Promoting nursing students' transcultural self-efficacy to care for Burmese refugees using a set of educational strategies.

Abstract

Educators must respond to changing societal demographics with revised curricula that facilitate student transcultural self-efficacy to care for diverse client populations. A Midwest University was situated in a community wherein the Burmese Chin refugees were predominant arrivals, and the least known. This project examined the change in mean scores for transcultural self-efficacy for nursing cohorts following their engagement in educational strategies focused on the Burmese Chin culture. The project was a pre-post design. The Transcultural Self-Efficacy Tool (TSET) was used to measure students' self-efficacy. Nursing students completed a set of educational strategies intentionally staged over 5 weeks of a semester. There was a significant increase in mean change from pre- to post for each of the three domains of the TSET, cognitive (1.3), practical (1.4), and affective (0.7) (p < 0.0001). There was a marginally significant mean change in the practical (p = 0.0573; p < 0.05) domain with the accelerated students in comparison with the traditional students. The group differences in mean change TSET scores remained marginally significant after adjusting for age.