Cultural competency of graduating US Bachelor of Science nursing students

Kardong-Edgren, Suzan; Campinha-Bacote, Josepha

doi:10.5172/conu.673.28.1-2.37

Cited by 82 publications

(74 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Studies in other disciplines also show first-year students may demonstrate higher scores in some perceived dimensions of cultural competence. 43,44 Currently at the study institution, more structured and overt content on issues of cultural awareness and cultural sensitivity is provided during the first professional year, including pedagogies of culturally relevant teaching (ie, use of students' culture[s] as a means to enhance learning 45 ). It is possible that scores on this domain decreased in the P2 and P3 years as pharmacy students gained more experience and realization of what they did and did not know regarding serving diverse patients.…”

Section: Discussionmentioning

confidence: 99%

A Cross Sectional and Longitudinal Study of Pharmacy Student Perceptions of Readiness to Serve Diverse Populations

Crawford

Awé

Tawk

et al. 2016

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To examine students' self-perceptions at different stages in a pharmacy curriculum of competence related to serving culturally diverse patients and to compare self-reported competence of a student cohort near the beginning and end of the degree program. Methods. Student perceptions across four pharmacy class years were measured in a cross-sectional survey, with a follow-up longitudinal survey of one cohort three years later. Results. Based on an 81.9% response rate (537/656), scores showed no attitude changes. Reported knowledge, skills, comfort in clinical encounters, and curricular preparedness increased across program years. Fourth-year (P4) pharmacy students reported the highest scores. Scores differed by gender, age, and race/ethnicity. Students in the fourth year scored lower on importance of diversity training. Conclusion. Improved perceptions of readiness (ie, knowledge and behavior) to serve diverse groups suggest the curriculum impacts these constructs, while the invariance of student attitudes and association of self-reports with programmatic outcomes warrant further investigation.

show abstract

Section: Discussionmentioning

confidence: 99%

A Cross Sectional and Longitudinal Study of Pharmacy Student Perceptions of Readiness to Serve Diverse Populations

Crawford

Awé

Tawk

et al. 2016

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…These findings impact nursing curriculum planning in including cultural immersion experiences in the curriculum, and are congruent with other findings in the literature. [11,[41][42][43][44][45][46][56][57][58][59][60][61][62][63][64] Given the importance of cultural immersion in promoting cultural competence among nursing students denoted in the literature, nursing faculty need to consider incorporating cultural immersion in the curriculum through strategic curriculum planning while remaining cognizant of available resources. Study abroad experiences are preferable, but require time, resources, and adequately prepared faculty facilitators.…”

Section: Teaching Methodsmentioning

confidence: 99%

“…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

View full text Add to dashboard Cite

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.

show abstract

“…Additionally societal and cultural patterns must be integrated across the entire nursing school curricula [4]. According to researchers, the specific problem is little research had focused on associate degree-nursing students to determine if a relationship existed between integrated cultural curriculum and the student's level of cultural awareness [2,9].…”

Section: Problemmentioning

confidence: 99%

Cultural Awareness in Nursing is a Progressive Growth

Martin-Thornton¹

2017

J Comm Pub Health Nurs

View full text Add to dashboard Cite

During the past four decades, researchers have developed strategies used in nursing programs to promote cultural awareness. Minimal research has focused on the graduating associate degree-nursing students to determine if a relationship existed between the use of an integrated cultural curriculum and the nursing student's level of cultural awareness. The associate degree-nursing program accreditation, statistical and benchmark reports mandated the integration of diversity content, local, national and worldwide perspectives in the curricula. Additionally societal and cultural patterns must be integrated across the entire nursing school curricula.In this study, a correlational approach was implemented to determine if relationships existed between the integrated cultural curriculum and level of cultural awareness in graduating associate degree nursing students in a large metropolitan area, such as in Los Angeles. In addition, the focus was to determine if differences existed in the level of cultural awareness among the graduating associate degree-nursing students based on demographic factors (gender, ethnicity and age). The Cultural Awareness Scale (CAS) was used during this study. Based on the results of the 51 participants surveyed in this study, the cultural awareness level may be attributed to several factors, including the integrated cultural curricula. The nursing student's learning style, perception of faculty, personal experiences and cultural encounters may also contribute to the cultural awareness level.

show abstract

Cultural competency of graduating US Bachelor of Science nursing students

Cited by 82 publications

References 15 publications

A Cross Sectional and Longitudinal Study of Pharmacy Student Perceptions of Readiness to Serve Diverse Populations

A Cross Sectional and Longitudinal Study of Pharmacy Student Perceptions of Readiness to Serve Diverse Populations

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

Cultural Awareness in Nursing is a Progressive Growth

Contact Info

Product

Resources

About