Validation of intercultural sensitivity and respect for diversity scale (RDS) in a Korean sample

Societal heterogeneity, as a global paradigm, represents a strong leverage of the initiative for the development and research of an individual’s and groups’ intercultural sensitivity. In the last few decades, interculturality, intercultural competencies and intercultural sensitivity have been the topic of many researches in various fields. Students’ intercultural sensitivity is the focus of this paper and it is seen through the prism of socio-demographic determinants. The results of the research which was done on the sample of 452 students from four universities in Serbia are shown in the methodological part of the paper. The instrument used was the Intercultural Sensitivity Scale – ISS. The goal of the research is to determine the degree of the development of the students’ intercultural sensitivity in relation to certain socio-demographic variables. Results have shown that the students from the State University of Novi Pazar are estimated to have the highest level of intercultural sensitivity in certain dimensions of the scale. The average number of household members, was identified as a variable with a negative correlation on the students’ intercultural sensitivity. The conclusion points out to the necessity of change in the approach to the development of the students’ intercultural sensitivity approach, which is reflected in the research in that it should point to adequate work approaches that enrich their experience and influence the changes in social and educational context.

Objective: The purpose of this study was to clarify the characteristics of Japanese and Korean nursing students’ intercultural sensitivity, which is important when caring for culturally and linguistically diverse patients. By investigating nursing students’ intercultural sensitivity across different countries with different value systems, we may grasp how nursing students can prepare for providing culturally competent, highquality care for patients with diverse backgrounds. Methods: The participants were junior and senior nursing students at universities in Japan and Korea. The intercultural sensitivity scale (ISS) was administered to 379 students in both countries. The chi-square test and t-test were used to analyze differences in distribution and the mean scores for each country’s students. This study was approved by a university institutional review board. Results: The total number of collected questionnaires (ratio) was 251 (66.2%), including 144 (90.6%) from Japan and 107 (48.6%) from Korea. With a maximum possible score of 120, the average ISS of nursing students in Japan was 78.5 (±8.7) and in Korea was 81.5 (±10.4). After analyzing the mean score in each ISS subscale, significant differences were examined in “Interaction confidence” and “Interaction attentiveness” between the two countries. The nursing students who had interacted with non-Japanese/ non-Korean patients in clinical practice and those with better English-speaking ability had significantly higher ISS (p<.005) in both countries. Discussion: In this study, the total ISS of Japanese nursing students was lower than that of Korean nursing students, and was significantly lower in two subscales. To enhance the intercultural sensitivity of nursing students, opportunities to practice cross-cultural communication with patients with diverse culturally and linguistically background for clinical and volunteer experiences may be needed.

Examining the correlation between intercultural sensitivity and individualized care perception of nursing students

The development of travel opportunities and technology in the 21st century has brought people from different cultures and countries more opportunities to closely interact. The purposes of the study are to assess the degree of Taiwanese college students’ intercultural sensitivities, ethnocentrism, and attitudes toward native English speakers (NES) and English-as-a-foreign language (EF) interests. This study also examines the interrelationships between intercultural sensitivities and a range of variables (learners’ ethnocentrism, EFL interests, and attitudes toward NES) and the significant predictors affecting the development of intercultural sensitivity. A total of 1191 college students participated in this study. Three instruments, the Intercultural Sensitivity Scale (Chen and Starosta in Hum Commun 3:1–15, 2000), the General Ethnocentrism Scale (Neuliep and McCroskey in J Intercult Commun Res 31:201–215, 1997), and the Attitudes and Motivation Test Battery (Gardner et al. 1974, London, Ontario: University of Western Ontario) were modified and used for data collection. Descriptive statistics, t test, correlational analysis, and Multiple Regression were employed for data analysis. Results found that among four dimensions of intercultural sensitivity, the highest correlations are between learners’ interaction engagement and confidence. EFL interests, attitudes toward NES, and ethnocentrism are significantly related with intercultural sensitivity, where each variable is a significant predictor for intercultural sensitivity development.

The holistic approach in nursing requires consideration of the cultures of patients receiving healthcare. Every individual has the right to receive culturally appropriate nursing care, which is not a privilege but a human right. This study was utilized to determine the relationship between intercultural sensitivity and cultural intelligence in nurses. The study population consisted of 741 nurses working at state hospitals in Northern Cyprus. A stratified sampling method was used to recruit 300 participants. A descriptive information form, intercultural sensitivity scale, and cultural intelligence scale were used for data collection. The mean intercultural sensitivity scale and cultural intelligence scale scores were 76.20±8.92 and 64.72±14.2, respectively. There was a positive and statistically significant relationship between the intercultural sensitivity scale scores and the scores obtained from the cultural intelligence scale and its subscales (p&lt;0.05). Squared partial correlation showed that the place of residence had the highest impact on intercultural sensitivity. The levels of intercultural sensitivity were moderate, but cultural intelligence was low. There was a positive relationship between intercultural sensitivity and cultural intelligence and its subscales. Therefore, we recommend planning in-service training to improve the levels of cultural intelligence and intercultural sensitivity so that nurses can provide high-quality nursing care, avoid discrimination, and establish therapeutic relationships with people with different cultural backgrounds, whose numbers have increased as a result of factors, such as migration or health tourism.

In this study the research problem can be formulated as the question: what adolescents’ ability to communicate with people from other cultures should be promoted in order to develop a full-fledged intercultural dialogue in the future? Aim – ascertain the factors of (self) education of adolescent’s intercultural sensitivity. The object of investigation – intercultural sensitivity of adolescents, as one of the most important aspects of modern national identity.&#x0D; In order to investigate the intercultural sensitivity was selected M. J. Bennett’s (1986, 2004) theoretical Model of the Development of Intercultural Sensitivity and intercultural sensitivity’s measurement tool called the Intercultural Sensitivity Scale (ISS) developed by G. M. Chen and W. J. Starosta (2000). Instrument (ISS) has been translated into the Lithuanian language and adapted to Lithuanian adolescents.&#x0D; According to the scientific literature article discussed: is the progress of ethnorelativism the premise of intercultural dialogue? The empirical data analysis allows to discuss about some strengthen / weakening external / internal factors of intercultural sensitivity of adolescents: the worldview and environmental influences. To promote intercultural sensitivity of adolescents and intercultural dialogue in the future should be drawn attention to those aspects: cognitive – to teach them their own culture, they should know how to represent it, by behavior, thinking attributes promote to recognize the signs of other cultures as well as the learning of foreign languages; emotional – to motivate them understand, respect and accept their own and other cultures, their differences, allowing to fid friends abroad, to promote interest to notice the diversity, avoiding stereotypes, prejudice; behavioral – increasing adolescents’ national identity, self-confidence in dealing with others and the courage to be themselves.

This article aims to demonstrate the importance of intercultural courses for developing intercultural sensitivity among students in schools and universities, and Chen and Starosta’s (2000) Intercultural Sensitivity Scale (ISS) used to evaluate the course. The results indicated intercultural courses significantly contributed students’ intercultural sensitivity through five categories of ISS. There is an increase in students’ intercultural sensitivity across all ISS categories, including respect for cultural differences, interaction engagement, interaction enjoyment, interaction confidence, and interaction attentiveness. Nonetheless, some studies found only a slight increase in students’ intercultural sensitivity for some indicators of ISS, and a small study found no significant change.

Providing care with compassion to individuals from culturally diverse backgrounds is effective in overcoming barriers that arise due to cultural differences, supporting patient dignity, and improving care quality. This study aims to examine the relationship between nurses' levels of compassion and cultural sensitivity and to identify the factors influencing their cultural sensitivity. This descriptive correlational study was conducted between May and August 2024 in a state hospital with the participation of 184 nurses. Data were collected using the 'Nurse Demographics Form', the 'Compassion Scale', and the 'Intercultural Sensitivity Scale'. The mean age of the participating nurses was 35.14 ± 07.48 years, with 65.8% of them being women. The mean score on the Compassion Scale was 95.99 ± 13.17, while the total mean score on the Intercultural Sensitivity Scale was 87.58 ± 12.62. It was found that compassion level (p < 0.001), having a friend from a different culture (p < 0.001), and the desire to be with people from different cultures (p < 0.001) had a statistically significant and positive effect on intercultural sensitivity. Similarly, thinking that one provides compassionate care to individuals from different cultures was also found to have a statistically significant and positive effect on intercultural sensitivity (p < 0.001). A moderate positive correlation was found between nurses' levels of compassion and intercultural sensitivity (r = 0.489, p < 0.001). The findings indicate that nurses' levels of compassion are statistically significant and positively correlated with their willingness to engage with individuals from diverse cultural backgrounds, as well as their ability to cultivate friendships with people from various cultures. Furthermore, it was determined that nurses' perceptions of delivering compassionate care positively influence their cultural sensitivity. Enhancing nurses' compassion levels and cultural sensitivity is vital for improving the quality of healthcare services.

Intercultural adaptation is always associated with emotional disturbances. Intercultural communication competence, as an important competence of intercultural adaptation, involves implicit intercultural identification and intercultural sensitivity. Competence in these areas promotes the process of intercultural adaptation. Little is known about the relationship between intercultural communication competence and emotional disturbances in new students attending international high schools. The intercultural adaptation process of this population requires attention because of the increasing number of high school students attending international schools, and the fact that most of these teenagers are immersed in intercultural contexts for the first time. This study aimed to investigate the prevalence of emotional disturbance in new students in an international high school and confirm the relationship among implicit intercultural identification, intercultural sensitivity, and emotional disturbances. Study 1 was an investigation of the prevalence of emotional disturbance in 105 students in their 1st year at an international high school using the Self-rating Depression Scale and Self-rating Anxiety Scale. Of these students, 34 were invited to participate in Study 2 to further explore the relationship between intercultural sensitivity, implicit intercultural identification, and emotional disturbances using the Intercultural Sensitivity Scale and Single Category Implicit Association procedure. Study 1 indicated that 15.24% of students were affected by apparent depression and 10.48% had anxiety symptoms. Study 2 revealed that emotional disturbances significantly correlated with intercultural sensitivity (p < 0.01) and implicit intercultural identification (p < 0.01). The openness factor from intercultural sensitivity mediated the relationship between implicit intercultural identification and depression (ratio of indirect effect = 41.04%, p < 0.05) and anxiety symptoms (ratio of indirect effect = 34.65%, p < 0.05). The study revealed that a significant proportion of students in the 1st year of international high school are affected by emotional difficulties. However, intercultural communication competence is a protective factor. Enhancing the international communication competence of senior students in international high schools is important to mitigate mental health challenges.

BackgroundCultivating intercultural sensitivity is essential for achieving cultural competence. To provide quality nursing care, nurses must be aware of cultural factors, understand cultural differences, and demonstrate intercultural sensitivity. The status and influencing factors of intercultural sensitivity among nursing students are equally important and should not be overlooked. Previous studies on nursing students’ intercultural sensitivity have primarily focused on the overall level and its influencing factors, while neglecting heterogeneity in intercultural sensitivity. Therefore, this study aims to investigate the potential types of intercultural sensitivity and related variables among nursing students.MethodsA total of 599 nursing students (mean age:20.24, 439 female) from Anhui Province, China, were recruited. Demographic information and intercultural sensitivity of nursing students were collected through an online survey using the " Questionnaire Star " website. The Intercultural Sensitivity Scale was employed to assess intercultural sensitivity. Latent profile analysis was performed to classify nursing students’ levels of intercultural sensitivity, and logistic regression was used to explore factors influencing different latent classes of intercultural sensitivity.ResultsNursing students’ intercultural sensitivity was divided into three latent profiles: the “high intercultural sensitivity-moderate interaction enjoyment group” (N = 164), the “moderate intercultural sensitivity-low interaction enjoyment group” (N = 262), and the “low intercultural sensitivity-high interaction enjoyment group” (N = 173). Gender, grade, experience of international exchange, and English level were identified as influencing factors for the nursing students’ latent classes of intercultural sensitivity.ConclusionsNursing students demonstrated significant heterogeneity in intercultural sensitivity. Educators can identify the characteristics and influencing factors of each profile early on to provide tailored support strategies, thereby helping to improve students’ intercultural sensitivity.Clinical trial numberNot applicable.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12912-025-03659-9.

Service learning (SL) is an educational strategy to develop intercultural sensitivity. Nursing students benefit from the opportunity to care for persons from diverse cultures. Social awareness and making significant social contributions is part of professional nursing. Nursing students are educated to provide culturally sensitive, person-centered care incorporating the values of social justice, diversity, and global awareness. The SL experience was independent from a specific nursing course and exclusive from a designated clinical practicum. This descriptive quantitative study examines the impact of a SL experience in Appalachia on intercultural sensitivity. Intercultural sensitivity is in the affective domain of intercultural communication. Appalachia has distinct cultural differenences related to both geographical and socioeconomic factors. Intercultural sensitivity is in the affective dimension of intercultural communication competence. The Intercultural Sensitivity Scale (ISS), developed by Chen &amp; Starosta, was the instrument used for measurement. Study findings demonstrate an impact on interaction engagement and interaction attentiveness for study participants.

Amaç: Bu çalışmanın amacı, sınıf öğretmenlerinin yabancı uyruklu öğrencilere yönelik tutumları ile kültürlerarası duyarlılık düzeyi arasındaki ilişkiyi incelemektir.Yöntem: Araştırmada nicel araştırma yaklaşımı benimsenmiş ve tarama modeli kullanılmıştır. Veri toplama aracı olarak “Kültürlerarası Duyarlılık Ölçeği”, “Mülteci Öğrenci Tutum Ölçeği” ve “Kişisel Bilgi Formu” kullanılmıştır. Araştırmanın evrenini, 2018-2019 eğitim öğretim yılı bahar döneminde Şanlıurfa il merkezinde görev yapan sınıf öğretmenleri, örneklemini ise bu öğretmenlerden seçilmiş 355 sınıf öğretmeni oluşturmaktadır. Örneklem seçiminde amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Elde edilen veriler istatistik programı ile analiz edilmiş, bağımsız gruplar t testi, tek yönlü varyans analizi (ANOVA) ve korelasyon analizi yapılmıştır.Bulgular: İletişim, Uyum, Yeterlik boyutlarında “çoğunlukla katılıyorum” düzeyinde; kültürlerarası duyarlılık puanlarının ise Kültürlerarası Etkileşimden Hoşlanma ve Kültürlerarası Etkileşimde Özgüven boyutlarında “çok yüksek”; Kültürlerarası Etkileşime Katılım, Kültürel Farklılıklara Saygı, Kültürlerarası Etkileşimden Özen ve Kültürlerarası Duyarlılık Ölçek Toplam Puanında “yüksek” düzeyde çıktığı sonucuna varılmıştır. Ayrıca öğretmenlerin yabancı uyruklu öğrencilere yönelik tutumları ile kültürlerarası duyarlılıkları arasındaki pozitif yönde ve orta düzeyde ilişkinin olduğu tespit edilmiştir.Sonuçlar ve Öneriler: Araştırmanın sonuçlarında sınıf öğretmenlerinin yabancı uyruklu öğrencilere yönelik tutumlarının ve kültürlerarası duyarlılıklarının yüksek olduğu görülmüştür. Farklı illerde, farklı araştırma yaklaşım ve modellerinde araştırma tekrarlanabilir.

An investigation of the relationship between intercultural sensitivity and compassion in nurses

Each culture has unique health care related values, habits, perceptions, expectations, norms, etc., that makes cultural competence an important attribute to be developed by healthcare professionals, to ensure they provide effective treatment. Intercultural sensitivity (IS) is the affective dimension of cultural competence. The objective of this study is to explore the self-perceived level of IS in first and last year students of three health sciences professions (i.e., Dentistry, Medicine, and Nursing) at the Universidad de la Frontera, Temuco, Chile. This study adopted a cross-sectional design and a group comparison (e.g., year of study). 312 students completed the Intercultural Sensitivity Scale (ISS). Findings showed that overall ISS scores ranged from 1.83 to 4.94, with a mean score of 4.11 (s.d. 0.43). Group comparison between first and final year students showed statistically significant differences (4.18 vs. 4.00; p < 0.001). Medical and nursing students had a significantly higher overall mean IS score compared to dental students (4.21 and 4.16, respectively vs. 4.02; p < 0.01). There were also significant differences between three factors (interaction engagement; interaction confidence; and interaction enjoyment) by healthcare profession. These findings allow for discussion of the need for explicit incorporation and development of cultural competence in on health care professional curricula. Longitudinal research is needed to explore how IS changes over time, along with generating qualitative data from the student populations IS experiences and exposure.

Intercultural sensitivity among nursing educators: Comparison between Japan and China.