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.

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.

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.

Senior BSN students’ confidence, comfort, and perception of readiness for clinical practice: the impacts of COVID-19

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Eyad Musallam ◽  
Brooke A. Flinders
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Clinical Experiences ◽  
Cross Sectional ◽  
Clinical Confidence ◽  
Readiness For Practice ◽  
Nursing Career ◽  
The Impact ◽  
Bsn Students

Abstract Objectives The Coronavirus Disease 2019 (COVID-19) has impacted overall nursing education program requirements, classroom delivery of theory hours, as well as clinical and laboratory learning opportunities for students. The aims of this study were to explore the impacts of COVID 19 on the students’ perceptions of readiness for practice and their preparation for the NCLEX exam and initial clinical practice. Methods A cross-sectional descriptive design was used to investigate the impact of COVID-19 on senior BSN students’ preparation for NCLEX and future careers. The Casey-Fink Readiness for Practice Survey was used to investigate the perceptions of the BSN students’ clinical confidence and readiness for practice. Results Students reported substantial impacts of COVID-19 on their clinical experiences, their ability to practice skills and procedures, their preparations for NCLEX exam, and their nursing career. The most significant confidence concerns noted from this study seemed to center on handling multiple patient assignments, calling the physician, responding to a change in patient condition, and treating a dying patient. Conclusions Healthcare experts expect that the impact of COVID-19 may last until 2022. More research is needed to understand the impact of COVID-19 on nursing education and transition to nursing practice. While clinical confidence and readiness for practice are essential topics, more research is needed to investigate the psychological and physiological impacts of COVID-19 on nurses, nursing students, nursing preceptors, and faculty members.

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 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 Curricula Innovation to Positively Influence Preference for Working With Older Adults: A Review of the Literature

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 546-546
Author(s):  
Christine Brewer
Keyword(s):  
Older Adults ◽  
Nursing Education ◽  
Nursing Students ◽  
Service Learning ◽  
Community Dwelling ◽  
Evidence Based ◽  
Clinical Experiences ◽  
Search Terms ◽  
Education Interventions ◽  
Community Dwelling Older Adults

Abstract Few nursing students show preference in working with older adults. The purpose of this study was to review the U.S. nursing education evidence-based literature to determine curricula innovation to positively influence preference for working with older adults. CINAHL, Medline, Ovid Emcare, PsychInfo, and PubMed databases were searched for relevant U.S studies published between 2009 and 2020 using the search terms “nursing students”, “geriatrics OR gerontology OR older adults OR elderly OR aging”, “career OR work”, and “choice OR preference OR attitude”. Nine studies were eligible for inclusion. Nursing education may play a role in influencing how students perceive and prefer to work with older adults. Promising interventions include stand-alone gerontology courses, intergenerational service-learning experiences, and clinical experiences with community dwelling older adults. More evidence-based research with larger sample sizes are needed to determine effective nursing education interventions to improve nursing students’ attitude and preference for working with older adults.

scholarly journals The situation of nursing education in Latin America and the Caribbean towards universal health

2017 ◽  
Vol 25 (0) ◽  
Author(s):  
Silvia Helena De Bortoli Cassiani ◽  
Lynda Law Wilson ◽  
Sabrina de Souza Elias Mikael ◽  
Laura Morán Peña ◽  
Rosa Amarilis Zarate Grajales ◽  
...  
Keyword(s):  
Health Care ◽  
Latin America ◽  
Primary Health Care ◽  
Nursing Education ◽  
Clinical Decision Making ◽  
Clinical Experiences ◽  
Cross Sectional ◽  
Primary Health ◽  
The Caribbean ◽  
Universal Health

Objective: to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. Method: quantitative, descriptive/exploratory, cross-sectional study carried out in 25 countries. Results: a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/learning methods. Conclusion: there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and values of Universal Health and primary health care, as well as those principles underpinning transformative education modalities such as critical and complex thinking development, problem-solving, evidence-based clinical decision-making, and lifelong learning. However, there is a need to promote a paradigm shift in nursing education to include more training in primary health care.

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