Evaluating Cultural Competence in the Clinical Practicum

Jeffreys, Marianne R.; Dogan, Enis

doi:10.1097/00024776-201303000-00005

Cited by 8 publications

(12 citation statements)

References 2 publications

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“…Future research should explore evaluation of patient outcomes in the clinical setting. For example, the Cultural Competence Clinical Evaluation Tool (CCCET) (Jeffreys, 2016b, Toolkit Item 3-7) can be used in conjunction the TSET for formative and summative evaluation purposes to guide individual, course, curricular, or program innovations and teaching-learning strategies (Jeffreys, 2016a, p. 297;Jeffreys & Dogan, 2013;Jeffreys & Dogan, 2016a, Exhibit 6.4).…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

San

2018

J Transcult Nurs

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Nursing students find it challenging to provide culture-specific care for patients representing diversity in ethnicity, race, language, socioeconomic status, religion, gender, sexual orientation, immigration history, and lifestyle and frequently lack confidence in their knowledge, skills, and abilities. Simulation has become a useful strategy for teaching nursing students assessment skills, technical skills, teamwork, delegation, self-efficacy, and professional communication. An alarming gap exists within the literature concerning innovative teaching and learning strategies that are carefully designed, implemented, and evaluated and follow a conceptual model, guidelines, and standards to enhance cultural competence development of diverse student groups, who must work with patients from various backgrounds. This longitudinal, one-group, pretest and post-test educational intervention study involved two research questions to understand changes instudents' (n = 53) transcultural selfefficacy (TSE) following the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy. Jeffreys' (2016a) Cultural Competence and Confidence (CCC) theoretical model guided the development of the DSPS strategy. The National League for Nursing (NLN) Jeffries Simulation Theory (JST) (2015), the International Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: Simulation SM (2013; 2016), and guidelines for coaching standardized patients from Wallace (2007) were followed v closely in simulation scenario design, evaluation, implementation, and training processes. As a multidimensional strategy, the DSPS strategy carefully weaves together cognitive, practical, and affective transcultural nursing skills; encompasses assessment, planning, implementation, and *Simulation Participation Survey (10-item) was administered as part of post-test packet and attached after the TSET. **Simulation Survey (4-item) was administered anonymously immediately after each scenario.

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Section: Recommendations For Future Researchmentioning

confidence: 99%

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

San

2018

J Transcult Nurs

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“…According to a study by Smith (2011) Previous reports have shown that, the affective learning dimension is concerned with attitudes, values and beliefs, and is considered to be the most important in developing professional values and attitudes, and that affective learning includes self-awareness, awareness of cultural differences, acceptance, appreciation, recognition and advocacy (Jeffreys, 2006). However, some factors such as communication pattern, cultural perception of care vary from one country to another.…”

Section: Discussionmentioning

confidence: 99%

“…Caring for patient in acute care setting usually post an emergency where nurses give immediate care that they fail to interview client. Therefore, patient-nurse interaction happens later after the treatment, usually in patient relax mood and information about cultural beliefs and practices is already late to be incorporated in the treatment that can make nurses regret the situation (Jeffreys, 2006). The beliefs and practices of patients who follow Islam, as perceived by expatriate nurses, may have an effect on the patient's health care, in ways that are not understandable to many health care professionals and policy makers internationally (Halligan, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…The beliefs and practices of patients who follow Islam, as perceived by expatriate nurses, may have an effect on the patient's health care, in ways that are not understandable to many health care professionals and policy makers internationally (Halligan, 2006). Jeffreys (2006) stressed that "the affective learning dimension is concerned with attitudes, values and beliefs, and is considered to be the most important in developing professional values and attitudes. Affective learning includes self-awareness, awareness of cultural differences, acceptance, appreciation, recognition and advocacy.…”

Section: Discussionmentioning

confidence: 99%

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Affective competency of Filipino nurses working in the hospitals of Taif City Kingdom of Saudi Arabia

Daisy¹,

Adnan²,

Fred³

et al. 2015

Int. J. Nurs. Midwifery

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This study aims to investigate the affective competency of Filipino nurses working in five hospitals of Taif City, Kingdom of Saudi Arabia. Transcultural Self-Efficacy Tool (TSET) Kit was used. The strength of self-efficacy perceptions of the nurses within the affective constructs shows that the five highest scores shows their own cultural heritage and belief systems, difference within their own cultural group, their own biases and limitations, role of family in providing health care and differences between cultural groups. The results indicate that the respondents are confident in giving care and are fully aware of the cultural background and culture specific health care that can affect nursing care. Respondents are confident in giving care to patient from a diverse culture. However, formal education seminars on transcultural nursing care in addition to training on Arabic Language will help them to communicate more effectively.

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“…It is important to recognise that cultures that influence values are not unique to geographic areas but are also part of institutions, such as. the culture of a hospital (Nichols, 2006;Jeffreys, 2006) and for our students their HEI.…”

Section: Discussionmentioning

confidence: 99%

Developing clinical scenarios from a European perspective: Successes and challenges

Wiseman

Horton

2011

Nurse Education Today

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Evaluating Cultural Competence in the Clinical Practicum

Cited by 8 publications

References 2 publications

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

Affective competency of Filipino nurses working in the hospitals of Taif City Kingdom of Saudi Arabia

Developing clinical scenarios from a European perspective: Successes and challenges

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