scholarly journals Cultural competency and nursing care among sundanese nurses ethnic group in Indonesia

2021 ◽  
Vol 3 (2) ◽  
pp. 131-137
Author(s):  
Upit Pitriani ◽  
Kusman Ibrahim ◽  
Sandra Pebrianti
Keyword(s):  
Ethnic Group ◽  
Cultural Competency ◽  
Nursing Care ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Sampling Technique ◽  
Cultural Knowledge ◽  
Cultural Competencies ◽  
High Category ◽  
Cultural Skills

Background: Nurses as one of the health professionals who are expecting to have competence in providing nursing care to patients based on cultural background.Purpose: To describe the cultural competency and nursing care among sundanese nurses' ethnic group in Indonesia..Method: A descriptive design with a quantitative approach. The sampling technique in this study used Cluster Random Sampling with the sample of 63 respondents. The instrument used the NCCS (Nurse Cultural Competence Scale). This research conducted on April 2019 at dr. Slamet Hospital, Garut - IndonesiaResults: Shows that the nurses' cultural competencies in dr. Slamet hospital was in a low category of 37 respondents (58.7%). While in a component, cultural awareness was in the low category (60.3%), the cultural knowledge component was in the high category (52.4%), the cultural sensitivity component was in the low category (58.7%) and the cultural skills component in the high category (58.7%).Conclusion: The most nurses' cultural competencies  was in a low category such as cultural awareness was in the low category (60.3%), the cultural sensitivity component was in the low category. Sundanese nurses' ethnic group need to develop training in culturally competent as a local wisdom.

scholarly journals PELATIHAN ASUHAN KEPERAWATAN PEKA BUDAYA EFEKTIF MENINGKATKAN KOMPETENSI KULTURAL PERAWAT

2018 ◽  
Vol 21 (1) ◽  
pp. 27-33
Author(s):  
Enie Novieastari ◽  
Jajang Gunawijaya ◽  
Agustin Indracahyani
Keyword(s):  
Training Program ◽  
Cultural Competency ◽  
Nursing Care ◽  
Respiratory Health ◽  
Culturally Sensitive ◽  
Health Problems ◽  
Cultural Knowledge ◽  
Post Test ◽  
Care Training ◽  
Cultural Skills

Seorang perawat dituntut untuk memiliki kompetensi kultural sehingga memiliki kepekaan terhadap kebutuhan budaya pasien. Artikel ini bertujuan untuk memberikan gambaran peningkatan kompetensi kultural perawat yang masih rendah melalui program Pelatihan Asuhan Keperawatan Peka Budaya pada Pasien dengan Gangguan Respirasi. Desain yang digunakan adalah quasi eksperimen dengan pre dan post test tanpa kelompok kontrol. Program pelatihan ini berlangsung selama 4 minggu melibatkan 93 orang perawat pelaksana dan manajer asuhan keperawatan di sebuah rumah sakit di Jakarta Timur yang dipilih secara purposif. Instrumen kompetensi kultural yang digunakan adalah instrumen yang dikembangkan oleh peneliti pada penelitian sebelumnya. Hasil pengukuran kompetensi kultural perawat sebelum dan setelah pelatihan menunjukkan perbedaan yang bermakna. Kompetensi kultural ditinjau dari aspek  pengetahuan budaya memiliki nilai p< 0,001 (α= 0,05), dari sikap budaya nilai p< 0,01 (α= 0,05),  dan dari aspek keterampilan budaya nilai p< 0,001 (α= 0,05). Kesimpulan yang dapat diambil adalah bahwa kegiatan Pelatihan Asuhan Keperawatan Peka Budaya efektif meningkatkan kompetensi kultural perawat dalam memberikan asuhan keperawatan. Rekomendasi untuk kegiatan selanjutnya adalah perlunya mensosialisasikan model Asuhan Keperawatan Peka Budaya yang digunakan dalam pelatihan ini kepada seluruh perawat agar dapat diterapkan kepada seluruh pasien dengan berbagai gangguan kesehatan. Kata kunci: kompetensi budaya, pelatihan perawat, asuhan keperawatan, peka budaya ABSTRACT Culturally-sensitive nursing care trainings effectively improve nurses’ cultural competency. Nurses are required to have cultural competency in order to provide culturally sensitive nursing care for their patients. The purpose of this study was to improve nurse cultural competences through A Training Program of Culturally Sensitive Nursing Care for Patients with Respiratory Health Problems. The study utilized quasi-experiments design without control. The four-week training program was organized involving 93 nurses at Persahabatan Hospital Jakarta who were selected using purposive sampling. The nurse cultural competency instruments modified by the author from her previous work was used. The results of this study showed that after the training program, the nurse cultural competency increased significantly (p< 0.001 for cultural knowledge, p= 0.003 for cultural attitude, and p< 0.001 for cultural skills). It was found that the training program was effective to increase every aspect of nurse cultural competency. In conclusion, the nursing care training program was effective to increase nurse’s cultural competency. Further programs are needed to improve the program outreach for all nurses and to be applied to the patients with a variety of health problems. Keywords: cultural competency, nurses training, culturally sensitive, nursing care

scholarly journals Effects of a cultural nursing course to enhance the cultural competence of nursing students in Korea

2019 ◽  
Vol 16 ◽  
pp. 39
Author(s):  
Hae Sook Park ◽  
Hee Jung Jang ◽  
Geum Hee Jeong
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Rapid Change ◽  
Cultural Knowledge ◽  
Nursing Programs ◽  
Significant Difference ◽  
Cultural Skills ◽  
Nursing Course

Purpose: With Korea’s recent rapid change into a multicultural society, cultural competence is being emphasized as a core nursing competency. This study investigated the effects of a cultural nursing course that aimed to enhance the cultural competence of nursing students in Korea.Methods: This was a single-group pre- and post-comparison study. The subjects were 69 nursing students at Dongyang University who attended a cultural nursing course in 2015, of whom 62 students responded to the survey. The 13-week cultural nursing course was held for 2 hours a week. The methods of the course included small group activities, discussions and presentations, experiential learning, reflective activities, and lectures. Nursing students’ cultural competence was measured pre- and post-course with the Cultural Competence Scale for Korean Nurses, which contains 33 items scored on a 7-point Likert scale.Results: After completing the cultural nursing course, students’ total cultural competence scores increased, as did their scores in each category (cultural awareness, cultural knowledge, cultural sensitivity, and cultural skills) (P<0.001). There was no significant difference in cultural competence by gender (P<0.001).Conclusion: This cultural nursing course was found to be effective in enhancing the cultural competence of nursing students. Therefore, the educational program developed in this study can be extended to other university-level nursing programs in Korea.

Development and Exploratory Factor Analysis of the Interventionist Multitiered Systems of Support Multicultural Competence Scale

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110504
Author(s):  
Mary Edwin ◽  
Michael W. Bahr
Keyword(s):  
Factor Analysis ◽  
School Counselors ◽  
Exploratory Factor Analysis ◽  
Multicultural Competence ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Cultural Knowledge ◽  
Competence Scale ◽  
Cultural Skills ◽  
Systems Of Support

This article describes the development of a measure of interventionists' competence in implementing culturally responsive multitiered systems of support (MTSS) practices. We ran an exploratory factor analysis (EFA) on a 30-question survey that measured the multicultural competence of 651 school counselors and psychologists in MTSS implementation. The EFA indicated a five-factor structure of the Interventionist MTSS Multicultural Competence Scale (IMMCS): (a) Cultural Knowledge, (b) Cultural Awareness, (c) Cultural Skills, (d) Cultural Appreciation, and (e) Respect for Cultural Differences.

scholarly journals Kompetensi Kultural Pendidik Anak Usia Dini

2019 ◽  
Vol 2 (1) ◽  
pp. 97
Author(s):  
Luluk Iffatur Rocmah
Keyword(s):  
Early Childhood ◽  
Cultural Awareness ◽  
Early Childhood Teachers ◽  
Teaching Experience ◽  
Cultural Knowledge ◽  
Cultural Experience ◽  
Cultural Attitudes ◽  
Diverse Classroom ◽  
Cultural Component ◽  
Cultural Skills

This study is a descriptive qualitative research. This research aim to analyze and express cultural competence among early childhood teachers in Sidoarjo. Data collection was done by observation, interview and documentation. The subjects in this study were early childhood teachers in Sidoarjo from both homogeneous and heterogeneous schools. This study resulted the findings that educators can be competent in culturally diverse classroom teaching, he must have a cultural component of cultural awareness, cultural knowledge, cultural attitudes and cultural skills. Cultural awareness and cultural attitudes can be developed through cultural experience or cross-cultural interaction. While cultural knowledge can be developed through training such as workshops, seminars, conferences etc. And cultural teaching skills can be developed through teaching experience.

scholarly journals CULTURAL COMPETENCE LEVEL, ITS IMPORTANCE, AND EDUCATIONAL NEEDS FOR CULTURAL COMPETENCE AMONG NURSES CARING FOR FOREIGNERS IN KOREA

2019 ◽  
Vol 7 (5) ◽  
pp. 286-295
Author(s):  
Jung-Ha Park
Keyword(s):  
Cultural Competence ◽  
Cultural Competency ◽  
Cultural Awareness ◽  
Quality Care ◽  
Cultural Knowledge ◽  
Cultural Backgrounds ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Training Requirements ◽  
Clinical Nurses

Purpose: This study aimed to identify cultural competency, importance, and educational requirements by analyzing nurses who were experienced in nursing foreigners in secondary hospitals and hospitals all over Korea. Methodology: A cross-sectional survey was conducted with 210 nurses from 39 hospitals in Korea. The collected data were analyzed by t-test, ANOVA, and Scheffe test. Main Findings: Satisfaction with nursing care averaged 2.48 ± 0.45. Perceived level of cultural competence averaged 2.69 ± 0.45. Cultural nursing behavior was at the highest level with 3.05±0.62; otherwise, cultural knowledge was the lowest among the subcategories (2.27±0.55). The level of importance of cultural competency was 3.69 ± 0.53. For the subcategories, cultural nursing behavior was at the highest level (3.77±0.63) and cultural awareness was at the lowest level (3.58±0.62). Training requirements had 6.83 ± 1.32, followed by cultural communication (7.34±1.50), attitudes and skills (7.04±1.50), knowledge of basics (6.83±1.33), knowledge of key concepts (6.73±1.53), and knowledge of theory and research (6.28±1.54). Implications/Applications: We suggest developing educational programs for clinical nurses to provide high-quality care to the subjects from various cultural backgrounds by strengthening cultural competency. In addition, the active support of the medical and health care institutions in improving cultural competency of nursing nurses should be emphasized.

scholarly journals Cultural immersion in the education of healthcare professionals: a systematic review

2019 ◽  
Vol 16 ◽  
pp. 4 ◽  
Author(s):  
Marty J. Brock ◽  
Levi B. Fowler ◽  
Johnathan G. Freeman ◽  
Devan C. Richardson ◽  
Lisa J. Barnes
Keyword(s):  
Systematic Review ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Culturally Diverse ◽  
Qualitative Methodology ◽  
Healthcare Professionals ◽  
Cultural Knowledge ◽  
Cultural Immersion ◽  
Cultural Learning ◽  
Educational Method

Purpose: With the ever-changing cultural makeup of society, the ability to deliver culturally appropriate healthcare is essential. An educational method aimed at increasing cultural knowledge and sensitivity in the education of healthcare professionals is cultural immersion, which creates opportunities for transformational learning through direct interactions with culturally diverse populations. The purpose of this systematic review was to examine the qualitative effects of cultural immersion experiences on graduate-level healthcare professional students. Methods: A search of the CINAHL (Cumulative Index to Nursing and Allied Health Literature) and ERIC (Education Resources Information Center) databases was performed, utilizing search terms including cultural immersion, cultural sensitivity, educational outcomes, and healthcare professionals. The search was limited to publications within the last 10 years. The articles were screened according to title, abstract, and full-text following the application of inclusion/exclusion criteria. Themes identified within each article were collected and categorized, using a qualitative methodology, into 5 overarching domains to assess the educational experiences. Studies were scored for quality using the qualitative portion of the McGill Mixed Methods Appraisal Tool–2011. Results: Nine studies incorporating a total of 94 participants with experiences in 14 culturally diverse environments revealing 47 individually identified themes were included in the review. The results indicated that all cultural immersion experiences stimulated increased cultural awareness and sensitivity. Conclusion: Cultural immersion experiences produced a positive, multi-domain effect on cultural learning in students of the health professions. The results of this review provide support for implementing cultural immersion experiences into the education of healthcare professionals with the goal of increasing cultural sensitivity.

scholarly journals Act Local But Think Global: Transcultural Nursing Competencies and Experiences of Foreign Students From Selected Higher Education Institutions in the Philippines

2019 ◽  
Vol 7 (1) ◽  
pp. 580-599
Author(s):  
Carmela Grabata Malabat ◽  
Fred B. Ruiz
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Cultural Awareness ◽  
Cultural Knowledge ◽  
Transcultural Nursing ◽  
Clinical Instruction ◽  
Clinical Experiences ◽  
Cultural Encounters ◽  
Nursing Competencies ◽  
Cultural Skills

Introduction: The need for transcultural nursing competencies amongst students offers an array of improvements in nursing education, hospitals, and communities around the globe.  This research assessed the level of transcultural nursing competencies and experiences of foreign nursing students. Methods: Data were collected using a mixed methods design with a purposive sample of 104 respondents through a researcher-made tool which underwent exploratory factor analysis establishing its reliability and validity.  Frequency distribution and percentage, weighted mean and standard deviation, Mann-Whitney U-test, Kruskal-Wallis H-test and Spearman rank were utilized for data analysis.   Results: Significant differences were observed in the development of cultural knowledge among sex (p=0.027) and nationality (p=0.046) showing higher assessment among females and different nationalities have different level of knowledge; females have higher perceived assessment of cultural skills than males (p=0.038). Significant relationship were between general experiences in education and cultural awareness (p=0.003); classroom instruction and cultural skills (p=0.002); clinical instruction and clinical awareness (p=0.024) and cultural skills (p=0.003); cultural encounters (p=0.003) and cultural desire (p=0.021); clinical practice and cultural awareness (p=0.000); cultural skills (p=0.003); cultural encounters (p=0.000) and cultural desire (p=0.012). Respondents had adequate general experiences in nursing education (M=3.13); classroom (M=3.16); clinical instruction (M=3.13) and clinical practice (M=3.38).  They acquired clinical experiences and adequate competence in cultural awareness (M=3.73); cultural knowledge (M=3.24); cultural skills (M=3.27); cultural encounters (M=3.16) and cultural desire (M=3.52). Respondents were knowledgeable of other cultures and they understood institutional difficulties discouraging cultural groups from obtaining healthcare services.  They had skills in understanding the relationship between health and culture including cultural assessment tools used to evaluate patients and they possessed the willingness to learn from others. Discussion: Students’ theoretical and clinical experiences need strengthening and improvement by incorporating transcultural nursing in the curriculum.

The Structure Of Socio-Cultural Competence (Self) Development

2015 ◽  
Vol 26 (1) ◽  
Author(s):  
Ieva Anužienė
Keyword(s):  
Cultural Differences ◽  
Social Environment ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Cultural Knowledge ◽  
Team Work ◽  
Vocational Education And Training ◽  
Self Awareness

Abstract Sociocultural competences are becoming increasingly important and significant in terms of employability, career, competitive abilities. Acquired and developed throughout one’s lifetime, sociocultural competences create favourable conditions for successful survival and functioning in contemporary labour market. Effective teaching of methods of socialization is impossible without making an effort to conceptualize the key elements of culture in younger people’s consciousness: principles of choice of values, basics of creativity, language, ethnos, art. The research aims at revealing the characteristics and orientations of formation of sociocultural competence that are characteristic of the VET processes. The following research methods have been used for the research: descriptive analysis of research sources and documents. Sociocultural competences manifest themselves in the processes of vocational education and training as a set of various abilities necessary for personal and professional life. Formation of sociocultural competences by teaching and learning in VET system is characterized by features based on value dimensions of the life of society and person: social skills (skills of communication, socialization and team work); social perception (skills of societal interpretation by proper choice of behaviour depending on social environment and situation); self-awareness (ability of performing analysis of own emotional state and helping other person perceive oneself and own emotions); attribution (ability to implement own potential in a social environment and analyse social roles); communication with peers (ability to adapt in a new environment by perceiving the attitudes that exist in it); cultural sensitivity (ability to understand and accept people from other sociocultural backgrounds, maintaining strong position when facing discriminatory actions); cultural awareness (ability to evaluate cultural differences and perceive and accept other person’s attitudes and opinion); cultural knowledge (ability to communicate with people diplomatically, taking into account cultural differences).

Development and Validation of the Cultural Competence of Program Evaluators (CCPE) Self-Report Scale

2012 ◽  
Vol 33 (4) ◽  
pp. 496-514 ◽  
Author(s):  
Krystall E. Dunaway ◽  
Jennifer A. Morrow ◽  
Bryan E. Porter
Keyword(s):  
Cultural Competence ◽  
Cultural Awareness ◽  
Convergent Validity ◽  
Demographic Variables ◽  
Cultural Knowledge ◽  
Self Report ◽  
Competence Training ◽  
Positive Correlations ◽  
Development And Validation ◽  
Cultural Skills

No self-report measure of cultural competence currently exists in program evaluation. Adapting items from cultural competence measures in fields such as counseling and nursing, the researchers developed the Cultural Competence of Program Evaluators (CCPE) self-report scale. The goals of this study were to validate the CCPE and to assess differences in level of cultural competence among program evaluators based on various demographic variables. The sample consisted of 174 evaluators. Principal components analyses revealed three factors of the CCPE: cultural knowledge, cultural skills, and cultural awareness. The overall alpha of the CCPE was .88, and convergent validity was established via significant positive correlations between the CCPE and the Multicultural Counseling Inventory (MCI). Additionally, individuals who had received cultural competence training scored significantly higher on the CCPE, and receipt of cultural competence training was a significant predictor of scores on the CCPE.

scholarly journals Development of the Cultural Appreciation of Martial Arts Scale

2017 ◽  
Vol 8 (1) ◽  
pp. 9-17
Author(s):  
John R. Malmo ◽  
Merry Moiseichik
Keyword(s):  
Social Sciences ◽  
Cultural Sensitivity ◽  
Martial Arts ◽  
Cultural Awareness ◽  
Cultural Knowledge ◽  
Cultural Appreciation ◽  
Program Efficacy

The purpose of this study was to develop a valid and reliable social sciences instrument to measure the cultural appreciation of martial arts practitioners. To that end, the Cultural Appreciation of Martial Arts Scale (CAMAS) was developed. The study resulted in a 20-item, 3-factor scale that measures Cultural Knowledge, Cultural Sensitivity, and Cultural Awareness in the martial arts. The CAMAS has already garnered interest from instructors, whose schools were selected for this study, for use in evaluating program efficacy in providing cultural teachings and as a possible method to expose marketing opportunities for program offerings.

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