Using a model to design, implement, and evaluate a training program for improving cultural competence among undergraduate nursing students: a mixed methods study

Abstract

Background Due to changing population, culturally diverse clients with different perceptions of illness and health are present in healthcare settings. Therefore, it is increasingly important for nursing students to have high levels of cultural competence in order to meet diverse client needs. A training program is essential to enhance students’ cultural competence. This study aimed to design, implement, and evaluate a cultural care-training program to improve cultural competence of undergraduate nursing students. Methods This exploratory mixed methods study used six steps proposed in the Talbot and Verrinder model to design a training program. In the first step, a conventional qualitative study was conducted and 18 participants were interviewed using purposive sampling. In the second and third steps, literature review and the classic Delphi technique were used for initiation and finalization of the program. The fourth, fifth, and sixth steps were completed by implementing, monitoring, and evaluating the cultural care program (five two-hour sessions) among 73 nursing students using a quasi-experimental design. Finally, effectiveness of program was evaluated through the cultural care inventory before and 1 month after the program. Data were analyzed via SPSS25, independent samples t- test, paired t- test, chi-square test, analysis of covariance, and multivariate linear regression tests. Results A systematic model was used to identify key elements of a cultural care program, including main topics, educational objectives and contents, assignments and activities for students, teaching and evaluation methods. The curricular objectives and educational contents were implemented in five sessions to produce measurable results. The quantitative step showed that nursing students’ cultural competence in the intervention group (184.37 ± 22.43) improved significantly compared with the control group (153.19 ± 20.14) (t = 6.24, p = 0.001) after intervention. Conclusion A cultural care training program can be designed by the model applied in this study in order to improve cultural competence of nursing students. This training program will be effective if students’ learning needs, appropriate assignments, and acceptable teaching methods are addressed. Therefore, nurse educators can design comprehensive training programs to improve nursing students’ cultural competence in different cultures and contexts. This training program is highly efficient because it is applicable in many disciplines of nursing education.

Fostering cultural competence: Exploring client perception in a health coaching intervention among college students

“…First, from the quantitative analysis, the clients' perceived level of coaches' cultural humility showed a significant increase between the pre-and posttest assessments (F = 9.144, p < 0.001). This finding aligns with previous studies showing that cultural experiential activities (e.g., engaging with people from other cultural areas; Choi & Kim, 2018) and well-designed cultural care training model (Farokhzadian et al, 2022) significantly improved the levels of CC among college students majoring in a helping profession.…”

“…First, from the quantitative analysis, the clients' perceived level of coaches' cultural humility showed a significant increase between the pre‐ and posttest assessments ( F = 9.144, p < 0.001). This finding aligns with previous studies showing that cultural experiential activities (e.g., engaging with people from other cultural areas; Choi & Kim, 2018) and well‐designed cultural care training model (Farokhzadian et al, 2022) significantly improved the levels of CC among college students majoring in a helping profession. In addition, this finding further reinforces the implication from a previous pilot study (Kim et al, 2022) that a reflective and experiential invention on CC could promote the development of cultural humility, which in turn represents the initial and essential step toward the continuous enhancement of CC.…”

A virtual training program for improving cultural competence among academic nurse educators

“…For example, they should organize training courses or workshops with clear learning objectives and create evaluation criteria for ranking educators [ 42 ]. Moreover, nurse educators can integrate various methods to educate cultural competence, including lectures, in-depth, interactive exercises and discussions, case study analysis, genograms, presentation of articles, selected readings and web-based learning and data collection, videos, simulations, role-playing, seminars, in-service- based learning, poster presentations, interview with clients, and development of a measuring tool [ 45 ].…”

The Culturally Competent Healthcare Professional: The RESPECT Competencies from a Systematic Review of Delphi Studies

“…The only criterion that was not met by any of the studies was "external validity", which refers to having the final outcomes reviewed by an external board before publication. Furthermore, a couple of studies were lacking in terms of reporting their results [31,33]. This happened in studies where the Delphi method was not the main or only methodology used but was part of a larger study where other methods, such as surveys and qualitative interviews, were employed.…”

“…Experts clarified the content of the knowledge that healthcare professionals should have to work effectively with diverse populations. The most dominant content related to social determinants of health, social and cultural factors influencing health, and knowledge of the various cultures [16,17,[28][29][30][31][32][33][34][35][36][37]. Other studies highlighted the importance of having knowledge of more aspects.…”