BackgroundNurses are the frontline healthcare professionals fighting the medical and social effects of the current COVID‐19 pandemic. Although they work with diverse populations, there is a lack of literature on culturally competent education during an emergency such as a pandemic.Aims and objectivesTo examine the effectiveness of an online education programme aimed at increasing cultural competence among rescue teams and healthcare professionals facing the challenges of the COVID‐19 pandemic.DesignPre–post‐web‐based intervention study.MethodsPre–post‐intervention surveys were administered to a matched sample of Israeli healthcare and rescue organisation professionals. The initial sample included 303 participants (52% women) who completed the pre‐intervention survey. More than half of the sample (56%, n = 170) were paid workers or volunteers in health organisations. Of the initial sample, 154 participants completed the post‐intervention survey following the online cultural competence education programme. Descriptive statistics and multivariate analysis were used to evaluate participants’ gains in culturally competent attitudes, knowledge, skills and encounters. This study followed the STROBE guidelines.ResultsParticipants found the online programme useful in improving their cultural competence during the COVID‐19 pandemic. The highest gains were found in the attitudes domains, whereas the lowest in the knowledge domain. Pre‐intervention cultural competence scores and incorporating the programme in the educational curricula predicted increased gains in cultural competence.ConclusionsOnline educational interventions showed potential for increasing professionals’ awareness of cultural biases, differences and attitudes, leading to more open and accepting attitudes towards patients of different backgrounds.Relevance to clinical practiceRecognising the need for real‐time, low‐cost and available training, the World Health Organization recommended using online courses for healthcare professionals struggling in the pandemic frontline. Online education programmes provide a useful platform for training health professionals in times of emergency.

Background Racial and ethnic minorities suffer significantly more than others in the wake of disasters. Despite the growing recognition of the importance of culturally competent health services, systematic cultural competence training in the medical education system is still scarce, especially in the field of emergency. The current study aimed to examine the effectiveness of an online culturally informed intervention for increasing cultural competence in emergencies among nursing students. Methods A randomized controlled trial was used to test the intervention effectiveness in increasing nursing students’ cultural competence in four domains: attitudes, knowledge, skills, and encounters. The study included 72 undergraduate nursing students recruited from two academic institutes. Participants were randomized (1:1 ratio) to an intervention (n = 34) and control group (n = 38). The study adheres to the Consolidated Standards of Reporting Trials (CONSORT). Data analysis was based on multivariate analysis of variance with repeated measures, followed by post hoc analyses with Bonferroni correction for multiple comparisons. Results Results showed that the intervention was effective in increasing the participants’ culturally competent knowledge. The effect of the intervention on the skills domain approached significance. No group differences were identified in the attitudes and the encounters domains. Conclusions An online culturally informed intervention, incorporated in the curriculum, was effective in enhancing the cognitive aspect of cultural competence (especially at the basic knowledge and understanding levels), but not other domains. Our results encourage the development of future intervention programs that are based on a deep understanding of local values, needs, and preferences.

Aims:The current study is aimed at developing a culturally informed education program to increase cultural competence in emergencies among healthcare students and to examine its effectiveness using a randomized controlled trial.Design: This is a mixed-methods study, which comprises two phases: (a) Development of educational intervention to increase cultural competence, based on a review of published scientific literature and primary data collection from qualitative semistructured interviews with key informants; (b) Implementation and assessment of the intervention effectiveness in increasing cultural competence in health students, using a randomized controlled trial. Methods:The qualitative phase will include semi-structured interviews with 10 key informants. Data will be analysed using Interpretative Phenomenological Analysis.The assessment of intervention efficacy will be examined by a randomized controlled trial. This phase will include a total of 200 undergraduate health profession students who will be randomized (1:1 ratio) to intervention or non-intervention group. Both study groups will complete pre-and postintervention questionnaires assessing three principles of cultural competence: attitudes, knowledge, and skills. The study is supported by 2-year funding, beginning in September 2018. Discussion:Although the importance of culturally sensitive health services has long been recognized, there is a lack of cultural competence training in the medical education system, especially in the context of emergencies. Incorporating cultural competence education into the curricula offers an appealing strategy to enhance systematic understanding of cultural diversity at the early stages of professional training. Impact: The development of cultural competence training and curricula focusing on situations that may arise during emergencies may play a significant role in minimizing cultural dissonance, improve patient-provider communication, and produce better clinical outcomes. K E Y W O R D S clinical trial, cultural-competence, education, emergency, health, nursing, RCT | 381 SLOBODIN et aL.

Review question / Objective: 1. What are the effects of acute stress on objective p e r f o r m a n c e i n d e x e s i n h e a l t h professionals? 2. Do these effects differ acording to type of stressor? 3. Are these effects the same in simulated and in real life stressors? 4. Are motor and cognitive effects of stress similar? Rationale: The effects of acute stress on various aspects of performance (such as memory) are described in the literature. However, It is not clear what effects acute stress has on performance in the "real world". In the current review, we aim to study the effects of acute stress on the performance of health care professionals. Condition being studied: Performance of health care professional during situations INPLASY 1 International Platform of Registered Systematic Review and Meta-analysis Protocols

Background: Racial and ethnic minorities suffer significantly more than others in the wake of disasters. Despite the growing recognition of the importance of culturally competent health services, systematic cultural competence training in the medical education system is still scarce, especially in the field of emergency. The current study aimed to examine the effectiveness of an online culturally informed intervention for increasing cultural competence in emergencies among nursing students. Methods: A randomized controlled trial was used to test the intervention effectiveness in increasing nursing students' cultural competence in four domains: attitudes, knowledge, skills, and encounters. The study included 72 undergraduate nursing students recruited from two academic institutes. Participants were randomized (1:1 ratio) to an intervention (n=34) and control group (n=38). The study adheres to the Consolidated Standards of Reporting Trials (CONSORT). Results: Multivariate analysis of variance with repeated measures, followed by post hoc analyses with Bonferroni correction for multiple comparisons, revealed that the intervention was effective in increasing the participants' culturally competent knowledge. The effect of the intervention on the skills domain approached significance. No group differences were identified in the attitudes and the encounters domains. Conclusions: The current study supported the effectiveness of an online culturally informed intervention in increasing cultural competence in emergencies, especially in the cognitive domain (knowledge). Our results encourage the development of future intervention programs that are based on a deep understanding of local values, needs, and preferences.