Level Of Cultural Competence Research Articles

Barriers and enablers for young Aboriginal people in accessing public sexual health services: A mixed method systematic review.

A mixed method systematic review was undertaken to address the research question, Do young Australian Aboriginal people barriers in accessing public sexual health services? Aboriginal people are disproportionally affected by significantly higher incidence rates of sexually transmissible infections (STIs), compared to the rest of the Australian population. This problem is particularly acute for young people under 30 years of age who suffer from the consequences of STIs due to the number of sexual partners and challenges faced in accessing healthcare. The study inclusion criteria were: papers published between January 1999 and September 2019 inclusive; published in any language, discussed healthcare barriers and facilitators; included people under 30 years of age; contained research with one or more of the following terms; Aboriginal, Health, Access, Barriers and Sexual Health; was published or discussed Australia research. Articles were extracted from MEDLINE, Embase, PsychINFO, Proquest Social Sciences, Open Grey and NLM Bookshelf. An initial search identified 770 articles; 23 duplicate articles were removed. 642 were excluded for not meeting inclusion criteria following a title and abstract review of articles. 60 articles underwent full text review by two reviewers and 15 articles were included in analysis. This review found that novel approaches to service delivery such as incorporating STI testing into other targeted initiatives, providing self-testing kits and achieving high levels of cultural competency were key facilitators to access. Whereas location of services, inconsistent service provision, shame and differing levels of knowledge about the effects of STIs were key barriers. This systematic review identified barriers and facilitators of access to sexual health services for Aboriginal young people. System level changes are needed to improve physical environments, service integration and consistent provision of culturally competent services. This review highlights the need for further research focussed on assessing the real-world pressures of young Aboriginal people and how healthcare providers can better offer a person-centred service.

Reaching for equitable care: High levels of disability-related knowledge and cultural competence only get us so far

BackgroundAchieving equitable medical care for people with disabilities is a complex challenge with emphasis often placed on the need for improved physician knowledge and cultural competence. Physical medicine and rehabilitation (PM&R) is a specialty dedicated to maximizing patient function, where a focus on working with and learning from patients with complex disabilities informs physician training and patient care. ObjectiveThe purpose of this study was to assess barriers to equitable care in PM&R clinics through a structural checklist and semi-structured interviews with clinic staff and physicians. MethodsWe used qualitative analysis with a grounded theory approach to develop a unified explanation of how existing clinic processes and provider attitudes affect equitable access to medical care. ResultsWe found physicians comfortable with and respectful of patient differences who described leveraging unpaid time and creativity to navigate structural, resource, and awareness barriers. Staff and physicians described current barriers as negatively affecting quality of care, clinic efficiency, and, in some cases, patient and staff safety. ConclusionOur results suggest that high levels of physician disability-related knowledge and cultural competence may be insufficient to the challenge of achieving equitable care.

Exploring Autism, Culture, and Immigrant Experiences: Lessons from Sri Lankan Tamil Mothers.

Background: Canada is home to a mosaic of cultures with immigrant communities from a wide range of countries, but there are significant variations in how autism spectrum disorder (ASD) may be understood across different immigrant groups, including Sri Lankan Tamils. Such gaps in knowledge may present challenges for immigrant families that are trying to access appropriate care for their child, including occupational therapy services. Purpose: This descriptive qualitative study aimed to better understand the experiences of immigrant Sri Lankan Tamil parents of children diagnosed with ASD in Southern Ontario, Canada. Method: Interviews were analyzed using an in-depth content analysis. Findings: Results demonstrated parents’ perceived supports and barriers towards ASD intervention planning, and indicated that parents were generally satisfied by the level of cultural competence in current ASD systems. However, families may still experience significant immigrant-related barriers that are not fully addressed. Implications: Recommendations to improve cultural awareness among occupational therapists utilizing ASD interventions are suggested.

Challenging and Confronting: The Role of Humanities in Fostering Critical Thinking, Cultural Competency and an Evolution of Worldview in Enabling Education

Humanities discourse forms part of several Australian academic enabling programs, either embedded within the broader curriculum, or as part of a standalone unit. Within Edith Cowan University’s UniPrep course, an introductory Humanities unit is offered to students as one of two electives alongside three other core units. The unit introduces students to key concepts within the Humanities, exploring disciplines such as ethics, philosophy, language, history, religion, politics, law, Indigenous studies and fine arts. In addition to offering students an understanding of these disciplines, studying Humanities within the context of an academic enabling program can provide students with several other benefits. Feedback from students enrolled in the UniPrep Humanities unit indicates that students experience an increased level of cultural competency, an evolution of worldview, and an enhanced level of critical thinking upon completion of the unit. Importantly, these areas align with research conducted into broader academic enabling principles. This article will explore these connections to suggest that the inclusion of Humanities within an academic enabling program can enhance students’ preparedness for undergraduate study and life beyond university on several levels.

Amending Federal Regulations to Counteract Language Barriers in the Informed Consent Process

Amending Federal Regulations to Counteract Language Barriers in the Informed Consent Process

FOREIGN LANGUAGE TEACHERS’ LINGUISTIC AND CULTURAL AWARENESS: WAYS OF DEVELOPMENT

Today the development of professional standards aimed at teachers of foreign languages and requirements applied to the level of professional competence are both greatly discussed. It is obvious that new approaches are needed in order to form professional courses which focus on enriching language and cultural awareness of school teachers of foreign languages. Following the changes of educational system in general and taking into account the growth of information and communication technologies and their impact on educational teacher-training courses, the digital environment should be considered as the most appropriate for the teachers’ professional development. Defining the learning style of the teachers and analysing the results of some questionnaires, the methodological approaches to the course have been chosen and described as a combination of the leaner-centered approach (for language teachers), communicative approach, Kolb’s learning styles model and digital learning. Some difficulties the language teachers usually face are vocabulary, fluency, in which non-native English teachers are in a disadvantage, grammar and listening and reading skills due to the lack of practice. To meet the language teachers’ expectations some actions such as supplementation the language teachers with appropriate amount of practice of receptive and productive skills, usage of discourse analysis to advance the teachers’ linguistic skills and enlarging their socio-cultural information with the help of texts for reading and listening are to be done. Moreover, the course includes elements of test tasks in the format of tasks of the unified state exam in English, as well as several international exams of the appropriate level. In the process of studying according to the course program, foreign language teachers increase the level of linguistic and cultural competence by working with texts containing material of a linguistic and cultural orientation. The results of final test and evaluation prove the effectiveness of the proposed and further described ideas.

ФРАЗЕОЛОГИЧЕСКИЕ ЕДИНИЦЫ КАК ТЕКСТООБРАЗУЮЩИЕ ФАКТОРЫ В ЖАНРЕ АФОРИЗМА

The article focuses on studying phraseological units (PUs) that serve as a text formation factor in the genre of apho-rism. These are mainly PUs which are the semantic core of the aphorism as a text of a minor speech genre. The aim of the article is to find out the features of using the PUs in the aphorism, which lead to generating a text small in size and deep in content, which is expressive, emotional and evaluative. First of all, the author defines the features of the aphorism as a text of a small speech genre, gives its definition and one of the classifications of aphorisms. As a result of studying the use of PUs in aphorisms, it was found that PUs often act as text-forming language units; there-fore, the genre of aphorism requires the addressant to have a high level of linguistic and communicative competence, erudition and a broad outlook. The article provides a semantic analysis of aphorisms containing PUs created by fa-mous philosophers, writers, satirists, selected by continuous sampling method from books and a collection of apho-risms. The article reveals the main ways of using PUs in aphorisms, when they are not only the main semantic component but also a text-forming factor: preserving the linguistic (dictionary) form as a unit of language and the semantic unit of an aphorism; de-metaphorizing the meaning of PUs; expanding the component structure of PUs; clipping (narrowing) the component structure of PUs; using two or more PUs within one aphorism; breaking a PU and presenting its compo-nents part by part within one aphorism; changing the grammatical form of a PU component, for example, changing its part-of-speech, etc. It has been proved that in order to understand the meaning of some PUs serving as a semantic component of aphorisms, it is necessary to know their etymology. It applies to bookish PUs originating in mythology, ancient philosophy and history. It is confirmed that aphorisms as texts of small speech genre require a high level of linguistic, cultural, historical, literary and communicative competence not only from the addressant, but also from the addressee to understand its deep meaning correctly.

Self-Assessment of Cultural Competence and Social Determinants of Health within a First-Year Required Pharmacy Course.

As social determinants of health (SDOH) and health disparities are integrated with cultural competence in healthcare education, tools assessing multiple topics are needed. The Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) survey is validated in student pharmacists and includes SDOH. The research objective was to determine if the SAPLCC survey can quantify cultural competence and SDOH course learning. First-year student pharmacists (N = 87) completed the SAPLCC survey anonymously before and after a social and administrative sciences course. The survey had 75 items with 1–4 Likert scales (4 high, total 300 points). All items were summed for the total score. Each item was assigned to a domain and factor. Factors were assigned to domains. The baseline total score was 190 ± 29 points, increasing by 63 ± 33 points post-course. All domains (i.e., knowledge, skills, attitudes, encounters, abilities, awareness), 13 of 14 factors, and total scores statistically increased. The SAPLCC tool captured student pharmacists’ self-reported changes in cultural competence and SDOH.

Nursing students' experience of learning cultural competence.

IntroductionEuropean societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds.Materials and methodsA phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal.Results5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice.ConclusionThe participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

Comparative analysis of cultural competence of senior and junior nursing students

Background: Cultural competence (CC) is essential for nurses because cultural diversity challenges health care providers, especially nurses, to provide culturally competent care to diverse populations. Cultural competence training in nursing education is a timely need in Sri Lanka and worldwide.Objective: The purpose of this study is to compare the level of cultural competence between senior and junior student nurses studying in the School of Nursing at Kurunegala and Vavuniya to identify how current nursing education influences CC improvement.Methods: A comparative descriptive cross-sectional study was conducted in Schools of Nursing, Vavuniya and Kurunegala, Sri Lanka. A systematic random sampling technique was used to select participants from first and third-year nursing students. Data were collected by a validated self-administered questionnaire and analysed using Statistical Packages for Social Sciences (SPSS) version 22. Ethical approval was obtained from the Ethics Review Committee of the Faculty of Medicine, Colombo, Sri Lanka.Results: The mean score of junior student nurses’ CC was 3.72 (SD±0.38). The mean scores of cultural awareness, cultural knowledge, cultural skills, cultural encounter, and cultural desire of junior student nurses were 3.80 (±0.37), 3.55 (±0.54), 3.48 (±0.71), 3.54 (±0.56) and 4.26 (±0.46), respectively. The mean score of CC of senior student nurses was 3.92 (SD±0.28), and the mean scores of cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire were 3.94(±0.35), 4.00 (±0.38), 3.77 (±0.50), 3.63 (±0.44), and 4.29 (±0.49), respectively. Independent sample t-test indicated no significant difference between the senior and junior student nurses when compared to CC (p = 0.697).Conclusion: The CC was at a moderate level for both junior and senior students and there is an essential need to increase it to the highest level possible due to the cultural diversity of the patients that they have to provide healthcare in Sri Lanka.

Innovative activities with edible creations to enhance interdisciplinary health profession students' levels of perceived self-efficacy and cultural competence: An experimental study

BackgroundStructured, innovative-designed activities including edible creations may enhance interdisciplinary (athletic training, nursing, health science, physical therapy) health profession students' levels of perceived self-efficacy, cultural competence, and overall learning through integration of an educationally-sound framework. Interprofessional cultural education provides fundamental skills to address diverse individual and societal needs. ObjectiveTo determine the impact of innovative and creative activities on health profession students' levels of perceived self-efficacy and cultural competence as measured by pre/post Transcultural Self-Efficacy Tool-Multidisciplinary Healthcare Provider (TSET-MHP) (Jeffreys, 2010) surveys. DesignQuasi-experimental comparative pretest/posttest survey to determine the effects of change, if any, on health profession students' levels of self-efficacy and cultural competence. SettingHealth profession students enrolled in a cultural course at a private Pennsylvania university. ParticipantsConvenience sample of interdisciplinary health profession students (n = 32) that completed paired pre/post TSET-MHP (Jeffreys, 2010) surveys. MethodsInnovative teaching strategies including edible creations were implemented throughout a semester to 32 participants. Health profession students' levels of perceived self-efficacy and cultural competence were measured by TSET-MHP (Jeffreys, 2010) surveys prior to and after completion of all activities. ResultsThe Cronbach alpha coefficient value on both pre/post surveys was 0.98. Median scores on the post-survey score total (Md = 719) increased from the pre-survey score total (Md = 423.5). The Wilcoxon Signed Rank test revealed Z = −4.92, p < .001, with a large effect size (r = 0.62). Scores determined a 46% increase in learning with 97% of students positively impacted by the innovative interventions. ConclusionThe survey findings suggest a need to include structured, innovative, and engaged activities in the classroom to effectively prepare health profession students to be safe and competent practitioners in caring for diverse individuals. An evidence-based framework may further support self-efficacy in the cultural education learning process.

Fathers\u2019 involvement in perinatal healthcare in Australia: experiences and reflections of Ethiopian-Australian men and women

BackgroundFamily-centred maternity care models include the expectation that fathers prepare for and attend the birth. In Australia over 20% of the population is from a culturally and linguistically diverse background. Public policies espouse culturally competent healthcare. Little is known about the experiences of perinatal health care of men from culturally and linguistically diverse (CALD) communities living in high income countries. The aim was to understand the experiences, attitudes and beliefs about father’s inclusion in perinatal healthcare, from the growing, and recently settled community of Ethiopian families living in Australia.MethodsA qualitative study using semi-structured individual interviews with Ethiopian-Australian men and women who had experienced Australian maternity care and were sampled for diversity of time since migration, and parity. Interviews were in English, audio-recorded, transcribed and then analysed thematically.ResultsParticipants were seven women and six men all born in Ethiopia, including two couples. Key themes included: the loss of extended family through migration, new roles for both parents and the need to establish ‘family-like’ relationships with friendship groups in Australia. There was a willingness to involve male partners in the Ethiopian community in Australia, although it was recognised as a cultural change. Experiences of male partner involvement were mixed among healthcare types, with men attending Maternal and Child Health (MCH) appointments less frequently than antenatal (ANC) appointments.ConclusionsResults suggests men may be missing out on the education provided during antenatal appointments and may benefit from an alternative. There were not universally high levels of cultural competency among healthcare professionals, with further training still required. Commitment to paid employment remains a barrier to men’s involvement, suggesting that flexible working conditions and increased paternity leave would support their involvement. Alternatively services could utilise flexible delivery methods such as phone and zoom to include fathers.

Developing Intercultural Competence Through Design Thinking

Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.

Delivering urgent oral healthcare in Sub-Saharan Africa: supporting sustainable local development.

Oral disease continues to be a public health burden, affecting almost half of the global population, and disproportionately affecting the most vulnerable communities.1 Development organisations use different approaches to tackle this through short-term volunteering programmes in low- and middle-income countries, to address oral health needs in a variety of ways. There is evidence that volunteering requires a high level of cultural competence to avoid negatively impacting on local healthcare systems.2-4The oral health care needs of communities in Sub-Saharan Africa (SSA) differ markedly from those in the developed world, posing challenges for volunteering organisations to provide effective programmes in circumstances where there is a lack of resources, equipment and infrastructure.

Achieving culturally competent mental health care: A mixed-methods study drawing on the perspectives of UK nursing students.

This study aimed to examine the degree of cross-cultural competency among UK mental health student nurses, and the care delivery challenges arising from their internalized cultural assumptions. This study adopted a mixed-methods design. Participants were final-year nursing students in the United Kingdom. The results revealed participants had a moderate level of cultural awareness and competency but highlighted many challenges to providing cross-cultural care arising from the meanings, enablers, and values they attributed to culturally competent mental health care. As cultural competency is considered an essential characteristic of effective nursing care, greater attention should be paid to how student nurses assimilate cultural awareness to develop confidence in their day-to-day practice.

Creating Culturally Supportive Settings That Foster Literacy Development: Guidance for SLPs

Purpose The purpose of our tutorial is to provide a set of fundamental, research-based guidelines for speech-language pathologists (SLPs) who want to begin the process of creating culturally supportive settings that foster adolescent literacy development. Method Pertinent literature related to culturally relevant literacy practices for SLPs is reviewed. SLPs perceived barriers to providing general literacy services in schools and levels of cultural competence are identified, along with articles that support service ideas to meet the literacy-based needs of culturally diverse students on our caseloads. Results Drawing on the literature base and our collective research and clinical experiences, we propose four key guidelines SLPs can adopt to support their initial efforts in building culturally supportive settings: develop a shared vocabulary and accompanying concepts, curate and use culturally relevant texts, establish ongoing dialogue with key groups, and set high expectations. Conclusions SLPs are in a unique position to provide services that enable students from all cultural backgrounds to successfully support literacy development. Clinical applications of the guiding principles are provided.

Identifying areas of improvement for cultural competence in pharmacy curricula: A multi-school study using the self-assessment of perceived level of cultural competence (SAPLCC) questionnaire

IntroductionThe implementation of culturally competent healthcare services has been considered a key strategy for the provision of patient-centered care; however, a need remains to address the requirements of teaching cultural competence, including identifying gaps, designing and evaluating curricula, and assessing students' progress toward program objectives. The objective of this study was to explore the applicability of the Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire in the identification of improvement areas in cultural competence content in pharmacy curricula. MethodsThis study used previously-collected SAPLCC data from student pharmacists at eight United States pharmacy schools. Total and factor-specific SAPLCC scores were calculated based on the 14 factors published previously and grouped into six domains (knowledge, skills, attitudes, encounters, abilities, and awareness). Differences in overall scores by domain and factors across various student characteristics were examined using analysis of variance. ResultsThe overall mean total SAPLCC score was classified as moderate. Third-year students had significantly higher SAPLCC mean scores than first-year students, and African American students scored significantly higher than their counterparts. At the factor-level, students scored higher in the Attitudes and Awareness domains and scored lower in the Knowledge, Skills, and Encounters domains. ConclusionsThe application of the SAPLCC in schools participating in this preliminary study allowed for the identification of content areas that may benefit from revision. The SAPLCC may be a useful tool for mapping cultural competence curricular content by each specific domain and identifying areas of potential improvement regarding cultural competence training within pharmacy curricula.

Cultural competence in healthcare professionals, specialised in diabetes, working in primary healthcare-A descriptive study.

Self-care is the most important cornerstone of diabetes treatment. As self-care is affected by cultural beliefs, it is important for healthcare professionals to be able to adapt their educational approach and to be culturally competent. The aim of this study was to describe the cultural competence in Swedish healthcare professionals, specialised in diabetes care and to examine related factors for cultural competence. The healthcare professionals' perceived level of cultural competence was measured across three domains-Openness and awareness, Workplace support and Interaction skills-in 279 Swedish healthcare professionals from all 21 regions of Sweden, using the Cultural Competence Assessment Instrument (Swedish version-CCAI-S). Descriptive statistics were used to describe cultural competence in healthcare professionals, and linear regression was conducted to examine factors related to cultural competence. Of the healthcare professionals studied, 58% perceived that they had a high level of Openness and awareness, 35% perceived that they had a high level of Interaction skills and 6% perceived that they had a high level of Workplace support. Two factors were found to be related to cultural competence, namely, high percentage of migrant clients at the healthcare clinic and whether the healthcare professionals previously had developed cultural competence through practical experience, education and/or by themselves. In conclusion, most healthcare professionals perceived that they had cultural openness and awareness but need more support from their workplace to improve their interaction skills. Cultural competence-related education could support the healthcare professionals to develop interaction skills.

Diversity Management and Cultural Competency of Teacher Candidates in Blacksea Region of Turkey

Ever since the world has been dealing with the problem called Covid-19, everything around us has had to change. This epidemic has affected our lives in many ways and has set us completely new roles and tasks on many things, and education which is one of the most important things among them had been changed. Indeed, the transformation of education had already begun with the improvement of transportation and telecommunication conditions and being able to receive education online in different countries or via the internet has brought new concepts to the academic world. Cultural competence, one of them, is shaped by identity and traditions, thus cultural diversity is the main factor in determining the characteristics of this concept. Meanwhile, the ones who realize the acculturation of the society, the people who created this concept, are the teachers who direct the society in both academic and cultural dimensions. As a result, teachers need to learn to manage diversity to be able to cope with the differences in their classrooms, as they encounter many different cultural characteristics. For this reason, in this study, it is considered worth investigating what kind of dimensions pre-service teachers can have regarding the management of diversity and cultural competencies. The of the research consists of 1073 teacher candidates studying in Artvin Coruh University. The aim of this research was to reveal the diversity management skills and cultural competence levels of education faculty students. In order to reach more in-depth information on what management of diversity and cultural competencies is, the study started with a literature review. Then, Diversity Management Scale (DMS) and Cultural Competence Scale (CCS) were applied to Artvin Çoruh University, in the Black Sea region of Turkey, to faculty of education students (teacher candidates). After the regression analysis of the data for the management of diversity scale, two dimensions have been found which are managerial practices and managerial approaches. Moreover, for the cultural competencies scale, three dimensions were found which are cultural knowledge, cultural sensitivity, and cultural skills. Lastly, a significant relationship was found between Diversity Management and Cultural Competence of the teacher candidates, and cultural competence was found to be a meaningful predictor of diversity management of teacher candidates.&#x0D; Keywords: diversity, culture, cultural competence, diversity management, teachers

Impacts of Multicultural Awareness and Cultural Competence on the Multicultural Attitude among Nursing Students

Purpose: This study examined the impacts of multicultural awareness and cultural competence on the multicultural attitudes of nursing students. Results: The average level of multicultural awareness, cultural competence, and multicultural attitude was 3.70 (.43), 3.55(.43), and 3.89(.52), respectively. There was a significant difference in foreign ability in the case of having experience or acquaintance with multiculturalism. Multicultural awareness had a normal relationship with cultural competency (r=.61, p<.001) and multicultural attitudes (r=.64, p<.001), and cultural competency had a multicultural attitude (r=.65, p<.001). The factors influencing multicultural attitudes were cultural competence (β=.41, p<.001) and multicultural awareness (β=.39, p<.001). These variables explained approximately 52% of the total variance of multicultural attitude. Conclusion: These results suggest that education and various activity programs need to be developed to increase nursing students awareness and attitudes toward multiculturalism.