scholarly journals A Comparative Analysis of Cultural Competence in Beginning and Graduating Nursing Students

ISRN Nursing ◽  
2013 ◽  
Vol 2013 ◽  
pp. 1-5 ◽  
Author(s):  
Helen Reyes ◽  
Lance Hadley ◽  
Deborah Davenport
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cultural Competence ◽  
The United States ◽  
Nursing Program ◽  
Nursing Curriculum ◽  
Minority Population ◽  
Culturally Competent ◽  
Continued Education ◽  
Cultural Competence Assessment

The ethnic proportions of the population in the United States are rapidly changing, with the nation’s minority population at approximately 101 million. This is also true for the West Texas region, where locally in a city with 183,000 residents, 43 different languages are spoken suggesting that cultural education needs to be included in nursing program curricula. Therefore, a study was conducted during a period of curriculum revision to determine if the current nursing curriculum at a public university offers enough education and experience for graduating nurses to care for such a diverse population by comparing their perceptions of cultural competence with beginning sophomore nursing students' perceptions. Participants were asked to complete the Cultural Competence Assessment (CCA) tool in order to evaluate perceptions of cultural competence. Upon analysis of the data, perceptions of cultural competence among graduating nursing students were significantly higher () than the perceptions of cultural competence among beginning nursing students. These results support that nursing students perceive that they have become culturally competent during their nursing education, leading to implications of the need for continued education relating to this concept, beginning with the first course and continuing throughout the nursing curriculum.

Advantages and Barriers to Use of HeartCode BLS with Voice Advisory Manikins for Teaching Nursing Students

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Marilyn H Oermann ◽  
Suzan E Kardong-Edgren ◽  
Jacqueline Keegan McColgan ◽  
Debbie A Hurd ◽  
Carol Haus ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
The United States ◽  
Nursing Program ◽  
Psychomotor Skills ◽  
Emergency Situations ◽  
Patients At Risk ◽  
Barriers To Use

Nursing students are expected to have competency in cardiopulmonary resuscitation (CPR): they may care for patients at risk for cardiac arrest and may encounter other emergency situations in their clinical practice. In the United States, students may take a basic life support (BLS) course prior to entering a nursing program or beginning their clinical experience. Extensive research has shown, however, that CPR knowledge and skills decline rapidly, within weeks of completing a course. The purpose of this paper is to describe advantages and barriers to the use of HeartCode™ BLS with voice advisory manikins for learning and practicing CPR psychomotor skills in a nursing education program.

The Cultural Competence of Graduating Nursing Students

2016 ◽  
Vol 28 (1) ◽  
pp. 98-107 ◽  
Author(s):  
Hanna Repo ◽  
Tero Vahlberg ◽  
Leena Salminen ◽  
Irena Papadopoulos ◽  
Helena Leino-Kilpi
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cultural Competence ◽  
Assessment Tool ◽  
Competence Assessment ◽  
Correlational Design ◽  
Education Design ◽  
Linguistic Skills ◽  
Cultural Competence Assessment ◽  
Different Cultures

Purpose: Cultural competence is an essential component in nursing. The purpose of this study was to evaluate the level of cultural competence of graduating nursing students, to identify associated background factors to cultural competence, and furthermore to establish whether teaching multicultural nursing was implemented in nursing education. Design: A structured Cultural Competence Assessment Tool was used in a correlational design with a sample of 295 nursing students in southern Finland. Findings and Conclusions: The level of cultural competence was moderate, and the majority of students had studied multicultural nursing. Minority background ( p = .001), frequency of interacting with different cultures ( p = .002), linguistic skills ( p = .002), and exchange studies ( p = .024) were positively associated to higher cultural competence. Implications for Practice: To improve cultural competence in students, nursing education should provide continuous opportunities for students to interact with different cultures, develop linguistic skills, and provide possibilities for internationalization both at home and abroad.

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

scholarly journals Development and Evaluation of Cultural Competence Course on Undergraduate Nursing Students in Vietnam

2022 ◽  
Vol 19 (2) ◽  
pp. 888
Author(s):  
Trang-Thi-Thuy Ho ◽  
Jina Oh
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Field Experience ◽  
Control Group ◽  
Culturally Competent ◽  
Significant Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Diverse Backgrounds

Cultural competence is a crucial requirement of nursing to promote caring for patients with diverse backgrounds. The purpose of this study was to develop a cultural competence course and to evaluate the effects of the course on undergraduate nursing students in Vietnam. A concurrent triangulation mixed-methods study was adopted using quantitative and qualitative data sources. Sixty-six nursing students were recruited for the following groups: cultural competence course with field experience (n = 22), stand-alone cultural competence course (n = 22), and a control group (n = 22). The findings indicated that significant group by time interactions in total cultural competence score (F = 66.73, p < 0.001) were found. Participants’ perceptions reflected on three categories: (a) journey to cultural competence, (b) satisfaction of cultural competence course, and (c) suggestions for improvements. No statistically significant differences between the two experimental groups were revealed, but “obtaining cultural experiences” and “expanding understanding of cultural competence through field experience” were immersed from participants having field experience. It is vital to expand cultural competency education into nursing curricula to enhance nursing students’ perspective of culturally competent care.

Integrating YouTube into the Nursing Curriculum

2011 ◽  
Vol 16 (3) ◽  
Author(s):  
Leighsa Sharoff
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Nurse Educators ◽  
Nursing Curriculum ◽  
Nursing Courses ◽  
User Friendly ◽  
Nursing Professionals ◽  
Theoretical Foundations

Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today’s nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

Nursing, Ethics, and Healthcare Policy

2011 ◽  
pp. 200-206
Author(s):  
Marilyn Jaffe-Ruiz ◽  
Sarah Matulis ◽  
Patricia Sayre
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Shortage ◽  
The United States ◽  
Healthcare Policy ◽  
Nursing Leadership ◽  
Economically Disadvantaged Students ◽  
Safe Patient Care ◽  
International Recruitment ◽  
The Impact

This chapter examines and analyzes ethical problems associated with the global nursing shortage, the international recruitment of nurses, and the strategies healthcare systems and governments use to minimize the impact of the nursing shortage within their borders. An argument is made that a more appropriate solution to the U.S. nursing shortage is not to pull from already burdened systems, but rather to recruit and provide financial aid to potential nursing students, especially underrepresented and economically disadvantaged students, from within the United States. Implications for migration, education, and healthcare policy are explored. Resulting challenges for nursing leadership and demands on nursing education are addressed, as well as approaches for addressing the issues of providing safe patient care, a satisfying work environment, and professional development.

The Work of Preparing Canadian Nurses for A Licensure Exam Originating from the USA: A Nurse Educator’s Journey into the Institutional Organization of the NCLEX-RN

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Kristin Petrovic ◽  
Emily Doyle ◽  
Annette Lane ◽  
Lynn Corcoran
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Registered Nurses ◽  
The United States ◽  
National Council ◽  
National Council Licensure Examination ◽  
Institutional Organization ◽  
The Usa ◽  
Computer Based ◽  
Exam Result

AbstractThe licensing exam for registered nurses in Canada has recently been changed from a Canadian developed, owned and delivered exam to the National Council Licensure Examination for Registered Nurses (NCLEX-RN) which originates from the United States. Rationale for this exam change focused on transitioning to a computer-based exam that has increased writing dates, with increased security, validated psychometrics, increased exam result delivery, and an anticipated decrease in expense to students. Concerns have arisen around the acceptance, implementation and delivery of this exam to Canadian nursing students that reflects the broad Canadian landscape of education and nursing practice. The experience of a Canadian nurse educator in working to facilitate students’ transition to this exam is addressed using an institutional ethnographic lens. Finally, we come to conclusions about the importance of countries utilizing licensing exams that reflect their nursing education and practice

The Benefits and Challenges of Becoming Cross-Culturally Competent Counseling Psychologists

2006 ◽  
Vol 34 (1) ◽  
pp. 147-172 ◽  
Author(s):  
P. Paul Heppner
Keyword(s):  
Cultural Competence ◽  
Cultural Context ◽  
Counseling Psychology ◽  
The United States ◽  
Knowledge Bases ◽  
Cross Cultural ◽  
Culturally Competent ◽  
Mental Health Needs ◽  
Different Populations ◽  
Counseling Psychologists

The central thesis of this article is that focusing on cross-cultural competence will enhance both the science and the practice of counseling psychology. Developing cross-cultural competence is a lifelong journey, replete with many joys and challenges, that will (a) increase the sophistication of our research, (b) expand the utility and generalizability of the knowledge bases in counseling psychology, (c) promote a deeper realization that counseling occurs in a cultural context, and (d) increase not only counseling effectiveness but also the profession’s ability to address diverse mental health needs across different populations around the globe. In the future, (a) counseling psychologists will be expected to have an array of cross-cultural competencies, which emphasizes the need to systematically train students to acquire such competencies, and (b) counseling psychology will no longer be defined as counseling psychology within the United States, but rather, the parameters of counseling psychology will cross many countries and many cultures.

scholarly journals Graduate experiences with transnational nursing education: a qualitative enquiry

2019 ◽  
Vol 32 (3) ◽  
pp. 562-573
Author(s):  
Vasanthrie Naidoo ◽  
Maureen Nokuthula Sibiya
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Student ◽  
Culture Shock ◽  
Nursing Program ◽  
Cultural Backgrounds ◽  
Content Type ◽  
Cross Border ◽  
Education Delivery ◽  
Graduate Experiences

Purpose The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE). Design/methodology/approach The authors used a qualitative approach and sampled national and international nurse graduates to identify challenges and best operating practices in cross-border nursing program facilitation. Findings This research paper has provided a platform for graduates to lend their voices to the promotion of effective cross-border nursing education delivery and suggests that although international collaborations endeavor to maintain high academic standards in TNE, there is still a need to re-engineer, revise and adapt curricular content, learning, teaching and assessment practices to aid the nursing student. Research limitations/implications Identified challenges affecting the facilitation and delivery of cross-border nursing education programs can act as levers to improving service quality of present and future cross-border programs to the nursing student. This will assist future nursing students to recognize culture shock and embrace their decision to pursue nursing. Practical implications The experience of being involved in TNE for nursing students may not be that much different than students of other disciplines. While not able to be generalized to the entire population, the reports by the nursing students in this sample appear to be valuable and worthwhile to continue supporting and encouraging other TNE opportunities. Originality/value This paper explores cross-border nursing education experiences from national and international perspectives. The authors were able to explore inherent TNE challenges from diverse population and cultural backgrounds.

Faculty Role in Retaining Hispanic Nursing Students

2010 ◽  
Vol 16 (2) ◽  
pp. 80-83 ◽  
Author(s):  
Margarita Vélez-McEvoy
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Health Care Disparities ◽  
Hispanic Students ◽  
The United States ◽  
Nursing Workforce ◽  
Minority Population ◽  
New Paradigm ◽  
Faculty Role

Hispanics, the fastest-growing minority population in the United States, make up only 5% of the nursing workforce. To help eliminate health care disparities, recruiting and retaining Hispanic nursing students is a necessary step. This article discusses barriers that Hispanic students encounter and responsibilities of nursing faculty in retaining Hispanic students, and proposes the use of frameworks that enhance a new paradigm to encourage more inclusive teaching in a positive environment.

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