Cultural Competence in Nursing Faculty: A Journey, Not a Destination

Montenery, Susan; Jones, Angela D.; Perry, Nancy N.; Ross, Debra; Zoucha, Rick

doi:10.1016/j.profnurs.2013.09.003

Cited by 28 publications

(29 citation statements)

References 20 publications

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“…[14,15] There is limited research measuring nursing faculty's cultural competence (CC) and perceptions of individual CC is not well-documented. Therefore, the purpose of this mixed-methods study was to determine the level of CC in pre-licensure nursing educators teaching at the associate degree and baccalaureate level in Texas and explore faculty perceptions of what it means to be culturally competent.…”

Section: Introductionmentioning

confidence: 99%

Cultural competence of pre-licensure nursing faculty

Marzilli

Mastel-Smith

2017

JNEP

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The purpose of this study was to determine the level of cultural competence (CC) in Texas pre-licensure nursing faculty and examine the relationships between demographics and CC scores. The researchers conducted a study to determine if demographics predicted the level of CC and explored the perceptions of CC. A convergent parallel mixed-methods design used data from a 2014 online survey with a qualitative interview component. Demographics were evaluated with descriptive statistics and CC was measured with The Nurses' Cultural Competence Scale (NCCS). Qualitative data were analyzed using a constant comparative method. The level of CC was low to moderate. Three themes emerged from the interviews: knowledge is experiential, skills require emotional intelligence, and desire requires a catalyst. Nursing faculty could benefit from experiences with culturally diverse patients and students. Continuing education offerings and courses should follow best practices models of CC education and focus on providing meaningful experiences may also increase the knowledge and skills to help faculty members.

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Section: Introductionmentioning

confidence: 99%

Cultural competence of pre-licensure nursing faculty

Marzilli

Mastel-Smith

2017

JNEP

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“…Data support cultural sensitivity and development of humility or competence is not only necessary to provide patient‐centered nursing care, but nursing faculty must also develop and role model a culturally sensitive teaching practice. Faculty are aware of the need to address culture in class or clinical but have less experience addressing cultural competency in relation to diverse students . According to a study by Bagdadi, nursing faculty possess moderate levels of cultural competence, scoring higher in knowledge and teaching behaviors, and lower in skills and encounters.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…Faculty are aware of the need to address culture in class or clinical but have less experience addressing cultural competency in relation to diverse students. 33,34 According to a study by Bagdadi,35 nursing faculty possess moderate levels of cultural competence, scoring higher in knowledge and teaching behaviors, and lower in skills and encounters. This translates to a higher level of knowing what to teach and teaching it, but having less skills when faced with encountering or communicating with individual patients or students from diverse backgrounds Bagdadi.…”

Section: Data Support Cultural Sensitivity and Development Of Humilitmentioning

confidence: 99%

“…Schools of nursing need to look at recruitment and retention of faculty from diverse backgrounds as this may help in not only improving individual faculty cultural competency but the program as a whole. 34 Participants in this study received varying amounts of formal training related to military culture. They expressed that a one-time workshop is insufficient to achieve even basic knowledge of a culture and a concerted and continued effort is required to start developing greater cultural sensitivity.…”

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confidence: 99%

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Committing to my mission: Faculty experiences with student veterans in baccalaureate nursing education

2019

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Veterans transition to baccalaureate nursing education with significant experiences from their military service. Faculty play a role in facilitating this transition, in and out of the classroom. Approaches to enhance nursing education programs to better meet student veterans' needs have been proposed. However, less is known about the experiences of faculty teaching student veterans. A qualitative descriptive design was used to examine nursing faculty experiences teaching veterans, and in facilitating veterans' transfer of learning and knowledge from their military experience to baccalaureate nursing education. Semi‐structured interviews with twelve faculty from the United States were conducted and data analyzed using content and thematic analysis. Three major themes included: committing to my mission, facilitating a shared understanding between military service and nursing, and appreciating a new duty. Results support faculty purposefully engaging in activities to increase their cultural sensitivity, while continuously developing humility and competence, to be successful teaching student veterans. Nursing faculty are positioned to leverage education as a means to improve the social status of veterans, ultimately improving their health and well‐being, as well as academic success. It is recommended schools of nursing encourage and support faculty in attending professional development activities aimed at improving individual cultural sensitivity.

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