Addressing the health care needs of a 21st-century nation that is experiencing increased diversity and disparity will require new models of educating future providers. The cultural competence and confidence model was the guiding framework in a study evaluating the influence of cultural educational offerings on the transcultural self-efficacy (TSE) perceptions in baccalaureate nursing students. The Transcultural Self-Efficacy Tool was used to measure perceived TSE in a pretest (N = 260), posttest (N = 236) study over an academic year. Significant changes were demonstrated in overall self-efficacy and on the cognitive, practical, and affective subscales. A classification and regression tree analysis identified social orientation as the demographic variable most predictive of the TSE level. This study supports previous research where positive changes were found in students' TSE based on the inclusion of cultural interventions in the nursing curriculum.
Our study aims at understanding multigenerational communication among grandmothers, mothers, and daughters experiencing reproductive health transitions from menarche to menopause. Thirty women, 10 triads of grandmothers, mothers, and daughters, participated in narrative interviews to recount their menarche and menopause experiences. Analysis was read using a multilayered approach to interpret discourse positioned from self, reflexive others, and those stories informed by societal meanings. Four dialectical themes informed by generational discursive shifts in talk included (1) covert versus overt talk, (2) recollection of versus indifference to menarche, (3) bound to versus freedom from menstruation, and (4) controlling versus managing bodily changes. The theoretical significance of this piece indicates a slight, transformative change in how messages about menarche and menstruation are communicated or passed down from one generation to the next.
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