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

Trang-Thi-Thuy Ho ◽  
Jina Oh

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.

2018 ◽  
Vol 24 (1) ◽  
pp. 100-109
Kyung Sook Choi ◽  
Woo Sook Lee ◽  
Yeon Suk Park ◽  
Myunghee Jun ◽  
So Young Lee ◽  

Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.

2020 ◽  
Vol 10 (12) ◽  
pp. 49
Edel McSharry ◽  
Carol Hall ◽  
Michelle Glacken ◽  
Mary Brown ◽  
Stathis Konstantinidis ◽  

The EU have set standards in relation to cultural competence, and findings from previously funded EU commission projects have illuminated an extensively developed body of knowledge in this area in relation to healthcare. Evidence from contemporary literature shows that education interventions have a positive impact on the cultural competence of health care professionals. Nonetheless, short accessible resources that can be used flexibly to support teaching and learning around cultural competence are not available across many European countries. The aim of the TransCoCon (2017-2020) project has been to develop innovative accessible multi-media learning resources to enable undergraduate nursing students and registered nurses in five countries to develop their cultural self-efficacy and cultural competence for nursing. The purpose of this paper is to describe and discuss this European ERASMUS + funded strategic partnership project (TransCoCon 2017-2020) and the creation of its underpinning theoretical and organising framework. The rationale for this guiding framework will be discussed within the context of supporting literature.

2016 ◽  
Vol 55 (3) ◽  
pp. 155-159 ◽  
Linda Govere ◽  
Marie A. Fioravanti ◽  
Patricia K. Tuite

Carla Sílvia Neves da Nova Fernandes ◽  
Germano Couto ◽  
Andreia Afonso

Background & Aim: The aging of the population poses new challenges, among others, a greater concern with the teaching of geriatrics and gerontology, especially to future health professionals. The simulation game "Aging Nursing Game" ® was used with the objective of evaluating the impact of an aging simulation game on nursing students' attitudes towards the elderly. Methods & Materials: A pre-test and post-test type quasi-experimental study was performed, without control group. The research was developed between February and July 2018. The subjects of this study were second-year undergraduate nursing students. A game was used as an intervention. To measure the effectiveness of the game, a questionnaire was applied before and after the intervention. The data collection instrument consisted of a questionnaire composed of two parts, the first part for sociodemographic characterization, and another consisting of the Portuguese version of the Kogan Scale (KAOP). Results: The sample consisted of 45 undergraduate nursing students from the 2nd year corresponding to 75% of the population. The attitude towards the elderly person improved significantly before and after the intervention. Of the 34 items on the Kogan Scale (KAOP), 21 improved significantly. Conclusion: The simulation game has proven to be effective in teaching students changing attitudes towards the elderly (p <0.05).

2020 ◽  
Jurica Veronek ◽  
Maja Bajs Janović ◽  
Špiro Janović ◽  
Hrvoje Barić ◽  
Joca Zurc ◽  

Background: Croatia and Slovenia are neighboring countries with marked differences in high school and undergraduate nursing curricula. The aim was to assess and compare attitudes toward the elderly among undergraduate nursing students in Croatia and Slovenia and identify factors associated with positive/negative attitudes.Subjects and methods: This was a cross-sectional survey conducted between September, 2017 and July, 2018 among undergraduate nursing students at five higher education institutions: three in Slovenia and two in Croatia. The following data were gathered: age, sex, year of study, previous education, employment status, previous education in gerontolgy, desired professional role after graduating, previous experience with the elderly. Kogan`s Attitude Towards Old People Scale (KATOPS) score was the primary outcome measure. Pairwise comparisons were conducted between Croatian and Slovenian students. KATOPS score was dichotomized with values above the 3rd quartile considered excellent - the dichotomized score was used as the dependent variable in a binary logistic regression model.Results: Overall, 825 students completed the questionnaire, 85.5% were women, 417 from Slovenia, 408 from Croatia, and 80% were under 22 years of age (80%). The average score on the KATOPS was 127.4, 95% CI 126.6-128.2. Variables associated with excellent scores on the KATOPS, based on the binary regression were: studying in Slovenia (OR=2.05, 95% CI 1.39-3.03), age group 28-32 years (OR=3.9, 95% CI 1.53-9.98); previous education gerontic nursing (OR=2.45, 95% CI 1.34-4.47), and full-time study (OR=2.12, 95% CI 1.38-3.55). Variables not associated with excellent scores were: being married (OR=0.44, 95% CI 0.22- 0.92) and having previous experience in working with the elderly (OR=0.5, 95% CI 0.3-0.86). Conclusion: Attitudes toward old age are mildly positive in Slovenian and Croatian nursing students. Slovenian students have significantly more positive attitudes toward old age and these differences are most probably due to marked differences in undergraduate nursing curricula between the two countries.

2019 ◽  
Vol 25 (3) ◽  
pp. 344-356 ◽  
Jin Ok Jeong ◽  
Sue Kim

Purpose: This study aimed to develop and evaluate the effects of an empathy education program for undergraduate nursing students. Methods: The study employed a non-equivalent control group pretest-posttest design. A total of 46 nursing students were voluntarily recruited by convenience sampling from senior nursing students from the nursing department of K college in I city, Korea. Participants were divided into two groups, an experimental group of 23 and a control group of 23. The experimental intervention (empathy education program) was conducted from April 19 to May 6, 2016 and consisted of 150-minute sessions, twice a week, for 3 weeks for a total of 15 hours. Results: Participants demonstrated improvements in perspective taking in cognitive empathy, improved empathic concern in emotional empathy, and improved communicative empathy. Analysis of reflective writings identified four theme clusters regarding communicative empathy: improvement of empathic expression, experiencing comfort and healing, improvement of interpersonal relationships, and experience of conflict resolution. Improved interpersonal ability and caring were also identified. Conclusion: The empathy education program improved cognitive, emotional and communicative empathy, and interpersonal skills and care, which are all necessary qualities for nurses.

2021 ◽  
Vol 27 (2) ◽  
pp. 210-222
Mean Jung Jo ◽  
Mee Ock Gu

Purpose: This study was conducted to develop and test the effects of a nursing information literacy competency education program for undergraduate nursing students.Methods: A non-equivalent control group pretest-posttest design was used. The subjects consisted of 42 sophomore undergraduate nursing students who had completed a fundamental nursing course (experimental group: n=21, control group n=21). The nursing information literacy competency education program consisted of 8 steps in 8 sessions, taught over 4 weeks, which was 20 hours in total. Data were collected between January 23 and March 14, 2019 and were analyzed using Chi-square test, Fisher's exact test, t-test, paired t-test, and repeated measure ANOVA with SPSS/WIN 23.0.Results: Significant differences were shown between the experimental and control groups regarding nursing information literacy competency (F=91.74, p<.001), problem-solving ability (F=52.43, p<.001), self-directed learning ability (F=36.61, p<.001), and evidence-based practice competency (F=59.66, p<.001).Conclusion: The nursing information literacy competency education program was effective in improving the nursing information literacy competency, problem-solving ability, self-directed learning ability, and evidence-based practice competency of nursing students. Hence, we recommend the nursing information literacy education program will be included as an independent course in the nursing curriculum for undergraduate nursing students to promote a needed proficiency in nursing information literacy competency.

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