Improving Cultural Competencies in Nursing Students: A Teaching Approach That Works

2.50
Hdl Handle:
http://hdl.handle.net/10755/161010
Type:
Presentation
Title:
Improving Cultural Competencies in Nursing Students: A Teaching Approach That Works
Abstract:
Improving Cultural Competencies in Nursing Students: A Teaching Approach That Works
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2007
Author:Hunter, Jennifer, PhD
P.I. Institution Name:University of Missouri in Kansas City
Contact Address:School of Nursing, 2220 Holmes Street, Kansas City, MO, 64108, USA
The concept of culture, its relationship to health values and behaviors, and cross-cultural communication skills are all essential elements for providing quality healthcare for diverse populations within the US and globally. Pedagogical methods for including culture in healthcare education vary, however, and outcomes are often not evaluated. This study measured the change in students' level of cultural competence after completing a masters' level course on cultural diversity. Pre- and post assessments of cultural competence, using the "Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised" (IAPCC-R), developed by Josepha Campinha-Bacote, were completed for two like courses. Course One was an 8-week online course and Course Two was a 16-week classroom course. The course was based in constructivist pedagogy and course units were designed around constructs of Campinha-Bacote's model, "The Process of Cultural Competence in the Delivery of Healthcare Services." The IAPCC-R measures sub-scores on each of these five cultural constructs (cultural desire, awareness, knowledge, skill, and encounters) as well as a total cultural competency level score, thus providing congruence with the course structure and objectives. Findings showed statistically significant improvement in all areas for both courses. In Course One, mean total scores increased from 67.88% to 83.83%, cultural awareness scores from 74.48% to 87.6%, cultural knowledge scores from 55.52% to 73.54%, cultural skill scores from 61.15% to 84.58%, cultural encounters scores from 65% to 80.83%, and cultural desire scores from 83.23% to 92.81%. In Course Two, mean total scores increased from 68.9% to 80.43%, cultural awareness scores from 74.52% to 84.52%, cultural knowledge scores from 54.29% to 69.76%, cultural skill scores from 61.19% to 82.14%, cultural encounters scores from 65.71% to 76.43%, and cultural desire scores from 83.1% to 90.24%. Pedagogical epistemology, theoretical framework, course structure, assignments, activities, and discussions in these classes were highly effective in improving the cultural competence level among nurse practitioner students. These course methods can be adapted into other health science programs' culture curriculum.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleImproving Cultural Competencies in Nursing Students: A Teaching Approach That Worksen_GB
dc.identifier.urihttp://hdl.handle.net/10755/161010-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Improving Cultural Competencies in Nursing Students: A Teaching Approach That Works</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hunter, Jennifer, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Missouri in Kansas City</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, 2220 Holmes Street, Kansas City, MO, 64108, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">hunterj@umkc.edu</td></tr><tr><td colspan="2" class="item-abstract">The concept of culture, its relationship to health values and behaviors, and cross-cultural communication skills are all essential elements for providing quality healthcare for diverse populations within the US and globally. Pedagogical methods for including culture in healthcare education vary, however, and outcomes are often not evaluated. This study measured the change in students' level of cultural competence after completing a masters' level course on cultural diversity. Pre- and post assessments of cultural competence, using the &quot;Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised&quot; (IAPCC-R), developed by Josepha Campinha-Bacote, were completed for two like courses. Course One was an 8-week online course and Course Two was a 16-week classroom course. The course was based in constructivist pedagogy and course units were designed around constructs of Campinha-Bacote's model, &quot;The Process of Cultural Competence in the Delivery of Healthcare Services.&quot; The IAPCC-R measures sub-scores on each of these five cultural constructs (cultural desire, awareness, knowledge, skill, and encounters) as well as a total cultural competency level score, thus providing congruence with the course structure and objectives. Findings showed statistically significant improvement in all areas for both courses. In Course One, mean total scores increased from 67.88% to 83.83%, cultural awareness scores from 74.48% to 87.6%, cultural knowledge scores from 55.52% to 73.54%, cultural skill scores from 61.15% to 84.58%, cultural encounters scores from 65% to 80.83%, and cultural desire scores from 83.23% to 92.81%. In Course Two, mean total scores increased from 68.9% to 80.43%, cultural awareness scores from 74.52% to 84.52%, cultural knowledge scores from 54.29% to 69.76%, cultural skill scores from 61.19% to 82.14%, cultural encounters scores from 65.71% to 76.43%, and cultural desire scores from 83.1% to 90.24%. Pedagogical epistemology, theoretical framework, course structure, assignments, activities, and discussions in these classes were highly effective in improving the cultural competence level among nurse practitioner students. These course methods can be adapted into other health science programs' culture curriculum.</td></tr></table>en_GB
dc.date.available2011-10-26T23:14:26Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:14:26Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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