Transcultural Self-Efficacy Perceptions of Baccalaureate Nursing Students

Abstract

Addressing the health care needs of a 21st-century nation that is experiencing increased diversity and disparity will require new models of educating future providers. The cultural competence and confidence model was the guiding framework in a study evaluating the influence of cultural educational offerings on the transcultural self-efficacy (TSE) perceptions in baccalaureate nursing students. The Transcultural Self-Efficacy Tool was used to measure perceived TSE in a pretest (N = 260), posttest (N = 236) study over an academic year. Significant changes were demonstrated in overall self-efficacy and on the cognitive, practical, and affective subscales. A classification and regression tree analysis identified social orientation as the demographic variable most predictive of the TSE level. This study supports previous research where positive changes were found in students' TSE based on the inclusion of cultural interventions in the nursing curriculum.

Perceived Transcultural Self-Efficacy of Nurses in General Hospitals in Guangzhou, China

“…The Affective subscale (30 items) measures the degree of confidence in identifying values, attitudes, and beliefs concerning cultural awareness, acceptance, appreciation, recognition, and advocacy. Factor analysis of TSET scores has supported the three-dimensional structure (Chen, Wang, & Peng, 2015; Halter et al, 2015; Jeffreys & Dogan, 2012). …”

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

“…A variety of evidence-based educational strategies are used to enhance culturally competent nursing education. These include service-learning projects, objective structured clinical examinations (OSCE), case studies, role-play, self-reflection (Adams, 2012;Amerson, 2010;Rogers-Walker, 2014), domestic and foreign immersion experiences (Amerson, 2010;Czanderna, 2013;Larsen & Reif, 2011;Rogers-Walker, 2014;Schroeder, 2012), the use of high-fidelity manikins (Grossman et al, 2012;Halter, Grund, Fridline, See, Young, & Reece, 2014;Rutledge, Barham, Wiles, & Benjamin, 2008), the use of low-fidelity manikins (Phillips, Grant, Milligan, & Moss, 2012), and the use of SPs (Garrido et al, 2014;Ndiwane et al, 2014;Rutledge, Garzon, Scott, & Karlowicz, 2004).…”

“…Consideration of different learning styles of diverse student groups and determination of effective evidence-based teaching and learning interventions play an important role in helping students attain their educational goals. A current review of the literature revealed nurse educators implemented a variety teaching and learning strategies to enhance ADN, BSN, masters, and doctoral nursing students'cultural competence, such as: local or international service-learning projects (Adams, 2012;Amerson, 2010Amerson, , 2012Amerson & Livingston, 2014;Rogers-Walker, 2014;Schmidt, 2012), international immersion experiences (Czanderna, 2013), domestic immersion experiences (Larsen & Reif, 2011;Schroeder, 2012), global web-conferencing (Spalla, 2012), integration of cultural competence objectives in the curriculum (Creech et al, 2017;Jeffreys & Dogan, 2012;Jeffreys & Smodlaka, 1996;1998;1999a;1999b;Singleton, 2017), case studies, gaming, role play, face-to-face classrooms, and hybrid and online courses (Adams & Nevel, 2016a;Curtis, Bultas, & Green, 2011Halter et al, 2014), Cultural Discovery (Jeffreys & O'Donnell, 1997;Jeffreys & Dogan, 2012;Jeffreys, O'Donnell, & Xiao, 2010, 2016a, innovative field trip experience (Jeffreys, Bertone, Douglas, Li, & Newman, 2016a), flipped cultural simulation (McArthur, Mixer, & Fancher, 2016a), the use of low-and high-fidelity patient simulation (Garrido et al, 2014;Grossman et al, 2012;Halter et al, 2014;Odreman, 2016;Phillips et al, 2012;Rutledge et al, 2008), virtual simulation experience (VSE)…”

“…Several researchers applied the CCC model to guide and develop innovative multidimensional teaching and learning strategies and evaluated ADN (Jeffreys & Smodlaka, 1999a;Jeffreys & Dogan, 2012;Jeffreys, O'Donnell, & Xiao, 2010;2016a), BSN (Adams & Nevel, 2016a;Curtis et al, 2011Curtis et al, , 2016Grossman et al, 2012;Halter et al, 2014;McArthur, Mixer, & Fancher, 2016a;Weideman et al, 2016), and doctoral (Singleton, 2017) nursing students' TSE by administering the TSET as pretest and post-test. In a longitudinal study, Jeffreys and Smodlaka (1999a) explored the changes in ADN (n = 51) students' TSE perceptions following completion of an ADN curriculum that integrated various teaching and learning activities to enhance culturally competent care in addition to the multidimensional education strategy of Cultural Discovery.…”

“…Several researchers targeted BSN (Adams & Nevel, 2016a;Curtis et al, 2011Curtis et al, , 2016Grossman et al, 2012;Halter et al, 2014;McArthur, Mixer, & Fancher, 2016a;Weideman et al, 2016), and doctoral (Singleton, 2017) students and incorporated various multidimensional, innovative teaching and learning activities integrating the three learning dimensions of the CCC model to strengthen existing cultural curricular content. In a quasi-experimental study (n = 58), various methods such as case studies, face-to-face lecture, discussions, brainstorming, videos, DVDs about cultural issues, PowerPoint presentations, books and book reviews, cultural meals, and guest speakers to promote cultural competence were utilized (Adams & Nevel, 2010).…”