Perceptions of cultural competency of undergraduate nursing students

Ah, Diane Von; Cassara, Natasha

doi:10.4236/ojn.2013.32024

Cited by 17 publications

(5 citation statements)

References 8 publications

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“…The students’ self-perception of cultural competence ranged from adequate to inadequate, with some participants suggesting specific strategies and attitudes to overcome their perceived lack of competence including respect, empathy and active listening. Previous studies have analyzed student nurses’ self-perception of cultural competency, describing it as poor to moderate [ 29 , 43 ], with the students perceiving that their ability to provide culturally congruent care gradually increased throughout their training, leading to implications of the need for continued education relating to this concept [ 43 ]. Our participants were able to express specific learning needs and gaps in their training regarding their ability to provide culturally and linguistically appropriate care, including a lack of practical experience and exposure to culturally diverse patients, both in a controlled setting such as clinical simulation and on placement.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, the means of providing safe and culturally competent quality care should be central components of nursing education [ 7 , 28 ]. Yet, previous studies have suggested that student nurses often lack the confidence to provide culturally competent care [ 29 , 30 ]. Furthermore, the concept of transcultural nursing care continues to be insufficiently addressed in the field of nursing education [ 1 , 31 ].…”

Section: Introductionmentioning

confidence: 99%

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Nursing students’ experience of learning cultural competence

et al. 2021

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Introduction European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. Materials and methods A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal. Results 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. Conclusion The participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Nursing students’ experience of learning cultural competence

et al. 2021

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“…Although the study was conducted on a small sample size compared to other studies [ 62 , 71 ], meaningful insights about cultural awareness among pharmacy students and educators were obtained. The mixed-methods approach allowed researchers to gain the advantages of the amalgamated quantitative and qualitative modalities, thus yielding a better understanding and a more holistic set of evidence [ 72 ].…”

Section: Discussionmentioning

confidence: 99%

Cultural awareness and competence of pharmacy educators and learners from the perspective of pharmacy students at Qatar University: A mixed-methods approach

et al. 2020

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Background Since healthcare professional educators and practitioners in Qatar are culturally diverse, the impact of this diversity on the education and training of healthcare students should be evaluated. This study, therefore, aims at examining pharmacy students’ perspectives on the level of cultural awareness and competence of pharmacy educators and learners at Qatar University and the influence of cultural diversity on pharmacy education in Qatar. Methods A convergent mixed-methods design was adopted. The Cultural Awareness Scale (CAS) was utilized in the quantitative phase, which was administered on 122 pharmacy students at Qatar University College of Pharmacy (QU CPH), of whom 70 responded. The qualitative phase comprised four focus groups with a total of 23 students. The quantitative and qualitative data were collected concurrently, and the results were integrated. Results The findings suggest that the QU CPH is an institution of a culturally diverse community. Educators and students alike are generally culturally aware and sensitive; however, demonstration of a holistic awareness was hindered by a few barriers. This study suggests curricular changes to reinforce cultural competence, cultural inclusiveness, and the preservation of Qatar’s cultural identity and values in the educational environment. Conclusions The internationalization of pharmacy education in Qatar has inspired students and educators alike to achieve new dimensions of cultural awareness. To infuse passion and enthusiasm in learning while maintaining Qatar’s cultural values and identity, healthcare professional educators, researchers, and policymakers are required to collaborate to promote culturally sensitive pharmacy education.

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“…The global mean score for the J‐CCCHS among Japanese nurses (N = 7494) was 1.85 (SD = .52). Notably, this was much lower than initially reported by developers of the instrument (M = 3.60, SD = 0.59; M = 4.42, SD = 0.48) or by a more recent report (M = 3.34, SD = .43) (Caffrey et al, ; Von Ah & Cassara, ).…”

Section: Discussionmentioning

confidence: 63%

Evaluating cultural competence among Japanese clinical nurses: Analyses of a translated scale

Noji

Mochizuki

Nosaki

et al. 2017

Int J of Nursing Practice

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This paper describes the factor analysis testing and construct validation of the Japanese version of the Caffrey Cultural Competence Health Services (J-CCCHS). The inventory, composed of 28 items, was translated using language and subject matter experts. Psychometric testing (exploratory factor, alpha reliability, and confirmatory factor analyses) was undertaken with nurses (N = 7494, 92% female, mean age 32.6 years) from 19 hospitals across Japan. Principal components extraction with varimax rotation yielded a 5-factor solution (62.31% variance explained) that was labeled: knowledge, comfort-proximal, comfort-distal, awareness, and awareness of national policy. Cronbach α for the subscales ranged from 0.756 to 0.892. In confirmatory factor analysis using the robust maximum likelihood estimator, the chi-square test was as follows: χ (340) = 14604.44, P < .001. After correlated errors were introduced, there was evidence of improved model fit (χ (335) = 8681.61, P < .05) but the other indices showed improvement (RMSEA = .058 [90% CI, 0.057-0.059], TLI = .891, CFI = .903, and SRMR = .059). The discriminating power of the J-CCCHS was indicated by statistically mean differences in J-CCCHS subscale scores between predefined groups. Taking into consideration that this is the first foray into construct validation for this instrument, and that fit was improved when a subsequent data driven model was tested, and it has the ability to distinguish between known groups that are expected to differ in cultural competence, the instrument can be of value to clinicians and educators alike.

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Perceptions of cultural competency of undergraduate nursing students

Cited by 17 publications

References 8 publications

Nursing students’ experience of learning cultural competence

Nursing students’ experience of learning cultural competence

Cultural awareness and competence of pharmacy educators and learners from the perspective of pharmacy students at Qatar University: A mixed-methods approach

Evaluating cultural competence among Japanese clinical nurses: Analyses of a translated scale

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