Cultural Self-efficacy Research Articles

문화예술 영역별 소비향유가 문화적 자기효능감 및 지식에 미치는 영향과 그 성별 차이에 관한 연구

문화예술 영역별 소비향유가 문화적 자기효능감 및 지식에 미치는 영향과 그 성별 차이에 관한 연구

Frontline health professionals’ perceptions of their adaptive competences in service recovery

ABSTRACTThere is extensive research on service recovery from the customer’s perspective, but not the service professional’s viewpoint. This is surprising, as service professionals are responsible for service recovery that is co-created with the customer in the joint sphere. Thus, this study empirically tested a framework of the antecedents of frontline health professionals’ (FHPs) perceptions of their recovery performance, including cultural and emotional competences that help them to adapt to failures and interact fairly with customers. This framework includes the organisational recovery system that sets the parameters FHPs operate within; the focus of previous research. The context is hospitals in Qatar, which has a sophisticated healthcare system. The hypotheses were generated from a literature review and 10 depth interviews with FHPs, followed by empirical testing with a sample of 343 FHPs. The results suggest that FHPs’ cultural and emotional competences and recovery self-efficacy improve their self-perceived interpersonal fairness and recovery performance. Various human resource management strategies are proposed based on these findings.

Initial Validation of the Socialization Self-Efficacy Scale With International Transracially Adoptive Parents

This study aimed to examine the psychometric properties of the 10-item Socialization Self-Efficacy Scale (SSES) using a sample of international transracially adoptive parents. This online survey design study recruited transracially adoptive parents from parenting support groups. Using a random split sample of the data, exploratory factor analysis resulted in two subfactors: cultural socialization self-efficacy and racial socialization self-efficacy. Next, confirmatory factor analysis in the remaining sample supported the two-factor structure. The findings provide strong initial support for the validity of the SSES that measures transracially adoptive parents’ motivation and belief in their ability to engage in cultural and racial socialization practices.

Effects of Perceived Social Support and Cultural Self-Efficacy on Acculturative Stress of International Postgraduate Students in the United Kingdom

The purpose of the study is to investigate the effects of perceived social support and cultural self-efficacy on acculturative stress of international postgraduate students in the United Kingdom. The study adopted Berry, Kim, Minde & Mok’s (1987) acculturative framework on acculturative stress and examined the relationship between the variables. The study hypothesized that perceived social support and cultural self-efficacy would predict lower levels of acculturative stress among students. Postgraduate students in the United Kingdom (N = 76) completed three surveys measuring the variables; Acculturative Stress Scale for International Students, Multidimensional Scale of Perceived Social Support and Cultural Self-efficacy for Adolescents. To evaluate the role of the perceived social support and cultural self-efficacy in determining the acculturative stress level of international students, multiple linear regression was employed. Both independent variables exhibited a significant, negative relationship with acculturative stress (p < .001; p < .01). Results describe that cultural self-efficacy and perceived social support significantly predicted acculturative stress (p < .01). Together, the variables accounted for 22% of the variance in acculturative stress scores (adjusted R² = .22), with cultural self-efficacy playing a larger role in predicting the dependent variable. Limitations and implications of the study are noted. The findings of the study are discussed in relation to enhancing international students’ acculturative experience when relocating to a new environment.

Level of Cultural Self-Efficacy of Colombian Nursing Professionals and Related Factors.

To describe the level of cultural self-efficacy of Colombian nursing professionals and determine the main influencing factors. A descriptive, analytical cross-sectional study was conducted in 211 nursing professionals selected by systematic random sampling for a finite population, using the Colombian version of the Cultural Self-Efficacy Scale. After descriptive statistical analysis, nonparametric tests were applied to determine between-variable associations, followed by multiple linear regression analysis. The mean Cultural Self-Efficacy Scale score was 2.58. An association with sex and age ( p < .05) was observed in regression analysis. The mean score for knowledge of cultural concepts was 3.20 and associated with age, years of experience, educational level, and cross-cultural experiences ( p < .05). The mean score for confidence in performing cultural nursing skills was 3.29. The cultural self-efficacy level of this sample of nursing professionals, with their consequent capacity to provide culturally competent care, is moderate and is associated with sex and age. Confidence in knowledge of cultural concepts is affected by age, educational level, years of experience, and cross-cultural experiences. This evidence supports the implementation of changes to improve the cultural knowledge and therefore cultural self-efficacy of these professionals.

APPROACHES TO THE EVALUATION OF CULTURAL ADAPTATIONS OF HOME VISITING IN TRIBAL COMMUNITIES.

The research that underlies evidence-based practices is often based on relatively homogenous study samples, thus limiting our ability to understand how the study findings apply in new situations as well as our understanding of what might need to be adapted. In a preliminary effort to address those gaps, the requirements for the Tribal Maternal Infant and Early Childhood Home Visiting Program (MIECHV) included the expectation that grantees design and implement rigorous evaluations to address local priorities and to help build the knowledge base regarding the use of evidence-based home-visiting programs in tribal communities. A priority that emerged across many Tribal MIECHV grantees was to determine the added benefit of the cultural adaptations that they were making to their home-visiting programs. While there is literature to describe recommended processes for making cultural adaptations to evidence-based programs themselves, there are very few guidelines for evaluating these adaptations. In this article, we review the varied evaluation approaches utilized by Tribal MIECHV grantees and provide three case examples of how evaluators and tribal communities worked together to articulate evaluation questions and choose appropriate and feasible evaluation designs. The lessons derived from these Tribal MIECHV evaluation experiences have implications for the role of the evaluator in diverse communities across the country evaluating home visiting and other evidence-based practices in settings characterized by unique cultural contexts.

직장인의 소셜댄스 여가활동 참여가 생활만족도에 미치는 영향: 스트레스와 문화적 자기효능감의 매개역할

직장인의 소셜댄스 여가활동 참여가 생활만족도에 미치는 영향: 스트레스와 문화적 자기효능감의 매개역할

Causal Relationship between Extroversion and Stress, Cultural Self-Efficacy, and Life Satisfaction of Participants in Culture and Arts Leisure Activities: Focused on Participants in Continuous Social Dance

Causal Relationship between Extroversion and Stress, Cultural Self-Efficacy, and Life Satisfaction of Participants in Culture and Arts Leisure Activities: Focused on Participants in Continuous Social Dance

Factors Affecting Transcultural Self-efficacy among Nursing Students

Objectives The purpose of this study is to identify the relationship among cultural competency, empathy and transcultural self-efficacy and to identify the predictors of transcultural self-efficacy among nursing students. Methods The research design for this study was a descriptive survey using convenience sampling. Data collection was done using self-report questionnaires of 504 nursing students in G and C provinces. The data were analyzed using percentage, mean, standard deviation, t-test, ANOVA, Scheffé test, Pearson correlation analysis and hierarchical multiple regression with the SPSS Win 20.0 Program. Results The mean score of transcultural self-efficacy was 5.99±1.25 out of a possible 10. Transcultural self-efficacy showed a significantly positive correlation with cultural competency (r=0.45, p<0.001) and empathy (r=0.25, p<0.001). In the hierarchical multiple regression analysis, cultural skills, perspective taking, empathic concern and personal distress were significant predictors and explained 30.1% of transcultural self-efficacy. Conclusions The results of this study showed that there are significant factors affecting the transcultural self-efficacy of nursing students. Based on these results, cultural education programs are needed to in order to improve cultural self-efficacy. Key words: Cultural competency, Empathy, Self-efficacy, Transcultural nursing

Cultural Adaptation and Validation of the Cultural Self-Efficacy Scale for Colombian Nursing Professionals.

The level of cultural self-efficacy indicates the degree of confidence nursing professionals possess for their ability to provide culturally competent care. Cultural adaptation and validation of the Cultural Self-Efficacy Scale was performed for nursing professionals in Colombia. A scale validation study was conducted. Cultural adaptation and validation of the Cultural Self-Efficacy Scale was performed using a sample of 190 nurses in Colombia, between September 2013 and April 2014. This sample was chosen via systematic random sampling from a finite population. The scale was culturally adapted. Cronbach's alpha for the revised scale was .978. Factor analysis revealed the existence of six factors grouped in three dimensions that explained 68% of the variance. The results demonstrated that the version of the Cultural Self-Efficacy Scale adapted to the Colombian context is a valid and reliable instrument for determining the level of cultural self-efficacy of nursing professionals.

The Impact of International Service-Learning on Nursing Students' Cultural Competency.

This article reports research findings on the effect of an international immersion service-learning project on the level and components of cultural competence of baccalaureate (BSN) nursing students. A triangulated methodology was used to determine changes in components and level of cultural competence pre- and postexperience. The theoretical model The Process of Cultural Competence in the Delivery of Healthcare Services was used. It identifies five central constructs in the process of becoming culturally competent: cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire. The sample of 121 BSN nursing students was gathered from three southern California universities. Data were collected from 2009 to 2013. Using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version© and Cultural Self-Efficacy Scale, constructs of cultural competency were measured in pre- and posttest participants who participated in international service-learning immersion experiences. A demographic survey and open-ended qualitative questions were completed at the posttrip meeting. Mean, frequencies, and correlations with demographic data and survey data were calculated. Pre- and posttrip means were analyzed. Qualitative analysis from six open-ended questions completed at the posttest were coded and themes emerged. The research findings demonstrated the impact of the international service-learning project on building cultural competency in nursing students. Quantitative findings revealed statistically significant differences between pre- and posttest surveys for two of the five constructs of cultural competence. Qualitative analysis supported the quantitative findings in cultural competency constructs found in the model. The research findings support nursing education program use of international service-learning immersion experiences to foster cultural competence in nursing students. Findings from student participants demonstrated and articulated that these program experiences strengthen the process of becoming culturally competent. The research findings support the inclusion of international service-learning experiences with debriefing and reflective learning as effective teaching strategies. Researchers have demonstrated that poor healthcare outcomes are a result of health disparities, which are then compounded by healthcare workers not being prepared to care for clients from differing cultures. The American Association of Colleges of Nursing identified innovative ways for nursing students to develop skills in cultural competency, which included international experiences. In nursing education, this study demonstrated that international service-learning immersion experiences are of value as they impact and improve cultural competency. Nurses graduating with enhanced cultural understanding will contribute to decreased health disparities and improved patient care quality and safety. Further research that examines nurses' cultural competency in the patient care setting who have had previous education in international nursing could further inform nursing education and contribute to the understanding of patient satisfaction.

Collectivistic orientation, acculturative stress, cultural self-efficacy, and depression: a longitudinal study among Chinese internal migrants.

The current study examined the longitudinal relationship of collectivistic orientation and depression and the mediating effects of acculturative stress and cultural self-efficacy between collectivistic orientation and depression. We expect that collectivistic orientation would decrease acculturative stress and increase cultural self-efficacy, and in turn, improve depression. Using data from 641 Chinese internal migrants during a 1-year period, the results supported the hypothesis that collectivistic orientation predicted decreased depression. Moreover, collectivistic orientation alleviated depression through reducing acculturative stress. Although cultural self-efficacy was also a significant mediator, collectivistic orientation relieved depression through decreasing cultural self-efficacy. Implications for future research directions and counseling are discussed.

간호대학생의 문화적 교류 특성 및 자기 효능감과 문화적 역량의 관계

간호대학생의 문화적 교류 특성 및 자기 효능감과 문화적 역량의 관계

Cultural and Social Determinants of Health among Indigenous Mexican Migrants in the United States

Despite growing numbers, indigenous Mexican migrants are relatively invisible to health practitioners who group them with nonindigenous, mestizo Mexican-origin populations. Associations between indigenous and mestizo cultural identifications with psychosocial characteristics and health indicators among indigenous Mexican migrants were examined. Results revealed gender differences in cultural identifications, perceived discrimination, self-esteem, self-efficacy, and various health indicators including depression severity, culture-bound syndromes, and self-rated health. Multivariate regression and structural equation path modeling demonstrated how indigenous cultural identification and perceived discrimination affects health. Findings suggest that interventions should utilize indigenous community–based activities designed to promote self-esteem and the value of indigenous culture, with a focus on females.

Faculty Institute for Gerontological Nursing:A Partnership for Clinical Education in Long-Term Care

MASSACHUSETTS, ALONG WITH MANY STATES, HAS RECOGNIZED THE IMPERATIVE TO ADDRESS CURRENT AND IMPENDING SHORTAGES IN THE LONG-TERM CARE (LTC) NURSING WORKFORCE. approximately 8 percent of licensed nursing positions are vacant, including more than 1,200 registered nurse (rn) and licensed practical nurse (Lpn) positions (Massachusetts Senior Care association, 2011). the shortage has been exacerbated by the rise in subacute care and the overall medical complexity of resident populations. providers have difficulty attracting nurses to the LtC sector. A statewide conference in June 2009, involving nurse leaders from education, LtC, home health practice, and policy, led to collaboration between the Massachusetts Senior Care Foundation (MSCF) and the nursing program at the university of Massachusetts Lowell (uML) to offer an annual Faculty institute in Gerontological nursing (FiGn) to increase the state's capacity to educate nurses who are better prepared to provide quality care for older adults in LtC settings. For the first institute, applications were distributed in January 2011 to all nursing programs in the state; selection of qualified individuals and notification was made by april; and the institute was held in august. applicants were asked to identify a project related to nursing education and the utilization of LtC settings that could be implemented within one year following completion of the FiGn. Eligibility criteria included a full-time or part-time faculty position at a baccalaureate, associate degree, diploma, or practical nursing program; an application showing evidence of interest in educating nursing students in geriatric nursing care; a resume or curriculum vitae; and a letter of recommendation from the dean, chair, or program director. Ten nurse faculty, representing various nursing programs, were selected to participate via a peer review process. the program was free and participants received a $500 stipend and continuing education credit. participants were paired with a FiGn mentor who agreed to be available as participants implemented their projects during the course of the school year. This article describes how the FiGn used strategies to make geriatric care attractive to nursing students. Effectiveness was evaluated via the Eldercare Cultural Self-Efficacy Scale (Shellman, 2006) before and after the institute. this scale was developed to measure levels of confidence in providing culturally competent care to elders of four ethnic groups (african american, Latino/Hispanic, asian american, and white). With projections for greater diversity among nursing home populations, as well as the diversity represented by the LtC direct care workforce, this is vital knowledge for nurses. descriptive statistics revealed an increase in all ethnic group subscales following participation, with a mean pre- FiGn score of 3.2192 (SD = .630) and post-score of 3.9512 (SD = .476). participants were also asked to respond to an open-ended question on the personal impact of the FiGn and its impact on their project plans. participants are surveyed quarterly for one year about progress with their projects and the benefits of mentoring. university institutional review approval was received to conduct the evaluation. Days 1 and 2 the FiGn objectives were to provide participants with: a) enhanced knowledge in geriatric nursing care; b) an understanding of the LtC practice setting and its role in the continuum of care; c) awareness of innovative state research projects and partnerships in LtC settings; d) partnership opportunities with LtC facilities for future clinical placements and collaborative teaching opportunities for nursing students; and e) tools and resources to incorporate knowledge gained into future classroom and clinical teaching experiences with nursing students. The first two days, which took place at the MSCF office, were devoted to fostering dialogue and interaction among the participants. …

ADOLESCENT ADJUSTMENT AND CULTURAL SELF-EFFICACY

Several studies have investigated the conditions for adolescents’ adjustment in multicultural contexts. Self-esteem is commonly considered as an index of well-being and of the psychological adjustment of adolescents. Literature on self-esteem maintains that a good level of self-esteem depends on the quality of the subject’s intimate relations with family and friends. In a globalized world the personal and relational impact of the management of cross-cultural contacts with the majority and minority groups is becoming increasingly relevant. This study explores the relationship between the constructs of support, self-esteem, well-being and cultural self-efficacy. The research project used a quantitative methodology through the administration of a self-report questionnaire. There were 312 participants, with a mean age of 15 years (20.5% immigrants). The results show that young immigrants have higher levels of cultural self-efficacy than Italian adolescents. However, in Italian adolescents, cultural self-efficacy correlates with family support. Italians who choose not only Italian friends but also foreign friends have higher levels of cultural self-efficacy. Opportunities for deeper investigation of cultural self-efficacy in the social context are discussed. Key words: adjustment, adolescents, cultural self-efficacy, immigrants, well-being.

Cultural Self-Efficacy of Canadian Nursing Students Caring for Aboriginal Patients with Diabetes

Cultural self-efficacy refers to how capable one feels functioning in culturally diverse situations. The purpose of this study was to gain a better understanding of cultural self-efficacy among nursing students, specifically in relation to individuals of Aboriginal ancestry. The authors examined the extent to which intercultural anxiety, intercultural communication, and experience with persons of Aboriginal ancestry predicted two aspects of cultural self-efficacy, namely, knowledge and skills. In this correlational study, non-Aboriginal Canadian nursing students (N = 59) completed a survey assessing these variables. Overall, cultural self-efficacy was rated as moderate by nursing students. Regression analyses indicated that greater intercultural communication skills and experience with persons of Aboriginal ancestry were significant unique predictors of higher cultural knowledge self-efficacy. Greater intercultural communication and lower intercultural anxiety significantly predicted higher cultural skills self-efficacy. The results provide direction to nursing programs interested in facilitating higher levels of cultural self-efficacy among nursing students.

RESPECTing Culture with All Learners

The goal for social studies teachers is to offer an array of knowledge, skills, and dispositions that fulfill the ten National Council for the Social Studies standards. Powerful learning should be facilitated as specific social studies lessons, integrated across the curriculum, demonstrated throughout social interactions, and should reflect proficiencies as critical thinkers, decision makers, and problem solvers. Engaging in learning experiences within a multitude of contexts increases learners’ abilities to understand and accept themselves, one another, and society as they develop cultural competence. To advance teachers’ and young learners’ comprehension of these expectations, we share a four-part learning experience grounded on the word RESPECT, which serves as the acronym for navigating cultural competence, self-efficacy, and moral development in the classroom. Using the story, “The Sneetches” by Dr. Seuss, participants are guided through a series of hands-on experiences illustrative of social studies that is honest, natural, authentic, and holistic.

How to improve cultural identity and equality: experiences from intercultural dialogues in a school for all

This article presents results of a research project concerning intercultural education in Norway. The increasing diversity of students in inclusive schools in Norway calls for increased cultural competence on behalf of educators to teach them effectively. To teach and learn from an intercultural perspective is to build understanding for diversity and equality. Focusing on intercultural education is to switch from a homogeneous perspective to a diverse perspective in the process of learning which acknowledges and develops individual variation. When teachers focus on diversity they will encourage abandoning the idea of the model student. If students are not pressurised to fit into homogeneity, some stress is going to be removed from the student and in this way it will be easier to recognize individual merit in an individual way. That means that teachers and students should learn to negotiate norms and values that we share as a group and which will let us set up and reach our goals. This will create room to work on a positive self-image, improving each student’s abilities and capabilities and let them benefit from their classmates, and avoiding the traditional pictures of success and failure. In the intercultural classroom the teacher's task is to guide and facilitate students' learning towards cultural differences and self-efficacy. The methodology design of this research project involved dialogues between the researcher, teachers and pupils with the purpose of discovering what they were thinking in relation to self-esteem and empathy, and how they put emphasis on these aspects in the classroom. The procedure adopted was based on dialogues by means of the group interview method, with open questions. Ten teachers and twenty students in one school participated in the workshops, one for the teachers and one for the students. The result of this research is that the action learning approach helped the teachers and students to get a better understanding of different cultural customs and beliefs of each student in their class.

Development of a cultural self-efficacy scale for adolescents (CSES-A)

Abstract We developed a cultural self-efficacy scale for adolescents (CSES-A) and tested its psychometric properties using both exploratory and confirmatory factor analyses. Cultural self-efficacy (CSE) was defined as person's perception of his/her own capability to function effectively in situations characterized by cultural diversity. On the basis of Bandura's guideline for the development of a domain-specific self-efficacy measure, we tailored 50 items after reviewing literature about cultural competence, adolescents’ school-problems and social self-efficacy scales developed in previous studies in intercultural contexts. After pre-testing and analyzing psychometric properties of the scale, we selected 33 items. Eight hundred sixty-eight adolescents with five different cultural origins completed a set of questionnaires, including the CSES-A, internal control expectancies, general self-efficacy, academic expectancies, number of people from diverse cultures they keep in touch with, acculturation attitudes, perceived enrichment of other cultures, acculturation stress and demographic data. An EFA with MPLUS 2.14 highlighted a five-factor solution with 25 items that was supported by a subsequent CFA. The five factors were: self-efficacy in mixing satisfactorily with other cultures, in understanding different ways of life, in processing information from other cultures, in coping with loneliness and in learning and understanding other languages. The pattern of correlation with internal control expectancies, general self-efficacy and cultural variables supported the validity of the scale. CSES-A may be useful for future research on multicultural contexts, in which self-efficacy in cultural adaptation could be a fundamental variable.