The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

Abstract

Objective: Nurses are charged with providing quality care to all patients. In part, as a result of current and projected demographic changes in the United States, as well as the varying needs and circumstances of individual patients, nurses are faced with the challenges of providing culturally competent care. Preparing to care for a culturally diverse population begins during the teaching/learning process in the nursing curriculum. The aim of the study was to determine which teaching method(s) (stand-alone course on culture, integration of cultural concepts, cultural immersion) is/are the best predictor(s) of cultural competence after graduation. Methods: This study utilized a national sample. The target population was recent nursing graduates from programs accredited by the CCNE and ACEN in the U.S. A total of 126 cases (n = 126) were included in the final analysis. A survey method was used to collect data at one timepoint within 12 months of graduation. This study explored the difference between specified demographic variables and perceived level of cultural competence. This study also explored the differences in perceived level of cultural competence with and without a stand-alone course, integration of cultural concepts versus no integration, and with and without cultural immersion. Additionally, each variable was examined for their predictive ability and all study variables were analyzed simultaneously to assess their unique contribution to explaining the variance of perceived level of cultural competence. Results: Findings revealed variables that had a significant effect on perceived level of cultural competence were race/ethnicity, number of months practicing as a graduate nurse, and participation in a cultural immersion experience. Conclusions: Implications for nursing education include: (a) enabling faculty members to plan teaching methods pertaining to cultural content; (b) preparing graduates who are better able to serve the needs of current health care consumers with diverse backgrounds; and (c) determining a starting point for further research related to cultural competence.

Cultural competence among nursing students in Saudi Arabia: a cross‐sectional study

“…Having experienced taking care of culturally diverse patients and patients belonging to special population groups as well as having attended diversity‐related training positively influence cultural competence. These findings are similar to previous studies (Dunagan ; Silvestri‐Elmore ). Situations that provide opportunities for nursing students to interact with patients from various cultures and patients belonging to special population groups are beneficial in assisting in the refinement of the students' perceptions and beliefs towards specific cultural groups.…”

Predictors of self-perceived cultural responsiveness in entry-level physiotherapy students in Australia and Aotearoa New Zealand

“…Content validity for this section of the questionnaire was ensured by including questions and answer options based on published work in cultural responsiveness or based on the census data collection in Australia and Aotearoa New Zealand [9, 23, 35, 36]. For example, questions related to demographic variables such as age, gender, level of study, self-identified ethnoculture, type of program or previous cultural training were either adapted from published studies assessing self-perceived cultural responsiveness or constructed based on the literature defining important factors associated with cultural responsiveness.…”