Background: Since 2012, education standards in medical faculties in Poland have allowed medical universities to introduce content related to multiculturalism. On the one hand, this creates a necessity to introduce new strategies, forms, and techniques of education aimed at the development of knowledge, skills, and attitudes in terms of multiculturalism. On the other hand, there is a need to evaluate their effects. The main goal of this study was to evaluate the cultural competence and cultural intelligence of master’s degree nursing students before the commencement of and two months after cultural education training in the form of the intercultural communication workshops included in the study program. Methods: The following questionnaires were used in the study: the Cross-Cultural Competence Inventory (CCCI) and the Cultural Intelligence Scale (CQS). Two consecutive classes (2019 and 2020) of master’s nursing students were tested twice (pre-test, post-test). The study was conducted at a leading medical university that educates nurses at a master’s level in Poland. In total, 130 master’s nursing students took part in this evaluative study: 64 individuals in 2019 (study 1) and 66 individuals in 2020 (study 2). Results: In comparison to the pre-test, the post-test showed that the surveyed students in both study 1 and study 2 obtained significantly higher overall results in terms of cultural intelligence (p = 0.001; p = 0.004, respectively) as well as in the behavioral (p = 0.001; p = 0.002) and cognitive (p = 0.001; p = 0.008, respectively) subscales. The cultural competence results were also higher overall, but the difference was insignificant. Conclusions: The study shows the efficiency of training/workshops in the development of culturally specific knowledge and cultural intervention skills. At the same time, it postulates the need to plan and organize cultural education programs in a form that aims to improve the development of culturally sensitive attitudes.
BackgroundHealthcare professionals and students of medical faculties in Poland increasingly encounter culturally diverse patients. It is necessary to support the development of cultural intelligence in order to improve the medical care provided to patients from different cultural backgrounds. At present there are no standardized tools in Poland that can accurately and reliably assess cultural intelligence, which is defined by Ang et al. as “an individual’s capability to function and manage effectively in culturally diverse settings”. As argued in the present paper, this (cap)ability may be important for providing patient-centred care that is culturally adequate and competent.PurposeThe aim of the research was to show the multistage process of validation of the Polish version of The Cultural Intelligence Scale by Ang et al. and Van Dyne et. al.MethodsAcross two studies we examined the psychometric properties of the Cultural Intelligence Scale, including reliability (i.e. internal consistency, test-retest reliability, factor structure) and validity (i.e. theoretical, criteria, convergent). In the first two-session study, 349 participants (98% were healthcare professionals, e.g. nurse, student nurse, medical student; mainly women, 89%) completed the Polish version of the Cultural Intelligence Scale twice with an interval of at least 22 days. In addition, across two study sessions participants completed questionnaires constructed to measure (a) cultural competence, (b) need for cognitive closure, (c) emphatic sensitiveness, (d) emotional intelligence, (e) self-esteem, (f) social desirability, (g) personality, and (h) positive/negative attitudes towards culturally divergent people. Finally, to additionally examine the theoretical validity, 36 professional cross-cultural competence trainers completed the Cultural Intelligence Scale during a one-session study.ResultsThe Cultural Intelligence Scale has been shown to have satisfactory psychometric properties. It has high reliability (Cronbach’s alpha, respectively .94 and .95 in the first and second sessions) and the factor structure seems to approach the postulated one. Theoretical and criterion accuracy are well proven; convergence is less straightforward, but it correlates well with tools that examine variables such as cultural competence, cognitive closure, empathy/emphatic sensitiveness, emotional intelligence, self-esteem, personality, and social desirability. The results suggest that these factors contribute to the development of the cultural intelligence.ConclusionThe Cultural Intelligence Scale can be successfully used in empirical research of cultural intelligence of medical professionals and students of medical majors and their education in Polish conditions.
Background Due to changes in Polish society resulting from a significant inflow of immigrants to Poland, the need to develop the cultural competences of various professional groups who have contact with immigrants in their work has increased. These groups should include healthcare professionals, especially because of the significant increase in the number of culturally diverse patients. Therefore, medical education in Poland has had to rapidly adapt to this novel situation. For instance, the teaching process should be now more focused on the development and evaluation of the cultural competences of prospective health care workers. However, there is still a lack of standardized, valid and reliable instruments to assess cross-cultural competences among healthcare professionals. The purpose of the present paper was to describe, for the first time, the translation, adaptation, and psychometric evaluation of the Polish version of the Cross-Cultural Competence Inventory. Methods Across two studies, we examined psychometric properties of the Cross-Cultural Competence Inventory (CCCI) such as reliability (i.e. internal consistency, test-retest reliability, factor structure) and validity (i.e. theoretical, criteria, convergent). In the first study, 408 participants (75% were healthcare professionals) completed the Polish version of the CCCI and the Positive/Negative Attitude Towards Culturally Divergent People Questionnaire. In the second study, 317 participants (97% were healthcare professionals) completed the CCCI twice, with an interval of at least 22 days. In addition, across two study sessions, participants completed questionnaires constructed to measure (a) cultural intelligence, (b) need for cognitive closure, (c) emphatic sensitiveness, (d) emotional intelligence, (e) self-esteem, (f) social desirability, and (g) personality. Finally, to additionally examine the theoretical validity, 36 professional cross-cultural competence trainers completed the CCCI during a one-session study. Results Our findings confirm the reliability and validity of the CCCI. More precisely, in study 1 we proved the theoretical validity and reliability (i.e. internal consistency) of the CCCI. While the assumed structure did not fit the data well, all items were significantly related to the general factor, thus providing strong support for the usage of the total score of the CCCI. In study 2, we additionally estimated the test-retest reliability and theoretical, criterion and convergent validity. Across two studies we were able to successfully confirm these psychometric properties. The reliability was satisfactory and ranged from .83 to .86. We also observed a high and significant positive correlation between CCCI and the Cultural Intelligence Scale, which measures a concept similar to the one measured by CCCI. In addition, a significant relationship between intercultural competences (CCCI) and other variables such as personality, empathic sensitivity, emotional int...
Introduction: The medical profession is acknowledged as one of the most stressful. The time devoted to acquire knowledge and practical skills is a source of stress for students, but also an opportunity to learn how to deal with it. Aim of the research: To assess how medical students deal with stress during their first clinical practice. Material and methods: The study was conducted in a group of 526 students of: nursing, physiotherapy, medical rescue, and obstetrics at a university. The research tools included: an original questionnaire, the Perceived Stress Scale, and the Stress Management Inventory. The dependence between variables was established using the Spearman's rank correlation. A significance level of α = 0.05 was assumed in the tests. Results: Almost half of the students experienced high levels of stress, and more than half of them manifested high levels of self-efficacy. The participants dealt with difficult situations mainly by active coping, planning, and seeking instrumental support. The paramedics and the midwives more often turned to active coping than did the physiotherapists. Younger people were more inclined to choose strategies associated with seeking support (rho =-0.134, p = 0.001). It was shown that strategies of managing difficult situations based on helplessness were more often followed by older people (rho = 0.126, p = 0.002). The greater sense of self-efficacy in the participants, the more often they chose active stress coping strategies. Conclusions: Active stress management strategies should be developed in students also to strengthen their sense of selfefficacy. Streszczenie Wprowadzenie: Wykonywanie zawodów medycznych uznawane jest za jedno z najbardziej stresujących zajęć. Czas poświęcony na zdobywanie wiedzy i umiejętności praktycznych jest również źródłem stresu dla studentów kierunków medycznych, a także okazją do nauczenia się, jak sobie z nim radzić. Cel pracy: Ocena, w jaki sposób studenci kierunków medycznych radzą sobie ze stresem podczas pierwszej praktyki klinicznej. Materiał i metody: Badanie przeprowadzono w grupie 526 studentów: pielęgniarstwa, fizjoterapii, ratownictwa medycznego i położnictwa. Narzędzia badawcze obejmowały: autorski kwestionariusz ankiety, Skalę odczuwanego stresu i Inwentarz radzenia sobie ze stresem. Zależność między zmiennymi ustalono za pomocą korelacji rang Spearmana. W testach przyjęto poziom istotności α = 0,05. Wyniki: Prawie połowa studentów doświadczyła wysokiego poziomu stresu, ponad połowa z nich miała wysoki poziom poczucia własnej skuteczności. Studenci radzili sobie ze stresem poprzez aktywne zarządzanie, planowanie i poszukiwanie instrumentalnego wsparcia. Ratownicy medyczni i położne częściej podejmowali aktywne formy radzenia sobie niż fizjoterapeuci. Osoby młodsze były bardziej skłonne wybierać strategie związane z poszukiwaniem wsparcia (rho =-0,134, p = 0,001). Wykazano, że osoby starsze częściej stosowały strategie radzenia sobie z trudnymi sytuacjami oparte na bezradności (rho = 0,126, p = 0,002). Im większe było poczucie włas...
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