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.

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.

scholarly journals Clinical Relevance and Psychometric Properties of the Swedish Version of the Cultural Competence Assessment Instrument

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Jane Holstein ◽  
Gunilla M. Liedberg ◽  
Yolanda Suarez-Balcazar ◽  
Anette Kjellberg
Keyword(s):  
Cultural Competence ◽  
Psychometric Properties ◽  
Clinical Relevance ◽  
Occupational Therapists ◽  
The United States ◽  
Assessment Instrument ◽  
Competence Assessment ◽  
Swedish Version ◽  
Study Results ◽  
Cultural Competence Assessment

Based on the increasing diversity of Swedish society, health professionals, like occupational therapists, find it challenging to provide culturally competent services to international clients. Consequently, cultural competence among professionals needs to be measured and improved using psychometrically tested instruments. This study examines the clinical relevance, construct validity, and reliability of the Swedish version of the Cultural Competence Assessment Instrument among Swedish occupational therapists. Material and Methods. A randomised sample of 312 Swedish occupational therapists answered a survey based on the Swedish version of the Cultural Competence Assessment Instrument with supplementary questions on the clinical relevance of the instrument. Descriptive statistics were used to examine the clinical relevance of the Swedish version of the Cultural Competence Assessment Instrument. Factor analyses, both exploratory and confirmatory, were run to examine the factor structure. Cronbach’s alpha was performed to assess the internal consistency of the instrument. Results. The participants reported that the 24 items had high clinical relevance. The validation yielded a three-factor model: openness and awareness, workplace support, and interaction skills. All three of these factors showed high loadings. Conclusions. The study results indicated positive clinical relevance and psychometric properties for the Swedish version of the Cultural Competence Assessment Instrument and strong support to be utilised in Sweden. The implications of this study are important given the rapid growth in migration over the last few decades. A self-rating instrument measuring cultural competence could support occupational therapists’ professional knowledge and development when they interact with international clients. As the tool was originally developed in English in the United States, the feedback from the Swedish version could potentially be useful for the instrument in modified form and for use by occupational therapists in English-speaking countries.

Cultural Competence Assessment Instrument--Italian Version

2015 ◽  
Author(s):  
Giancarlo Cicolini ◽  
Carlo Della Pelle ◽  
Dania Comparcini ◽  
Marco Tomietto ◽  
Francesca Cerratti ◽  
...  
Keyword(s):  
Cultural Competence ◽  
Assessment Instrument ◽  
Competence Assessment ◽  
Italian Version ◽  
Cultural Competence Assessment

Exploratory factor analysis of the Just Culture Assessment Tool for nursing education

2020 ◽  
pp. 174498712095158
Author(s):  
Danielle Walker ◽  
Lora Hromadik ◽  
Gerry Altmiller ◽  
Nina Barkell ◽  
Rebecca Toothaker ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Nursing Education ◽  
Nursing Students ◽  
Exploratory Factor Analysis ◽  
Assessment Tool ◽  
Validity And Reliability ◽  
Good Reliability ◽  
Reliability Factor ◽  
Just Culture ◽  
Vital Component

Background Just culture has been identified as a vital component of safety culture by national and international organisations. In a just culture, emphasis is not placed on blaming individuals for errors but rather on examining personal and system processes that can best support safety and prevent reoccurrence. Although those in the practice arena have worked to implement the concepts of just culture, the same is not true in nursing education, leaving nursing students lacking the pre-requisite knowledge, skills and attitudes to implement just culture in practice on graduation. Aims Assessment of this phenomena is the essential first step to align nursing education with practice in promoting just culture as a mechanism for patient safety. The purpose of this paper is to further refine the Just Culture Assessment Tool-Nursing Education through exploratory factor analysis. Methods The Just Culture Assessment Tool-Nursing Education was adapted from the Just Culture Assessment Tool, an instrument created for the practice setting. Validity and reliability were established for the Just Culture Assessment Tool-Nursing Education in a study of 800 nursing students to assess their perceptions and understanding of just culture with their nursing programmes. Using the previously conducted data, an exploratory factor analysis was conducted. Results Factor analysis supports six subscales, similar to that of the Just Culture Assessment Tool. However, individual items were loaded into different subscales. All subscales demonstrated good reliability. Factor analysis supported further refinement of two items to improve the instrument’s ability to capture data. Conclusions Perceptions of just culture differ between experienced providers and nursing students; nursing students have less experience with reporting errors. Factor analysis of Just Culture Assessment Tool-Nursing Education items demonstrated these differences, supporting modification of items by the instrument developers. An ‘if’ statement for students to consider their possible actions rather than experience was added to two items to better capture data from nursing students when completing the assessment.

scholarly journals Developing Cultural Competence as Part of Nursing Studies: Language, Customs and Health Issues

2019 ◽  
Vol 4 (1) ◽  
pp. 63 ◽  
Author(s):  
Mohammad Khatib ◽  
Salam Hadid
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Attitude Change ◽  
Cultural Awareness ◽  
Qualitative Evaluation ◽  
Cultural Knowledge ◽  
Health Issues ◽  
Basic Training ◽  
Different Cultures ◽  
Structured Questionnaire

Introduction: Developing nurses' cultural competence begins with their basic training, and requires them to participate in an array of activities which raise their awareness and stimulate their interest, desire and curiosity to know about different cultures. The aim of this work is to evaluate a cultural competence teaching model for nursing students. Method: A qualitative and quantitative evaluation was done using a semi-structured questionnaire completed by 155 students. Results: An improvement in cultural awareness, knowledge and attitudes among students as well as their willingness to recognize the other's difference was noted. The qualitative evaluation raised 3 themes: attitude change, cultural intelligence improvement and exploring cultural similarities. Conclusions: Developing nurses' cultural competence needs to be part of their basic training and based on cultural knowledge and experiential learning methods as well as providing them the opportunity to be exposed to different cultures.

scholarly journals Relationship between Nursing Informatics Competency and Innovativeness among Qualified Nurses

2019 ◽  
Vol 1 (3) ◽  
pp. 9
Author(s):  
Farida M. Hassona ◽  
Aziza Z. F. Ali
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Assessment Tool ◽  
University Hospital ◽  
P Value ◽  
Competency Assessment ◽  
Nursing Informatics ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Individual Innovativeness

Context: Nursing informatics is an important quality resource for patient care, which in effect promotes, enhances, and increases the organization's growth and influences the innovativeness level of the individuals. Aim: The aim of this study was to assess the relationship between nursing informatics competency and innovativeness among qualified nurses. Methods: Descriptive correlational cross-sectional study design used to conduct this study on all units (57 units) at Benha University Hospital, Egypt.  A Convenience sample of all available (223) qualified nurses working at Banha University Hospital Nursing informatics competency assessment tool and individual innovativeness (II) questionnaire. Results: 28% of the participants rated themselves as experts in the nursing informatics competency. While 40% and 22% were early adopters and innovators respectively regarding the total level of individual innovativeness. There was a positive, highly statistically significant correlation between the overall score of informatics competency and individual innovativeness for qualified nurses (r= 0.263, p-value = 0.000). A highly statistically significant relationship also detected between the demographic variables in the study and both informatics competency and individual innovativeness for qualified nurses.   Conclusion: A positive, highly statistically significant correlation evidenced between the overall score of informatics competency and individual innovativeness for qualified nurses. In order to prepare nursing students to meet the ever-changing technical needs of patients, computer and information skills should be integrated into the nursing curriculum. Also, nursing education programs should utilize educational methods that encourage innovativeness among their students.

scholarly journals Sykepleierstudenters erfaringer med Respons – et nytt lærings- og vurderingsverktøy i praksisstudier

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Kirsten Eika Amsrud ◽  
Eli-Anne Skaug ◽  
Jorunn Saunes ◽  
Liv-Thorhild Undheim ◽  
Anne Lyberg
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Outcome ◽  
Qualitative Approach ◽  
New Learning ◽  
Assessment Of Competence ◽  
Ongoing Assessment

Vurdering av kompetanse i praksisstudier er en kjent utfordring i sykepleierutdanninger både i Norge og internasjonalt. Denne studien utforsker sykepleierstudenters erfaringer med det nye lærings- og vurderingsverktøyet Respons. Studien har en kvalitativ tilnærming med et beskrivende og utforskende design. Det var 27 sykepleierstudenter fra tre læresteder som deltok i utprøving av det nye verktøyet, 21 av disse møtte til påfølgende intervju i fokusgrupper. Dataanalysen er gjennomført i tråd med prinsipper for kvalitativ innholdsanalyse og ledet til to kategorier: Styrket eierskap og framdrift i læringsprosessen og Økt tillit til vurderingens kvalitet. Mange av informantene beskrev en mer aktiv holdning til egen læring og tettere samhandling med sine praksisveiledere. Flere var opptatt av at Respons i større grad enn tidligere vurderingsverktøy bidro til løpende vurdering. Informantene la også vekt på at Respons sikrer en felles standard for vurdering. Studien understøtter behovet for å utforske hvordan læringsutbyttestyrt pedagogikk utspiller seg i praksishverdagen. Abstract Assessment of competence in clinical studies is a well-known challenge in nursing education both in Norway and internationally. The aim of this study was to investigate nursing students' experiences with the new learning and assessment tool Response. The study has a qualitative approach with a descriptive and exploratory design. The new tool was tested by 27 nursing students. The following interviews in focus groups included 21 students. A process of content analysis identified two categories: Strengthened ownership and progress in the learning process and increased confidence in the quality of assessment. The findings revealed experiences of a more active attitude to the students’ own learning process and a closer interaction with their supervisors. Furthermore, the students reported that the new assessment tool contributed to ongoing assessment and ensured a common standard for assessment. Finally, the study supports the need to explore how learning outcome-driven policy unfolds in everyday practice.

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