Cultural Competence Of Nurses Research Articles

간호대학생의 문화적 역량과 문화간호역량 교육요구 분석

Purpose This study evaluates the level of cultural competence (CC) and educational needs for cultural competence in nursing (CCN) in undergraduate nursing students. Method A self-report instrument was used to measure CC and educational needs for CCN. Questionnaires were completed by 330 nursing students in three nursing colleges. Descriptive statistics, a t-test, an ANOVA, Pearson correlation analyses, and multiple regression were used to analyze the data. Result The mean CC score was 2.99 and the mean CCN educational needs score was 7.1. CC positively correlated with educational needs for CCN. The regression model explained 36% of the variance in CC. Factors affecting CC were school grades, multicultural education experience, frequency of meeting foreigners, length of encounters with foreigners, foreign-language fluency, and degree of interest in multicultural nursing. Conclusion To strengthen the CC of students, nursing educators should develop an educational program for CCN and incorporate CCN into nursing school curricula. Keywords: Cultural competence, Education, Needs assessment, Nursing student 주요어: ë¬¸í™”ì  역량, 교육, 요구 ì‚¬ì •, 간호대학생

Cultural competence: a constructivist definition.

In nursing education, most of the current teaching practices perpetuate an essentialist perspective of culture and make it imperative to refresh the concept of cultural competence in nursing. The purpose of this article is to propose a constructivist definition of cultural competence that stems from the conclusions of an extensive critical review of the literature on the concepts of culture, cultural competence, and cultural safety among nurses and other health professionals. The proposed constructivist definition is situated in the unitary-transformative paradigm in nursing as defined by Newman and colleagues. It makes the connection between the field of competency-based education and the nursing discipline. Cultural competence in a constructivist paradigm that is oriented toward critical, reflective practice can help us develop knowledge about the role of nurses in reducing health inequalities and lead to a comprehensive ethical reflection about the social mandate of health care professionals.

Measures of Cultural Competence in Nurses: An Integrative Review

Background. There is limited literature available identifying and describing the instruments that measure cultural competence in nursing students and nursing professionals. Design. An integrative review was undertaken to identify the characteristics common to these instruments, examine their psychometric properties, and identify the concepts these instruments are designed to measure. Method. There were eleven instruments identified that measure cultural competence in nursing. Of these eleven instruments, four had been thoroughly tested in either initial development or in subsequent testing, with developers providing extensive details of the testing. Results. The current literature identifies that the instruments to assess cultural competence in nurses and nursing students are self-administered and based on individuals' perceptions. The instruments are commonly utilized to test the effectiveness of educational programs designed to increase cultural competence. Conclusions. The reviewed instruments measure nurses' self-perceptions or self-reported level of cultural competence but offer no objective measure of culturally competent care from a patient's perspective which can be problematic. Comparison of instruments reveals that they are based on a variety of conceptual frameworks and that multiple factors should be considered when deciding which instrument to use.

Transcultural Self-efficacy and Educational Needs for Cultural Competence in Nursing of Korean Nurses

This study was done to investigate the level of transcultural self-efficacy (TSE) and related factors and educational needs for cultural competence in nursing (CCN) of Korean hospital nurses. A self-assessment instrument was used to measure TSE and educational needs for CCN. Questionnaires were completed by 285 nurses working in four Korean hospitals. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were used to analyze the data. Mean TSE score for all items was 4.54 and score for mean CCN educational needs, 5.77. Nurses with master's degrees or higher had significantly higher levels of TSE than nurses with bachelor's degrees. TSE positively correlated with English language proficiency, degrees of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The regression model explained 28% of TSE. Factors affecting TSE were degree of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The results of the study indicate a need for nurse educators to support nurses to strengthen TSE and provide educational program for TSE to provide nurses with strategies for raising interests in cultural diversity and successful experiences of cultural congruent care.

Review of Self-Administered Instruments to Measure Cultural Competence of Nurses - Focused on IAPCC & CCA

Purpose: As Korean society has rapidly become multicultural in the last few decades, it is essential for nurses to become culturally competent to provi de effective care for ethnically and culturally diverse populations. Considering the advantages of standardized instrument, there is a need to evaluate current cultural competence instruments to assess adaptability to Korean nurses. Methods: Using Macdowell’s instrument evaluation guideline, a review and evaluati on was done of the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals (IAPCC) and Cultural Competence Assessment (CCA), which were both developed based on cultural competence theoretical models and have been commonly used in nursing research. Two other Korean instruments were also evaluated. Results: The instruments reviewed have limitations in reliability and validity, as well as cultural background and development process, for measurement of cultural competence in Korean nurses. Conclusion: The results of this study indicate that it is necessary to discuss and agree on a definition of what cultural competence is and to develop instruments to measure cultural competence in Korean nurses.

Giving Birth

The purpose of this qualitative descriptive study is to describe the perceptions of childbearing women living in Tamil Nadu, India. This study can increase cultural understanding and foster cultural competence in nurses caring for Indian women. Women were invited to share their childbearing experiences. Following institutional review board approval, interviews were held with 22 women who had given birth in the previous 18 months to a viable infant. The women were grateful for the opportunity to share their perspectives with an interested nurse investigator. Data collection proceeded concurrently with data analysis. Themes were generated collaboratively by the research team. This research provides insights into the perspectives of mothers living in Tamil Nadu, India. Themes included anticipating becoming a mother, following the advice of mothers-in-law and other "wise" women, fear of childbirth related to lack of knowledge, and valuing support during labor and birth. Others included having the greater blessing of giving birth to a son, making the transition to motherhood, following postpartum rituals/ceremonies, and having a desire to give their child the best that life circumstances allow. Nurses should be sensitive to the social determinants of health, which frame giving birth. Listening to the voices of women is helpful in guiding clinical practice. Understanding of childbirth practices in culturally diverse women is essential. Potentially harmful practices can be changed through appropriate educational offerings.

Using Campinha‐Bacote’s process of cultural competence model to examine the relationship between health literacy and cultural competence

This paper presents a discussion of the relation between health literacy and cultural competence in nursing practice. Cultural competence involves understanding values, beliefs, traditions and customs of diverse groups. Health literacy is the degree to which individuals can obtain, process, and understand health information to make healthcare decisions. Cultural competence and health literacy are directly related to healthcare. Campinha-Bacote's Process of Cultural Competence Model can assist nurses in addressing cultural issues associated with a person's low health literacy. Data sources. Literature searches were performed using CINAHL, ERIC, Academic Search Premier, Health Source Nursing, MasterFILE Premier and Academic OneFile. All articles reviewed were published in peer reviewed journals in English from the 1990s to the present and were relevant to health literacy and cultural competence in nursing. Books and other supporting scholarly sources were also used. Discussion. Health literacy and cultural competence are related. Applying Campinha-Bacote's Process of Cultural Competence Model using the mnemonic ASKED (awareness, skills, knowledge, encounters and desire) involves incorporating culturally appropriate assessments and disseminating healthcare information at lower literacy levels and is needed for nurses to provide care for ethnic minorities and diverse populations. Implications for nursing. Health literacy should be assessed and care should be based on a client's level of understanding and cultural values and norms. Nurses can care for ethnic minorities by using resources that target health literacy deficits and by increasing their own cultural competence.

Increasing Cultural Competence With the Latino Community

There is growing recognition among health professionals that being familiar with the culture of a particular group and developing effective partnerships to involve group members in the production of their own health are essential strategies to promote health. Moreover, it is increasingly recognized that providing health care services that are culturally sensitive can result in improved health status for clients. This article describes selected Latino cultural customs that can enhance a nurse' s ability to work sensitively and effectively with this ethnic group. Creative strategies to increase the cultural competence of nurses involved in primary care settings are also presented.