scholarly journals Program level of nursing students and the achievement of intercultural sensitivity after service learning experiences

2017 ◽  
Vol 6 (2) ◽  
pp. 73
Author(s):  
Catherine S. Thomas ◽  
Leona Konieczny
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Cultural Competence ◽  
Cultural Differences ◽  
Nursing Faculty ◽  
Cultural Sensitivity ◽  
Intercultural Sensitivity ◽  
Nursing Curricula ◽  
Paired Samples ◽  
Maximal Gain

Nursing students require education and experience to develop cultural competence. Cultural sensitivity is a step on the journey to cultural competence. Nursing curricula vary regarding when and how to promote cultural sensitivity. Service learning (SL), is an experiential pedagogical method, which provides the opportunity to communicate and interact with persons from various cultures. A descriptive pilot study was undertaken in order to examine whether the program level affects the intercultural sensitivity of nursing students exposed to SL. The original Intercultural Sensitivity Scale (ISS) was used to assess intercultural sensitivity. In a paired samples t test, two statements in the ISS relating to Interaction Confidence (p = .006) and Respect for Cultural Differences (p = .002) demonstrated junior level students had increased intercultural sensitivity scores when compared with sophomore level students’ scores. This study may provide guidance to nursing faculty in determining at which level of students who will have maximal gain from SL.

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

2022 ◽  
Vol 19 (2) ◽  
pp. 888
Author(s):  
Trang-Thi-Thuy Ho ◽  
Jina Oh
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Field Experience ◽  
Control Group ◽  
Culturally Competent ◽  
Significant Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Diverse Backgrounds

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.

scholarly journals Nursing students’ experience of learning cultural competence

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0259802
Author(s):  
Isabel Antón-Solanas ◽  
Elena Tambo-Lizalde ◽  
Nadia Hamam-Alcober ◽  
Valérie Vanceulebroeck ◽  
Shana Dehaes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Diversity ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Academic Learning ◽  
Learning Needs ◽  
Transcultural Nursing ◽  
European Student ◽  
Nursing Curricula

Introduction European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. Materials and methods A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal. Results 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. Conclusion The participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?

2013 ◽  
Vol 10 (1) ◽  
pp. 245-254 ◽  
Author(s):  
Ann H. Maradiegue ◽  
Quannetta T. Edwards ◽  
Diane Seibert
Keyword(s):  
Nursing Students ◽  
Nurse Practitioner ◽  
Nursing Faculty ◽  
Current Knowledge ◽  
Health Care Team ◽  
Medical Genetics ◽  
Comfort Level ◽  
Nursing Curricula ◽  
Education Gaps ◽  
Practitioner Faculty

AbstractMany genetic/genomic educational opportunities are available to assist nursing faculty in their knowledge and understanding of genetic/genomics. This study was conducted to assess advance practice nursing faculty members’ current knowledge of medical genetics/genomics, their integration of genetics/genomics content into advance practice nursing curricula, any prior formal training/education in genetics/genomics, and their comfort level in teaching genetics/genomic content. A secondary aim was to conduct a comparative analysis of the 2010 data to a previous study conducted in 2005, to determine changes that have taken place during that time period. During a national nurse practitioner faculty conference, 85 nurse practitioner faculty voluntarily completed surveys. Approximately 70% of the 2010 faculty felt comfortable teaching basic genetic/genomic concepts compared to 50% in 2005. However, there continue to be education gaps in the genetic/genomic content taught to advance practice nursing students. If nurses are going to be a crucial member of the health-care team, they must achieve the requisite competencies to deliver the increasingly complex care patients require.

Measuring Cultural Competence in Nursing: A Review Study

2020 ◽  
Vol 6 (3) ◽  
pp. 203-212
Author(s):  
Safoura Yadollahi ◽  
◽  
Abbas Ebadi ◽  
Marziyeh Asadizaker ◽  
◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Cultural Sensitivity ◽  
Essential Factor ◽  
Time Limits ◽  
Framework Model ◽  
Library Resources ◽  
Cultural Care ◽  
Review Study

Background: Cultural competence is an essential factor in providing effective services to care seekers. Providing cultural care is a necessity in nursing; thus, measuring cultural competence in nurses is of great importance. Accordingly, the current study aimed at introducing the scales for measuring cultural competence in nursing. Methods: The current narrative review study was conducted by searching the internet and library resources through credible databases. The keywords “cultural competence, cultural competency, cultural instruments, the measurement of cultural competency, nursing, nursing students, and cultural sensitivity” were used individually and in combination. The selected articles were in English, without any time limits, and only in the medical fields. Results: Among 16 articles related to cultural competence scales, 19 scales were discovered; 12 of which were in English and applicable in nursing. Nine tools were designed based on a conceptual framework/model, and only 6 of them received psychometric evaluations. Conclusion: The comparison of the scales suggested that all of them were developed based on different conceptual frameworks; accordingly, various factors should be considered when using them. The compatibility of the scale with the culture and environmental conditions of the studied population, and the areas of cultural competence it investigates, are among such characteristics.

scholarly journals Impact of a service learning experience on the intercultural sensitivity of nursing students

2017 ◽  
Vol 5 (2) ◽  
pp. 41
Author(s):  
Catherine S. Thomas ◽  
Leona Konieczny
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Intercultural Communication ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
Clinical Practicum ◽  
Intercultural Communication Competence ◽  
Social Contributions ◽  
Centered Care ◽  
The Impact

Service learning (SL) is an educational strategy to develop intercultural sensitivity. Nursing students benefit from the opportunity to care for persons from diverse cultures. Social awareness and making significant social contributions is part of professional nursing. Nursing students are educated to provide culturally sensitive, person-centered care incorporating the values of social justice, diversity, and global awareness. The SL experience was independent from a specific nursing course and exclusive from a designated clinical practicum. This descriptive quantitative study examines the impact of a SL experience in Appalachia on intercultural sensitivity. Intercultural sensitivity is in the affective domain of intercultural communication. Appalachia has distinct cultural differenences related to both geographical and socioeconomic factors. Intercultural sensitivity is in the affective dimension of intercultural communication competence. The Intercultural Sensitivity Scale (ISS), developed by Chen & Starosta, was the instrument used for measurement. Study findings demonstrate an impact on interaction engagement and interaction attentiveness for study participants.

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.

scholarly journals The evolution of cultural competence theories in American (United States) nursing curricula: An integrative review

2020 ◽  
Vol 10 (12) ◽  
pp. 30
Author(s):  
Suzanne Alexander ◽  
Rhonda BeLue ◽  
Ashley Kuzmik ◽  
Marie Boltz
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Formal Theory ◽  
Culturally Competent ◽  
Quality Outcomes ◽  
Nursing Curricula ◽  
Measuring Outcomes ◽  
Health Quality ◽  
Cross Platform ◽  
Long Term Impact

Introduction: Baccalaureate nursing students develop cultural competence through curricula of theories and frameworks which evolve to reflect new knowledge, but their synthesis and impact upon health quality outcomes is not known.Methods: A cross-platform literature review was conducted to identify innovation and use of cultural competency theories and frameworks in nursing. Optimal literature included a formal theory, pedagogy, measures, and outcomes, which were then classified and evaluated. Additional perspectives and interventions were reviewed for potential influence on curricula and impact through the lens of integrative review.Results: A shift in theory from essentialism to constructivism has occurred in undergraduate curricula.  Challenges to measuring outcomes have been noted.  All studies reported positive outcomes but suffer from self-selection, unvalidated instruments, and little to no longitudinal data.Conclusions: Nursing students are exposed to culturally competent care via several validated and canonical frameworks, but self-efficacy and long-term impact have not been assessed.

An Integral Nursing Education: A Stress Management and Life Balance Course

2011 ◽  
Vol 15 (1) ◽  
pp. 13-22 ◽  
Author(s):  
Carey S. Clark, ◽  
Gabrielle Pelicci,
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Stress Management ◽  
Nursing Faculty ◽  
Life Balance ◽  
Dysfunctional Family ◽  
Nursing Curricula ◽  
Need Support

Building upon a previously published article, this article examines how nursing faculty face the challenge of working with nursing students who are in stressful circumstances and who may have come from dysfunctional family backgrounds. It has been documented that nursing students need support in their personal transformative and selfcare processes in order to create sustainable caring-healing nursing practices. Hence, nursing faculty need experience in supporting students through these processes. As a proposed solution to addressing these ongoing issues in nursing curricula, outcomes from a class entitled, Stress Management and Life Balance, are examined and the challenges for implementing such an integral course within the nursing curricula are elucidated.

scholarly journals Faculty survey of service-learning and its impact on nursing students

2018 ◽  
Vol 9 (3) ◽  
pp. 78
Author(s):  
Catherine Y. Read ◽  
Ronna E. Krozy ◽  
Lauren K. Yarkony
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Student Development ◽  
Nursing Faculty ◽  
Personal Growth ◽  
Host Community ◽  
Community Healthcare ◽  
Wide Range ◽  
The Us ◽  
The Impact

Objective: Service-learning experiences (SLEs) help instill cultural competence and prepare nurses for practice with diverse populations in varied settings. This study describes SLE activities implemented by supervising nursing faculty, explores faculty opinions about the importance of those activities to uncover disparities between practice and values, and solicits faculty opinions about the impact of service learning on the students.Methods: An online, quantitative survey collected data from faculty who lead SLEs in US nursing programs. Results: A total of 77 US nursing faculty from 32 states reported on SLEs, 23% of which were located outside of the US.  Pre-experiential, experiential, and post-experiential SLE discussion topics most often included the host community healthcare system, health and economic disparities, cultural norms, and benefits of the SLE. Religious beliefs, poverty tourism, racism, and privilege were discussed less often. Students participated in a variety of nursing-related activities onsite and nearly all faculty required follow up activities. Most faculty agreed that meeting the immediate needs of the host community, building sustainable partnerships with host community, addressing personal growth of the students, and discussing inequities are important aspects of an SLE, although actual implementation of those activities varied. Students feel “changed” after the SLE and become more likely to advocate for the vulnerable and underserved, but can also feel overwhelmed and harbor guilt about inequities.Conclusions: Faculty report a wide range of discussion-based and hands-on activities in the pre-experiential, experiential, and post-experiential phases of the SLE. Overall, faculty believe that service learning positively impacts student development, but feelings of guilt and being overwhelmed can also persist after students return home.

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