Assessment of the Cultural Competence Level of Faculty and Nursing Students at a Midwestern University

2.50
Hdl Handle:
http://hdl.handle.net/10755/161026
Type:
Presentation
Title:
Assessment of the Cultural Competence Level of Faculty and Nursing Students at a Midwestern University
Abstract:
Assessment of the Cultural Competence Level of Faculty and Nursing Students at a Midwestern University
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2007
Author:Mabunda, Gladys, PhD, APRN, BC
P.I. Institution Name:Southern Illinois University Edwardsville
Contact Address:Nursing, St. Louis, MO, 63104, USA
Co-Authors:K. White, Nursing, Southern Illinois University Edwardsville, Edwardsville, IL
The purpose of this study was to assess the cultural competence level of faculty, undergraduate and graduate nursing students at a Midwestern University. Campinha-Bacote's Model: The process of cultural competence in the delivery of health care services - (1997) guided this study. The target populations were current faculty and students. Using survey research methods, data were collected from a convenience sample of 32 faculty, 101 graduate students and 228 undergraduate students (N=361). Participants were recruited via mail and via classrooms. The "Inventory for assessing the process of cultural competence among healthcare professionals (IAPCC-R)" was used to collect data. Data were analyzed using SPSS, and included computation of descriptive statistics, item analysis, cultural competence scores, t-test and internal validity. Results revealed that there is a significant difference in students' and faculty cultural competence means (t = 2.42, p = .02). The established categories and ranges are as follows: culturally incompetent (25-50); culturally aware (51-74); culturally competent (75-90); and culturally proficient (91-100). Among faculty, Tenure-track faculty had the highest cultural competence mean score (m = 76.91 (range 70 - 96) and term faculty had a mean score of 68.40 (range 49-86). Among students, Level II had the lowest mean score of 66.58 (range 51 - 80), Level III had a mean score of 69.68 (range 57-92); Level IV had a mean score of 72.13 (range 56 - 93), and graduate students had a mean score of 70.46 (range 51-90). Undergraduate students' cultural competence mean scores increased as they progressed in the nursing program with Level IV having a higher level. Students as well as tenure-track and tenured faculty scores ranged from being culturally aware to culturally proficient. Internal validity was confirmed using Guttman Split-half (.76) and Spearman-Brown (.76). The study suggests that the curriculum meets the educational needs of students; it is effective in preparing culturally competent graduates. There is a need to provide continuing education, especially for incoming faculty. Limitations of this study include use of a convenience sample.
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.titleAssessment of the Cultural Competence Level of Faculty and Nursing Students at a Midwestern Universityen_GB
dc.identifier.urihttp://hdl.handle.net/10755/161026-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Assessment of the Cultural Competence Level of Faculty and Nursing Students at a Midwestern University</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">Mabunda, Gladys, PhD, APRN, BC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Southern Illinois University Edwardsville</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Nursing, St. Louis, MO, 63104, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">gmabund@siue.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">K. White, Nursing, Southern Illinois University Edwardsville, Edwardsville, IL</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this study was to assess the cultural competence level of faculty, undergraduate and graduate nursing students at a Midwestern University. Campinha-Bacote's Model: The process of cultural competence in the delivery of health care services - (1997) guided this study. The target populations were current faculty and students. Using survey research methods, data were collected from a convenience sample of 32 faculty, 101 graduate students and 228 undergraduate students (N=361). Participants were recruited via mail and via classrooms. The &quot;Inventory for assessing the process of cultural competence among healthcare professionals (IAPCC-R)&quot; was used to collect data. Data were analyzed using SPSS, and included computation of descriptive statistics, item analysis, cultural competence scores, t-test and internal validity. Results revealed that there is a significant difference in students' and faculty cultural competence means (t = 2.42, p = .02). The established categories and ranges are as follows: culturally incompetent (25-50); culturally aware (51-74); culturally competent (75-90); and culturally proficient (91-100). Among faculty, Tenure-track faculty had the highest cultural competence mean score (m = 76.91 (range 70 - 96) and term faculty had a mean score of 68.40 (range 49-86). Among students, Level II had the lowest mean score of 66.58 (range 51 - 80), Level III had a mean score of 69.68 (range 57-92); Level IV had a mean score of 72.13 (range 56 - 93), and graduate students had a mean score of 70.46 (range 51-90). Undergraduate students' cultural competence mean scores increased as they progressed in the nursing program with Level IV having a higher level. Students as well as tenure-track and tenured faculty scores ranged from being culturally aware to culturally proficient. Internal validity was confirmed using Guttman Split-half (.76) and Spearman-Brown (.76). The study suggests that the curriculum meets the educational needs of students; it is effective in preparing culturally competent graduates. There is a need to provide continuing education, especially for incoming faculty. Limitations of this study include use of a convenience sample.</td></tr></table>en_GB
dc.date.available2011-10-26T23:14:42Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:14:42Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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