Attitudes of Prejudice as a Predictor of Cultural Competence Among Baccalaureate Nursing Students

Abstract

The purpose of this study was to explore the relationship between attitudes of prejudice and cultural competence among nursing students. Using a mixed-methods design, a convenience sample of students (N = 129) currently enrolled in a baccalaureate nursing program was recruited via Web networking. Data regarding attitudes of prejudice, cultural competence, prior cultural experience, and integration of cultural competence were obtained via a Web-based survey. Multiple linear regression was used to predict cultural knowledge, attitudes, and consciousness. Although all three regression models were statistically significant, the significant predictors varied within each model. Greater prejudice was a significant predictor of less culturally competent attitudes toward providing nursing care. Existing prejudice among nursing students needs to be addressed to help promote positive cultural attitudes and, ultimately, cultural competent nursing care.

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.…”

Cultural competence in healthcare in the community: A concept analysis

“…The second consequence is adherence to treatment and advice when there is cultural competence (Harmsen et al, 2005;Horvat et al, 2014;Ishikawa et al, 2014;Majumdar et al, 2004;May & Potia, 2013;Owiti et al, 2014;Wade & Bernstein, 1991;Wall et al, 2013). The third consequence is satisfaction when clients perceive the health provider incorporates cultural perspectives (Dunagan, Kimble, Gunby, & Andrews, 2014;Foronda, 2008;Garneau & Pepin, 2015;Harmsen et al, 2005;Lucas et al, 2008;May & Potia, 2013;Owiti et al, 2014;Stanhope et al, 2008;Tayab & Narushima, 2015;Wall et al, 2013). The fourth consequence is effective interaction, which results from healthcare providers applying their cultural skills in communicating with clients (Carpenter & Garcia, 2012;Carpenter-Song et al, 2007;Foronda, 2008;Garneau & Pepin, 2015;Garran & Werkmeister Razas, 2013;Harmsen et al, 2005;Lucas et al, 2008;Majumdar et al, 2004;May & Potia, 2013;Stanhope et al, 2008).…”

Improved Health in Ethnically/Culturally Diverse Patients through Enhanced Cultural Competency in Nurse Wellness Outcomes Educators

“…A review of the recent literature reveals that the quandary of caring for diverse populations has been studied in many countries, including: Australia (Allen, Brown, Duff, Nesbitt & Hepner, 2013;Koch, Everett, Phillips, & Davidson, 2014;West, Usher, & Foster, 2010), Canada (Gregory, Harrowing, Lee, Doolittle, & O'Sullivan, 2010;Stansfield & Browne, 2013), Cyprus (Vasiliou et al, 2010), Israel (Arieli & Hirschfeld, 2013;Arieli, Mashiach, Hirschfeld, & Friedman, 2012;Noble, A., Nuszen, Rom, & Noble, L., 2014), New Zealand (Caldwell, Lu, & Harding, 2010), Sweden, Norway, Finland, the Faeroe Islands and Denmark (Bohman & Borglin, 2013;Westerbotn et al, 2015), Taiwan (Perng & Watson, 2012), Thailand (Songwathana, 2013), the United Kingdom (McClimens et al, 2014), and the United States (Abrums, Resnick & Irving, 2010;Batykefer Evans, 2013;Beard 2013Beard , 2014Cantwell, Napierkowski, Gundersen, & Naqvi, 2015;Condon et al, 2013;Dapremont, 2014;Debrew et al, 2014;Dewald, 2012;Dudas, 2012;Dunagan, Kimble, Sweat Gunby, & Andrews, 2014;Fulbright Sumpter & Brooks Carthon, 2011;Greenberg, 2013;Harris et al, 2013;Jeffreys & Dogan, 2012;Junious, Malecha, Tart, & Young, 2010;…”

“…While the issues of recruiting and graduating increased numbers of diverse nursing students must be resolved, it is also imperative to simultaneously increase the cultural competency of all nursing students (Allen et al, 2013;Arieli et al, 2012;Bohman & Borglin, 2014;Campinha-Bacote, 2011;Carter et al 2015;Debrew et al, 2014;Dudas, 2012;Dunagan et al, 2014;Esposito, 2013;Fulbright Sumpter & Brooks Carthon, 2011;Gallagher & Polanin, 2015;Gregory et al, 2010;Harris et al, 2013;Jeffreys & Dogan, 2012;Kardong-Edgren et al, 2010;Kirkpatrick, Esterhuizen, Jesse, & Brown, 2015;Koch et al, 2014;Koskinen et al, 2012;Lim et al, 2015;Long, 2012;Mayo et al, 2014;McClimens et al, 2014;Mesler, 2014;Mixer, 2011;Mixer et al, 2013;Noble et al, 2014;Perng & Watson, 2012;Starr, Shattell, & Gonzales, 2011;Strong & Folse, 2015;Westerbotn et al, 2015) across the board; because at this juncture, there is an insufficient number of ethnically/culturally diverse nursing students in many countries (Baker, 2010;Brooks Carthon et al, 2014;Cantwell et al, 2015;Carter et al, 2015;Chandler & Swanston, 2012;…”

“…However, whatever the approach is within nursing curriculum, Jeffreys and Dogan (2012) suggest that it must be a "coordinated group effort on the part of faculty" (p. 195). Further, promoting self-evaluation of nursing students' attitudes towards ethnically/culturally diverse individuals (Harris et al, 2013;Robinson, 2013;Songwathana, 2013) may reduce biases and prejudices which can deter the realization of cultural competence (Dunagan et al, 2014) among the students. Long (2012) points out that no matter which teaching approach is used, the integration of cultural competence education into the nursing curriculum is valuable.…”