people that would contrast the results of
this study. Most research on this field was conducted on people living in the United States,
whereas there are only a few studies in Europe and none on Spanish cultural minorities. We
clearly have to move forward in recognizing the multicultural reality that surrounds
spiritual factors in the participants of our study, towards a better understanding of Spanish
gypsies' idiosyncrasy. [8]

CHAPTER 5
CONCLUSIONS AND SUGGESTION

5.1 Conclusions

Europe is a peninsula or subcontinent (peninsula). Its separation as a continent is more due

to cultural differences. European Culture, or European Culture, includes art, architecture,
music, literature and philosophy originating from regional cultures in Europe. Culture is
largely embedded in what which is often referred to as “common cultural heritage”. In terms
of death and other health problems, some countries in Europe also have treatment practices
based on their respective cultural beliefs Fear of liability for malpractice and related
defensive medicine did not make a significant contribution to the implementation of quality
assurance mechanisms in Europe, but partially explains the substantial lag in
implementation of quality monitoring and improvement compared to that occurred in the
United States. Attitudes towards progress in the field of medicine in particular and science
knowledge is generally ambivalent, especially when human dignity is at stake. Admiration
 and expectations of no risk mixed with accusations of pointless therapeutic attacks. This
matter explains the reluctance of health professionals to explain their decision making to
peer review and oversight by the community.

5.2 Suggestions

In our opinion, the nurses there are still less professional due to a substantial lack of good
communication. It was concluded that there are three functions of nurses in carrying out
their roles, namely, independent functions of nurses, dependent functions of nurses and
interdependent functions of nurses. So they have to improve substantially again and be more
professional. In carrying out nursing care, nurses have roles and functions as nurses
including care providers, family advocates, disease prevention, education, counseling,
collaboration, ethical decision makers and researchers.

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