Cultural Competence in the Undergraduate Nursing Curriculum

Cuellar, Norma G.; Brennan, Ann; Vito, Kathleen; Siantz, Mary Lou de León

doi:10.1016/j.profnurs.2008.01.004

Cited by 56 publications

(27 citation statements)

References 9 publications

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“…Some studies that used this model showed its effectiveness in guiding teaching and learning methods, but there is a need for further research identifying predictors of cultural competence. [23][24][25][26][27][28][29][30][31][32][33][34][35][36] Many approaches were noted in the literature related to cultural competence in the curriculum, and are summarized as follows: the need to critically evaluate implementation and evaluation methods of cultural concepts in the curriculum, [4,9,10,12,15,17,38,39] use of a stand-alone course on culture in the curriculum, [22,30] integration of cultural concepts throughout the curriculum, [12,13,40] use of service learning projects and cultural immersion projects to increase cultural competence, [11,12,[41][42][43][44][45][46][47] lack of qualified faculty members to teach cultural concepts, [23,48] need for course material to adapt to the changing learning needs of students, [45] and international collaboration among teaching institutions to teach cultural competence. [6,35,39,49] While the above note...…”

Section: Introductionmentioning

confidence: 99%

The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

Silvestri-Elmore

Alpert²,

Kawi³

et al. 2016

JNEP

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Objective: Nurses are charged with providing quality care to all patients. In part, as a result of current and projected demographic changes in the United States, as well as the varying needs and circumstances of individual patients, nurses are faced with the challenges of providing culturally competent care. Preparing to care for a culturally diverse population begins during the teaching/learning process in the nursing curriculum. The aim of the study was to determine which teaching method(s) (stand-alone course on culture, integration of cultural concepts, cultural immersion) is/are the best predictor(s) of cultural competence after graduation. Methods: This study utilized a national sample. The target population was recent nursing graduates from programs accredited by the CCNE and ACEN in the U.S. A total of 126 cases (n = 126) were included in the final analysis. A survey method was used to collect data at one timepoint within 12 months of graduation. This study explored the difference between specified demographic variables and perceived level of cultural competence. This study also explored the differences in perceived level of cultural competence with and without a stand-alone course, integration of cultural concepts versus no integration, and with and without cultural immersion. Additionally, each variable was examined for their predictive ability and all study variables were analyzed simultaneously to assess their unique contribution to explaining the variance of perceived level of cultural competence. Results: Findings revealed variables that had a significant effect on perceived level of cultural competence were race/ethnicity, number of months practicing as a graduate nurse, and participation in a cultural immersion experience. Conclusions: Implications for nursing education include: (a) enabling faculty members to plan teaching methods pertaining to cultural content; (b) preparing graduates who are better able to serve the needs of current health care consumers with diverse backgrounds; and (c) determining a starting point for further research related to cultural competence.

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Section: Introductionmentioning

confidence: 99%

The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

Silvestri-Elmore

Alpert²,

Kawi³

et al. 2016

JNEP

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“…Une revue systématique (Allen, 2010) a aussi été conservée pour la même raison. Ensuite, une revue narrative (Long, 2012) et cinq études primaires (Allen, Brown, Duff, Nesbitt, et Hepner, 2013;Aponte, 2012;Cuellar, Brennan, Vito, et de Leon Siantz, 2008;Hawala-Druy et Hill, 2012;Munoz, DoBroka, et Mohammad, 2009) ont été retenues parmi plus de 60 articles pour la rigueur et la précision dans leur description d'une activité d'enseignement mise à l'essai avec des étudiantes au premier cycle en sciences infirmières. L'analyse des écrits est présentée selon les quatre thèmes suivants : les stratégies d'intégration, les activités d'enseignement, la réflexion sur soi et l'apprentissage dans l'action.…”

Section: Recension Des éCritsunclassified

“…La durée des cours décrits dans les études citées précédemment variait de deux à quatre heures par semaine pour une période de 7 à 15 semaines. Pour d'autres, elles sont intégrées dans différents cours tout au long du programme (Cuellar et al, 2008). L'état actuel des connaissances ne permet pas d'identifier une meilleure stratégie d'intégration de la compétence cultuelle dans un programme.…”

Section: Stratégie D'intégrationunclassified

“…Les étudiantes sont souvent amenées à réfléchir sur leurs croyances et leurs valeurs durant les activités d'enseignement visant le développement de leur compétence culturelle (Allen et al, 2013;Aponte, 2012;Cuellar et al, 2008;Hawala-Druy et Hill, 2012;Munoz et al, 2009). Par exemple, dans le cours présenté par Aponte (2012), les étudiantes étaient invitées à partager leurs croyances en lien avec différents sujets tels que la grossesse, la santé mentale et la mort afin qu'elles prennent conscience de la diversité culturelle.…”

Section: Réflexion Sur Soiunclassified

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Activité réflexive novatrice auprès d’étudiantes en sciences infirmières sur la diversité culturelle dans les soins

Huard¹,

Garneau²,

Pépin³

et al. 2016

Quality Advancement in Nursing Education - Avancées en formatio

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“…The Essentials of Baccalaureate Education for Professional Nursing Practice emphasizes cultural competence in several of the outcome competencies for nursing graduates [5]. In addition, multiple organizations and educators have offered direction in developing cultural competency in nursing curriculum [6,7]. With the growing emphasis, the purpose of this study was to examine undergraduate nursing student's perception of cultural competence at a major Midwestern University School of Nursing.…”

Section: Nursing Educationmentioning

confidence: 99%

Perceptions of cultural competency of undergraduate nursing students

Ah¹,

Cassara²

2013

OJN

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Purpose: The purpose of this study was to examine the level of cultural competence of undergraduate nursing students at a large Midwestern University. Background: Developing cultural competence of nurses is critical to meet the needs of our growing diverse society. Methods: A convenience sample of 150 undergraduate nursing students completed a one-time questionnaire assessing students' cultural competence. Results: Nursing students' rated their overall knowledge and comfort moderate to poor with only 28% rated themselves as very comfortable and 15% as very skillful in providing culturally competent care. Students rated their knowledge and comfort highest in taking a family history, whereas, the lowest scores were related to pregnancy and childbirth, death and dying, and organ donation in other cultures. Conclusions: Findings suggest that nursing students feel inadequately prepared to provide culturally competent care.

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Cultural Competence in the Undergraduate Nursing Curriculum

Cited by 56 publications

References 9 publications

The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

Activité réflexive novatrice auprès d’étudiantes en sciences infirmières sur la diversité culturelle dans les soins

Perceptions of cultural competency of undergraduate nursing students

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