Improving Cultural Competence and Self-Efficacy Among Postgraduate Nursing Students: Results of an Online Cultural Care Training Program

Fadaeinia, Mohammad Mahdi; Miri, Sakineh; Forouzi, Mansooreh Azzizadeh; Roy, Callista; Farokhzadian, Jamileh

doi:10.1177/10436596221101925

Cited by 11 publications

(17 citation statements)

References 26 publications

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“…To date, most models and tools have been developed in the United States, and there is still a lack of standardized, valid, and reliable instruments for psychotherapists ( Barzykowski et al, 2019 ). So far, the evidence of improving transcultural competence through training is still at early stages, even if some promising results show the effectiveness of transcultural training for specific health workers, such as nursing students ( Majda et al, 2021 ; Fadaeinia et al, 2022 ). As one reason is the difficulty of measuring cultural competence ( Soto et al, 2018 ), the development of OnTracc was an important step to have a reliable and valid tool to measure the effectiveness of transcultural training among psychotherapists and to improve psychotherapy for culturally diverse patients in the future.…”

Section: Discussionmentioning

confidence: 99%

Need for training or already OnTracc? Development and psychometric properties of an online transcultural competence questionnaire among psychotherapists

Atzor

Piegenschke²,

Christiansen³

2022

Front. Psychol.

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The prevalence of mental disorders among people with migration experiences is high. Studies have shown that despite the increasing number of patients from different cultures requiring therapy, treating them is still a major challenge. Furthermore, professional training aimed at improving transcultural competence is rare, and psychometric instruments assessing transcultural competence require improvement. Accordingly, this study aimed to develop and evaluate an online transcultural competence questionnaire (OnTracc) to assess transcultural competence among psychotherapists. Based on extensive literature research and expert interviews, 38-self-report statements referring to aspects of transcultural therapy (e.g., skills, knowledge, and awareness) were compiled. In two studies, 306 psychotherapists completed the OnTracc questionnaire. The multicultural counseling inventory (MCI), personality factors (BFI-K), experience in transcultural therapy, and demographic data were assessed as control variables. The exploratory factor analysis (EFA) revealed a 3-factor structure. The reliability of the scale ranged from ω = 0.73 to 0.81. These scales demonstrated substantial convergent and discriminant validity with the BFI-K and MCI subscales. Factorial validity was confirmed through confirmatory factor analysis. This validated inventory is the first to assess transcultural competence in therapeutic settings in the German language. Further analysis of the factorial validity of the different samples is recommended. Given the increasing diversity in the therapeutic landscape, additional development could help close the gap between the evolving treatment demands of culturally diverse patients and the lack of consideration in mental health and education.

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Section: Discussionmentioning

confidence: 99%

Need for training or already OnTracc? Development and psychometric properties of an online transcultural competence questionnaire among psychotherapists

Atzor

Piegenschke²,

Christiansen³

2022

Front. Psychol.

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“…The target population consisted of all nurses working in various departments of the psychiatric hospital ( N = 110). The sample size was calculated according to a pervious study [ 2 ] and the sample size formula. Regarding α = 0.05, a test power of 90%, and a large effect size (Cohen d = 0.7), a sample size of 19 was required for each of the intervention and control groups.…”

Section: Methodsmentioning

confidence: 99%

“…These findings serve as a valuable reference for designing the content of in-service cultural competence training for nurses [ 17 ]. Other studies have explored the effect of cultural competence training programs on nurses, undergraduate students, postgraduate students, and nurse educators, but they have not used the flipped classroom method and often do not target nurses working in psychiatric settings [ 2 , 18 – 20 ]. However, no study specifically investigated the effect of using the flipped classroom method in cultural care training programs on the cultural competencies and critical cultural competencies of nurses, especially those working in psychiatric settings.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Nurses, nursing students, and nurse educators play a crucial role in the advancement and success of this industry. It is essential for these stakeholders to enhance their scientific capabilities and cultural competencies and deliver services that meet the needs of culturally diverse clients, including families, individuals, communities, and populations [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

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Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study

Sarvarizadeh,

Miri,

Darban

et al. 2024

BMC Nurs

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Introduction Healthcare systems are encountering a growing number of diverse and multicultural clients due to globalization and migration. To effectively address the challenges associated with cross-cultural interactions, nurses require a comprehensive framework of critical cultural competencies. One potential approach to enhancing these competencies in mental health care settings is to use innovative methods such as the flipped classroom in cultural care training programs. This study evaluated the effect of using the flipped classroom method in cultural care training on the critical cultural competencies of nurses working in a psychiatric hospital. Methods This quasi-experimental study involved 70 nurses working in a psychiatric hospital affiliated with the Kerman University of Medical Sciences in southeastern Iran. Through random sampling, the nurses were allocated into two groups of intervention (n = 35) and control (n = 35). The intervention group participated in a cultural care training program using the flipped classroom method, which consisted of four sessions conducted over a four-week period. To evaluate the nurses’ critical cultural competence, the Almutairi’s Critical Cultural Competence Scale was administered before the training and again one month later. Results The study findings indicated no significant differences in the scores of critical cultural competencies between the intervention group (4.53 ± 0.64) and the control group (4.73 ± 0.42) during the pre-test stage (t = 1.53, p = 0.13). Both groups had a similar perception of critical cultural competencies, which was not particularly positive. However, in the posttest stage, the intervention group (5.33 ± 0.49) demonstrated a significant increase in critical cultural competencies compared to the control group (4.75 ± 0.44) (t = 5.14, p = 0.001). Conclusion The study results indicated that the use of the flipped classroom method in the cultural care training program effectively enhanced the critical cultural competencies of nurses. Given the importance of cultural care in both physical and psychiatric care settings for multicultural clients, it is crucial for nurses to receive ongoing in-service education that utilizes innovative and active methods such as the flipped classroom.

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“…Challenges for nurses include language barriers and mutual misunderstandings of health‐related norms and behaviours (Ilgaz, 2022). Nurses do not always have access to effective learning opportunities that would support their professional development in relation to transcultural care, meaning they may struggle with this aspect of their role (Fadaeinia et al, 2022). Understanding their experiences could enable organizations to design improved processes, education and support for nurses working transculturally.…”

Section: Introductionmentioning

confidence: 99%

A qualitative study exploring nurses' experiences of supporting South Asian people with dementia and their family carers

Jenkins

Kamal

2023

Journal of Advanced Nursing

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AimsTo explore nurses' experiences of providing support to South Asian (SA) people with dementia and their family carers and to identify barriers and enablers of good transcultural care.DesignA qualitative, phenomenological design was used.MethodsFifteen registered community and in‐patient nurses were recruited via one NHS Mental Health Foundation Trust. Nurses were from diverse backgrounds (Black, Ghanaian, Irish, Mauritian and White), 13 females and 2 males, and had been qualified from between 2 and 49 years. One‐to‐one semi‐structured interviews were conducted between July and October 2019.ResultsA thematic analysis identified three themes. ‘Communication challenges’ highlighted the impact of language barriers and the consequences of misunderstandings due to a dissonance in cultural values between nurses and interpreters. ‘The bi‐directional impact of culture’ identified the two‐way dynamics of transcultural work, the process of countering mutual stigma, and revealed an original perspective on how ‘cultural desire’ grows through practice experiences rather than being a prior motivation for learning. ‘Learning experiences’ showed that most learning was informal, experiential and prolonged, with nurses feeling they had unmet learning needs.ConclusionNurses have minimal training opportunities and are under‐supported in their transcultural work, potentially perpetuating the disadvantages that SA people with dementia and their families face in relation to healthcare. Enhanced cultural understanding of self and others and application of specific communication strategies could support nurses, together with interpreters, to build rapport and effective working relationships with each other and service users.ImpactTranscultural nursing is a key competency, but nurses experience difficulties with providing care which is recognized as effective by SA family carers. The development of more acceptable and effective services requires improved mutual cultural understanding between nurses, interpreters and families, underpinned by joint brief training interventions, leading to more effective professional communication, better care outcomes and improved satisfaction with services.

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Improving Cultural Competence and Self-Efficacy Among Postgraduate Nursing Students: Results of an Online Cultural Care Training Program

Cited by 11 publications

References 26 publications

Need for training or already OnTracc? Development and psychometric properties of an online transcultural competence questionnaire among psychotherapists

Need for training or already OnTracc? Development and psychometric properties of an online transcultural competence questionnaire among psychotherapists

Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study

A qualitative study exploring nurses' experiences of supporting South Asian people with dementia and their family carers

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