2.50
Hdl Handle:
http://hdl.handle.net/10755/307916
Category:
Abstract
Type:
Presentation
Title:
Multicultural Grade Point Average: What We Can Learn from It
Author(s):
Staykova, Milena P.; Huson, Christine D.
Lead Author STTI Affiliation:
Tau Phi
Author Details:
Milena P. Staykova, EdD, APRN, FNP-BC, mpstaykova@jchs.edu; Christine D. Huson, MSN, RN
Abstract:

Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013

Educational institutions around the world are searching to find effective ways to maximize opportunities for students to learn  to care for a diverse cultural population in the contemporary healthcare system. The healthcare professionals face many challenges without proper academic training (knowledge), clinical preparation (skill), and self-awareness. ).  Andrulis (2010) contented despite calls for cultural competent care from many professional organizations, the multicultural competence interventions are overlooked. Helping students to self-assess multicultural knowledge will hopefully increase the students’ awareness of factors influencing the development of multicultural competence.  As defined by Pederson (2004), Multicultural Grade Point Average (MGPA) includes assessment of awareness, knowledge, and skill. The purpose of this retrospective review was to attempt to identify the variable with the greatest influence on the MGPA. Method: Retrospective data review with descriptive, bivariate correlation analysis. The sample included undergraduate nursing students (N=45) from a private southeastern health sciences college who were enrolled in a health promotion classes in 2010. The students’ self-perception of MGPA was assessed based on survey including 54 questions and a 4-point grading-scale ranging from 0 to 3 where 0 indicated no awareness, knowledge, and skills and 3 indicated the highest levels.  A waiver of informed consent was requested.  Results: Descriptive statistic for awareness (µ 1.825, SD 0.390), knowledge (µ 1.499, SD 0.400), skill (µ 1.606, SD 0.427), and MGPA (µ 1.639, SD 0.353). Bivariate correlation analyses among awareness, knowledge, and skill followed by analysis of the pairs indicated significant positive linear correlation. The variables skill and MGPA indicated the strongest positive relationship (0.904). Discussions: Educators should develop objectives and design instructional strategies to promote the development of multicultural skills. New pedagogical approaches such as multicultural case studies and simulation are necessary to cultivate skills that will prepare students to provide culture-centered and competent care in an increasingly diverse society.
Keywords:
multicultural education; multicultural grade point average; multicultural comptence
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleMulticultural Grade Point Average: What We Can Learn from Iten_GB
dc.contributor.authorStaykova, Milena P.en_GB
dc.contributor.authorHuson, Christine D.en_GB
dc.contributor.departmentTau Phien_GB
dc.author.detailsMilena P. Staykova, EdD, APRN, FNP-BC, mpstaykova@jchs.edu; Christine D. Huson, MSN, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/307916-
dc.description.abstract<p>Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013</p>Educational institutions around the world are searching to find effective ways to maximize opportunities for students to learn  to care for a diverse cultural population in the contemporary healthcare system. The healthcare professionals face many challenges without proper academic training (knowledge), clinical preparation (skill), and self-awareness. ).  Andrulis (2010) contented despite calls for cultural competent care from many professional organizations, the multicultural competence interventions are overlooked. Helping students to self-assess multicultural knowledge will hopefully increase the students’ awareness of factors influencing the development of multicultural competence.  As defined by Pederson (2004), Multicultural Grade Point Average (MGPA) includes assessment of awareness, knowledge, and skill. The purpose of this retrospective review was to attempt to identify the variable with the greatest influence on the MGPA. <b>Method: </b>Retrospective data review with descriptive, bivariate correlation analysis. The sample included undergraduate nursing students (N=45) from a private southeastern health sciences college who were enrolled in a health promotion classes in 2010. The students’ self-perception of MGPA was assessed based on survey including 54 questions and a 4-point grading-scale ranging from 0 to 3 where 0 indicated no awareness, knowledge, and skills and 3 indicated the highest levels. <b> </b>A waiver of informed consent was requested.<b> </b> <b>Results</b>: Descriptive statistic for awareness (µ 1.825, SD 0.390), knowledge (µ 1.499, SD 0.400), skill (µ 1.606, SD 0.427), and MGPA (µ 1.639, SD 0.353). Bivariate correlation analyses among awareness, knowledge, and skill followed by analysis of the pairs indicated significant positive linear correlation. The variables skill and MGPA indicated the strongest positive relationship (0.904). <b>Discussions</b>: Educators should develop objectives and design instructional strategies to promote the development of multicultural skills. New pedagogical approaches such as multicultural case studies and simulation are necessary to cultivate skills that will prepare students to provide culture-centered and competent care in an increasingly diverse society.en_GB
dc.subjectmulticultural educationen_GB
dc.subjectmulticultural grade point averageen_GB
dc.subjectmulticultural comptenceen_GB
dc.date.available2013-12-19T17:24:05Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:24:05Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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