Abstract
To evaluate the effectiveness of a curriculum for achieving high levels of cultural competence, we need to be able to assess education intended to enhance cultural competency skills. We therefore translated the Cultural Awareness Scale (CAS) into Korean (CAS-K). The purpose of this study was to evaluate the cross-cultural applicability and psychometric properties of the CAS-K, specifically its reliability and validity. A cross-sectional descriptive design was used to conduct the evaluation. A convenience sample of 495 nursing students was recruited from four levels of nursing education within four universities in the city of Daejeon, South Korea. This study provided beginning evidence of the validity and reliability of the CAS-K and the cross-cultural applicability of the concepts underlying this instrument. Cronbach's alpha ranged between 0.59 and 0.86 (overall 0.89) in the tests of internal consistency. Cultural competency score prediction of the experience of travel abroad (r=0.084) and the perceived need for cultural education (r=0.223) suggested reasonable criterion validity. Five factors with eigenvalues >1.0 were extracted, accounting for 55.58% of the variance; two retained the same items previously identified for the CAS. The CAS-K demonstrated satisfactory validity and reliability in measuring cultural awareness in this sample of Korean nursing students. The revised CAS-K should be tested for its usability in curriculum evaluation and its applicability as a guide for teaching cultural awareness among groups of Korean nursing students.
Highlights
As populations continue to diversify around the world, healthcare professionals confront a growing number of patients from various cultures (Jeffreys & Dogan, 2012)
63% expressed the need for cultural education
This study provides an evaluation of the validity and reliability of the Cultural Awareness Scale (CAS)-K with due consideration of the crosscultural applicability of the concepts underlying the instrument
Summary
As populations continue to diversify around the world, healthcare professionals confront a growing number of patients from various cultures (Jeffreys & Dogan, 2012). The foreign resident population has increased by approximately 3.6% (Ministry of Justice, 2011), and the number of visitors, including international students and tourists seeking quick, quality medical services at lower prices, is increasing in Korea (Yu & Ko, 2012). This major change in ethnic demographics challenges healthcare with various socio-cultural backgrounds. The revised CAS-K should be tested for its usability in curriculum evaluation and its applicability as a guide for teaching cultural awareness among groups of Korean nursing students
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