Cultural Competence Level, Its Importance, and Educational Needs for Cultural Competence Among Nurses Caring for Foreigners in Korea

Kim, M. N. Nageong; Kim, Dong‐Hee; Park, Jungha

doi:10.18510/hssr.2019.7534

Cited by 2 publications

(1 citation statement)

References 36 publications

(13 reference statements)

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“…Students are invited to pray, sing the national compulsory songs related to the material to be discussed and discuss its meaning collaboratively between teachers and students (Panchenko, Zinnatov & Kadyrova, 2019). The individual opinion stage is intended to build and develop students' individual opinions based on the process of exploring, analysing, formulating and concluding what they have got (Nageong Kim, Kim & Park, 2019). The teacher assigns assignments individually to all students through questions related to competencies and learning objectives that have been prepared by the teacher.…”

Section: Syntax Of Multicultural-based Learning Modelmentioning

confidence: 99%

Application of multicultural-based learning model syntax of social studies learning

Suastika

Suartama

Sanjaya

et al. 2021

CJES

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This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students’ real lives. Keywords: Model syntax, multicultural, knowledge, attitude, skill.

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Section: Syntax Of Multicultural-based Learning Modelmentioning

confidence: 99%

Application of multicultural-based learning model syntax of social studies learning

Suastika

Suartama

Sanjaya

et al. 2021

CJES

View full text Add to dashboard Cite

show abstract

The moderating effect of cultural competence educational needs on the relationship between transcultural self-efficacy and cultural competence in Korean public health nurses

Han

2023

BMC Nurs

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Background In an increasingly multicultural society, cultural competence and transcultural self-efficacy of public health nurses is important for providing culturally congruent care for client from diverse cultural background. To improv this, it is needed tailored and effective educational program based on the cultural competence educational needs. This study investigated the moderating effect of cultural competence educational needs on the relationship between transcultural self-efficacy and cultural competence. Methods This cross-sectional study recruited 217 public health nurses in Korea using convenience sampling from August 2018 to January 2019. A direct questionnaire was used to collect data. Study variables were analyzed using descriptive statistics, correlation, and the Hayes PROCESS macro (Model 1) moderation model. Results The mean scores for transcultural self-efficacy, cultural competence educational needs, and cultural competence were 62.33 ± 11.08, 58.19 ± 15.08, and 97.96 ± 17.09, respectively. Transcultural self-efficacy and cultural competence educational needs were positively associated with cultural competence. In the tested model, cultural competence educational needs had a conditional moderating effect on the relationship between transcultural self-efficacy and cultural competence. The positive association between transcultural self-efficacy and cultural competence was significant at low, medium, and high levels of cultural competence educational needs and stronger for those with high needs. Conclusions Cultural competence educational needs may be an important determinant of cultural competence among public health nurses. To effectively increase cultural competence, transcultural self-efficacy should be increased by education programs tailored by cultural competence educational needs.

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Cultural Competence Level, Its Importance, and Educational Needs for Cultural Competence Among Nurses Caring for Foreigners in Korea

Cited by 2 publications

References 36 publications

Application of multicultural-based learning model syntax of social studies learning

Application of multicultural-based learning model syntax of social studies learning

The moderating effect of cultural competence educational needs on the relationship between transcultural self-efficacy and cultural competence in Korean public health nurses

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