Explaining the educational challenges in the path of cultural competence: The experiences of Iranian nursing students

Nematollahi, Monirsadat; Farokhzadian, Jamileh; Nayeri, Nahid Dehghan; Darban, Fatemeh; Faramarzpour, Motahareh

doi:10.1016/j.profnurs.2022.06.011

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…In the province of Kerman, which is Iran’s largest province, cultural and ethnic diversity is high due to immigration from different races and ethnicities, primarily from Afghanistan, and occasionally banishment from neighboring provinces [ 9 ]. This diversity has led to a varied cultural profile and healthcare clients’ opinions, posing a challenge to nurses who care for them daily [ 10 ]. Nursing students are as diverse as healthcare clients, so it is crucial to continually develop the cultural competence of students and professors through education in universities.…”

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confidence: 99%

A virtual training program for improving cultural competence among academic nurse educators

et al. 2023

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Background Everyday, nursing students interact with culturally diverse clients. Nursing education recognizes that cultural competence is a necessary outcome of nursing programs. Nurse educators expect all nursing students to provide culturally congruent care to multicultural clients. Therefore, nurse educators must be culturally competent in order to prepare culturally competent nursing students for clinical practice. This study aimed to evaluate the effect of virtual training program on the cultural competence of academic nurse educators. Methods This randomized controlled study included nurse educators working in six nursing schools affiliated with medical universities of Kerman province in southeastern Iran. Sixty-nine nurse educators were randomly assigned to the intervention (n = 35) and control (n = 34) groups. The training program consisted of three 2-hour sessions for a month. Cultural Diversity Questionnaire for Nurse Educators Revised (CDQNE-R) was used to evaluate the cultural competence of educators before and one month after the virtual training program. Results Both the intervention (3.29 ± 0.58) and control (3.24 ± 0.58) groups demonstrated a similar level of cultural competence before the training program (t = 0.05, p = 0.95). After the training, the intervention group showed a significant increase in cultural competence (3.80 ± 0.7) compared to the control group (3.23 ± 0.67). This improvement resulted in culturally competent participants becoming culturally proficient, as evidenced by a large effect size (t = -4.76, p = 0.001). Conclusion The virtual training program had a positive impact on the cultural competence of nurse educators. Given the importance of cultural competence in nursing education, continuing education programs that focus on strengthening the cultural competence of nurse educators should be prioritized. The experiences gained from implementing virtual training programs can serve as a valuable resource for nurse educators seeking to enhance their cultural competence.

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Section: Introductionmentioning

confidence: 99%

A virtual training program for improving cultural competence among academic nurse educators

et al. 2023

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“…Other studies have reported that several factors, including lack of cultural diversity education, absence of ethnic role models, racial discrimination, lack of support [ 3 ], neglect of cultural competence in educational approaches, inattention to cultural care in clinical settings, poor intercultural communication, and insufficient skill in cultural humility, have had negative effects on students’ cultural competence. Researchers have emphasized the need to enhance nursing students’ cultural competence through cultural care education [ 13 ]. In addition, several studies in Iran highlighted that the presence of a multicultural and multi-ethnic environment, along with factors such as changing migration patterns, international staff recruitment [ 14 ], the rise of medical tourism, and the influx of culturally diverse patients [ 15 ] necessitates the development of cultural capacities and competencies among nurses, nursing students, and nursing professors.…”

Section: Introductionmentioning

confidence: 99%

Designing, implementing, and evaluating a mobile app-based cultural care training program to improve the cultural capacity and humility of nursing students

Farsangi,

Khodabandeh Shahraki,

Cruz

et al. 2023

BMC Med Educ

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Background Given the growing cultural diversity among healthcare clients, it is crucial for nursing education to have a clear mission: to effectively train future nurses by incorporating cultural care curricula. The goal is to equip them with the necessary cultural capacity and humility. This study focused on designing, developing, and evaluating a mobile app-based cultural care training program, with the aim of enhancing the cultural capacity and humility of nursing students. Methods This experimental study utilized the five steps of the ADDIE instructional model (analysis, design, development, implementation, and evaluation) to design a mobile app-based cultural care training program. The first three steps involved designing and developing the program, drawing upon Purnell's model for cultural competence and Foronda's rainbow model of cultural humility. In the fourth step, the cultural care training program was implemented in 16 modules among 80 internship nursing students. These students were randomly assigned to either the intervention or control groups, with 40 students in each group. Finally, in the fifth step, the effectiveness of the mobile app-based program was evaluated by administering the Cultural Capacity Scale, and the Foronda Cultural Humility Scale before and one month after the cultural care training. The collected data were analyzed using SPSS22, employing techniques such as paired t-test, chi-square test, and independent samples t-test. Results A total of 76 students completed the study, with 39 students in the intervention group and 37 students in the control group. Prior to the mobile app-based cultural care training program, there were no significant differences in cultural capacity and humility scores between the two groups (p > 0.05). However, following the completion of the program, the intervention group exhibited higher scores in cultural capacity and humility compared to the control group (p < 0.05). Conclusion Based on the findings, it can be concluded that the mobile app-based cultural care training program had a positive impact on the cultural capacity and humility of undergraduate nursing students. These results indicate the importance of nurse educators designing comprehensive training programs that incorporate innovative approaches to enhance cultural capacity and humility among nursing students at all academic levels.

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Nursing educators' experiences of cultural competence in the nursing education program: A qualitative descriptive study

Darban,

Farokhzadian,

Nematollahi

et al. 2024

Journal of Professional Nursing

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Explaining the educational challenges in the path of cultural competence: The experiences of Iranian nursing students

Cited by 4 publications

References 33 publications

A virtual training program for improving cultural competence among academic nurse educators

A virtual training program for improving cultural competence among academic nurse educators

Designing, implementing, and evaluating a mobile app-based cultural care training program to improve the cultural capacity and humility of nursing students

Nursing educators' experiences of cultural competence in the nursing education program: A qualitative descriptive study

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