Cultural Competence Among Nursing Students in Pakistan: A Literature Review

Abstract

Today's nursing practice mostly draws on cultural competence in light of patients' diverse needs. This literature review explores ways in which structural learning techniques, such as settings like clinics, simulations, and in vivo cultural learning, could strengthen the teaching of cultural competencies in nursing training. Aim: To evaluate the progression of cultural competence and various educational interventions' effectiveness for the advancement of the culture, after taking into account the most relevant research works such as Leininger's Transcultural Nursing Theory and Social Identity Theory. Different research has proven that cultural competence reduces health inequities and improves patients' outcomes, satisfaction, and adherence to treatments. However, despite these benefits, many educational institutions face many challenges, especially in Pakistan. The different cultural barriers to the training initiative include language problems, gender conventions, and resources. The review findings provide a basis for calling for organized programs, tying the theoretical construction together with effective practical experience. The most crucial aspect in conducting such a gap-closing, culturally competency-building program lies in the necessity to use only evidence-based training methods. More study should be focused on long-term studies and high-tech techniques, such as simulation-based learning, to better promote culturally competent care in nursing education. To enhance their readiness to offer equitable treatment in multicultural settings, especially in culturally variant countries like Pakistan, it will be essential to strengthen the cultural competency of healthcare workers.