Cultural Competence Models and Cultural Competence Assessment Instruments in Nursing

Abstract

The author reviewed cultural competence models and cultural competence assessment instruments developed and published by nurse researchers since 1982. Both models and instruments were examined in terms of their components, theoretical backgrounds, empirical validation, and psychometric evaluation. Most models were not empirically tested; only a few models developed model-based instruments. About half of the instruments were tested with varying levels of psychometric properties. Other related issues were discussed, including the definition of cultural competence and its significance in model and instrument development, limitations of existing models and instruments, impact of cultural competence on health disparities, and further work in cultural competence research and practice.

Health situation of migrant and minority nurses: A systematic review

“…These programmes should promote cultural competency and thus prevent perceptions and experiences of discrimination and unfair practices [78–80]. However, the awareness for the need of cultural competent transition programmes still stands in the need of development [26, 81].…”

A constructivist theoretical proposition of cultural competence development in nursing

“…Such clinical experience provides the opportunity, either through local or international clinical immersion, to encounter diversity in ways that facilitate learning. Cultural encounter has been recognized as a central domain of cultural competence along with cultural sensitivity, awareness, skill and knowledge in most models of that competence in nursing (Shen, 2014). Based on empirical research, some authors also emphasize the essential contribution of clinical experience to professional development and, more specifically, to the capacity to provide adapted and effective services in a culturally diverse context (Long, 2012;Moulder, 2011;Wilbur, 2008).…”

“…Andrews and Boyle, 2012;Campinha-Bacote, 2002;Jeffreys, 2010;Giger and Davidhizar, 2008;Papadopoulos, 2006;Purnell and Paulanka, 2003), current models of cultural competence fail to present developmental levels of this competence. Most models focus on cultural competence domains such as cultural sensitivity, awareness, skill, knowledge, and encounter (Shen, 2014) without presenting the learning processes involved in the concurrent evolution of these domains. Hence, they do not depict a profile of the progression of this competence that could be used in a competency-based approach to education.…”

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

“…Previous research highlights paucity in literature related to the benefits of SL in improving cultural competence. [2,23,24] The inves-tigators intend to expand upon the statistically significant findings identified in this descriptive pilot study. Future SL experiences will continue to include students from all levels of the program.…”