Evaluating the Influence of Cultural Competence Education on Students’ Transcultural Self-Efficacy Perceptions

Abstract

Guided by the cultural competence and confidence (CCC) model, the Transcultural Self-Efficacy Tool (TSET) was used to evaluate the influence of cultural competence education on the transcultural self-efficacy (TSE) perceptions of undergraduate nursing students following an integrated approach to cultural competence education. Results continue to support that TSE is influenced by formalized education and other learning experiences. As hypothesized, compared with novice students, advanced students' scores were higher for all subscales in both cross-sectional (n = 147) and longitudinal (n = 36) study designs. Results from analysis of variance and covariance demonstrated that none of the demographic variables predicted change; semester was the sole predictor, lending additional support that (a) the educational interventions throughout the four semesters influenced TSE changes and (b) all students regardless of background benefit (and require) formalized cultural competence education. Implications for nurse educators conclude the article.

Development of Educational Program for Cultural Competence in Nursing for Nursing Students and its Effects

“…문화와 간호를 연결시킨 체계적인 교육이 필요하고 (Jeffreys & Dogan, 2012;Kim, 2013;Renzaho, Romios, Crock, & Sønderlund, 2013), 학생들이 실재 체득하여 활용성을 높일 수 있는 경험 학습과 역할놀이 학습을 추천하고 있다 (Ryan & Twibell, 2002). (Andrews & Boyle, 2008).…”

“…문화 간 의사소통 능력은 다 양한 배경의 대상자에 대한 이해를 증진시키고 (Ryan & Twibell, 2002), 대상자의 요구에 적합한 질적 간호와 간호교 육 제공을 가능하게 하므로 다문화 대상자 간호의 필수요소 이다 (Andrews & Boyle, 2008). 이러한 문화 간 의사소통 능력 을 개발하기 위해 문화적 역량은 중요한 단계가 된다 (Kreps & Kunimoto, 1994) 문화간호역량을 증진시키기 위한 교육방법은 주로 대학교의 교과목 (Berlin, Nilsson, & Törnkvist, 2010;Hawala-Druy & Hill, 2012;Jeffreys & Dogan, 2012), 2-3주의 단기 해외 문화 경험 프로그램 (Carpenter & Garcia, 2012), 교육적 워크숍 …”

“…우리나라 간호사는 문화간호 자기효능감이 낮았으며 다문화 환자를 간 호한 경우가 적은데 비해 상대적으로 높은 문화간호 교육을 요구하였다 (Kim, 2013). 그리고 이러한 문화간호 자기효능감 은 교육프로그램을 통해 증진된다 (Jeffreys & Dogan, 2012).…”

Cultural Competency Training and Education in the University-based Professional Training of Health Professionals: Characteristics, Quality and Outcomes of Evaluations

“…Medical students were the most common student group targeted, with five studies targeting this student group [12][13][14]22,24]. Four studies targeted nursing students [19,20,23,27], three health science students 16,18,26] and two each psychology [17,25] and pharmacy students [15,21]. The sample size of study participants ranged from 31 to 1974 students.…”

“…Table 1 summarises the sixteen studies evaluating cultural competence training and/or education interventions targeting university based training health professionals and describes the characteristics of their evaluations. Eight of the sixteen intervention studies were conducted in Australia [13,17-19,21-24,] and eight in the United States [12,[14][15][16]20,[25][26][27] Fourteen studies targeted undergraduate and two postgraduate university-based training health professionals. Medical students were the most common student group targeted, with five studies targeting this student group [12][13][14]22,24].…”