scholarly journals Perceptions of cultural competency of undergraduate nursing students

2013 ◽  
Vol 03 (02) ◽  
pp. 182-185 ◽  
Author(s):  
Diane Von Ah ◽  
Natasha Cassara
Keyword(s):  
Nursing Students ◽  
Cultural Competency ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Seeing With New Eyes: The Meaning of an Immersion Experience in Bangladesh for Undergraduate Senior Nursing Students

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Hendrika J. Maltby ◽  
Sarah Abrams
Keyword(s):  
Nursing Students ◽  
Cultural Competency ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Immersion Experience ◽  
Culturally Appropriate Care ◽  
Learning From Clients ◽  
Independent University ◽  
Powerful Strategy

Nurses must provide culturally appropriate care. A powerful strategy to enhance cultural competency is immersion. This can increase awareness of personal beliefs, values, behaviors, and learning from clients. A three week immersion experience for 17 senior undergraduate nursing students was organized in partnership with the Independent University, Bangladesh. Working with interpreters, students learned about people and healthcare through interviews and site visits. The purpose of this qualitative study was to discover the meaning of the immersion experience for nursing students through their reflective journals. These were thematically analyzed and four themes emerged: Beginning to See, Thinking about the Seen, Wanting to Change the Seen, and Transformed by the Seen. These themes combine into a framework that has been tentatively titled, Seeing Through New Eyes and will be further developed on future trips. Achieving cultural competency is a complex, long-term process that can be intensified with immersion experiences.

scholarly journals The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency

2018 ◽  
Vol 24 (1) ◽  
pp. 100-109
Author(s):  
Kyung Sook Choi ◽  
Woo Sook Lee ◽  
Yeon Suk Park ◽  
Myunghee Jun ◽  
So Young Lee ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Control Group ◽  
Teaching Model ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Quasi Experimental ◽  
Experimental Group

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.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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