Influencing Global Health Through Cultural Nursing Education Assignments: Results of a Mixed-Methods Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/621995
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Influencing Global Health Through Cultural Nursing Education Assignments: Results of a Mixed-Methods Study
Other Titles:
Cultural Education Initiatives
Author(s):
Veesart, Amanda L.
Lead Author STTI Affiliation:
Iota Mu
Author Details:
Amanda L. Veesart, PhD, RN, CNE, Professional Experience: 2008-present- Assistant Professor/Program Director Traditional Program, SON Texas Tech University Health Science Center 2012-present Curriculum/Administrative oversight Completed research for culturally based assignments in nursing education. Multiple presentations on cultural awareness in nursing students. Author Summary: Amanda Veesart currently serves as the program director for a large, traditional program. She oversees 42 different faculty. The average age of her faculty is 42, which provides a multitude of data for cultural diversity in the educational workforce. Current research studies include, cross-cultural mentoring, cultural awareness in nursing students, generational cohesion, and effective mentoring for the young leader.
Abstract:

Purpose:

To report the results of a research study regarding changes in cultural awareness levels among prelicensure nursing students after completion of a culturally based clinical assignment.

Methods:

The Voice Project was a culturally based assignment (CBA) designed to teach nursing students how to provide culturally competent nursing care. The study utilized a mixed methods retrospective, descriptive research design to evaluate the data. For the purpose of the research project, self-reported levels of cultural awareness among senior nursing students before and after the completion of the Voice Project was evaluated. A convenience sample of 252 students was evaluated, divided into two cohorts (A and B). A quantitative data analysis was completed with a Pearson correlation, coefficient of determination, a paired t-test and Cohen’s for each subscale on the survey. For the qualitative data, narrative inquiry was used to examine students’ reflections on the impact of the CBA. The qualitative data were used to report the impact of the completion of the CBA on student’s cultural awareness.

Results:

The analysis showed a significant impact to the student’s cultural awareness levels after completing the culturally based assignment. Student reflections revealed themes such as emotional connections or unexpected biases when caring for diverse patients. Using a mixed methods approach, the data revealed significant differences in 3 of the 4 subscales and a significant difference between Cohort A and B on 1 subscale after completion of the Voice Project. The results were supported by the prior literature review connecting cultural education to changes in cultural awareness levels (Campina-Bacote, 2011).

Conclusion:

Nursing education should take steps to ensure that cultural education is present in the nursing curricula. The profession of nursing as a practice is committed to providing individualized care with attention to the patient’s dignity, and uniqueness (Wang, Liu, & Wang, 2015). Nursing professionals are considered the most trusted profession across many nations. Providing educational opportunities, such as the Voice Project, improves cultural competent care and is the first step in continuing this trustworthiness. The lack of cultural education means nursing programs are graduating nurses who are not prepared to care for a culturally diverse population. The results of the study aligned with current literature reviews showing baccalaureate of science in nursing (BSN) students reported feelings of unpreparedness or discomfort when caring for culturally diverse populations (Rew, et. al, 2015; Reyes, Hadley, & Davenport, 2013). Therefore, cultural based assignments, similar to the one used in the current study, should be included throughout nursing education programs.

Keywords:
cultural competent care; cultural nursing education; culturally based assignments
Repository Posting Date:
20-Jul-2017
Date of Publication:
20-Jul-2017
Other Identifiers:
INRC17M04
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleInfluencing Global Health Through Cultural Nursing Education Assignments: Results of a Mixed-Methods Studyen_US
dc.title.alternativeCultural Education Initiativesen
dc.contributor.authorVeesart, Amanda L.en
dc.contributor.departmentIota Muen
dc.author.detailsAmanda L. Veesart, PhD, RN, CNE, Professional Experience: 2008-present- Assistant Professor/Program Director Traditional Program, SON Texas Tech University Health Science Center 2012-present Curriculum/Administrative oversight Completed research for culturally based assignments in nursing education. Multiple presentations on cultural awareness in nursing students. Author Summary: Amanda Veesart currently serves as the program director for a large, traditional program. She oversees 42 different faculty. The average age of her faculty is 42, which provides a multitude of data for cultural diversity in the educational workforce. Current research studies include, cross-cultural mentoring, cultural awareness in nursing students, generational cohesion, and effective mentoring for the young leader.en
dc.identifier.urihttp://hdl.handle.net/10755/621995-
dc.description.abstract<p><strong>Purpose:</strong></p> <p>To report the results of a research study regarding changes in cultural awareness levels among prelicensure nursing students after completion of a culturally based clinical assignment.</p> <p><strong>Methods:</strong></p> <p>The Voice Project was a culturally based assignment (CBA) designed to teach nursing students how to provide culturally competent nursing care. The study utilized a mixed methods retrospective, descriptive research design to evaluate the data. For the purpose of the research project, self-reported levels of cultural awareness among senior nursing students before and after the completion of the Voice Project was evaluated. A convenience sample of 252 students was evaluated, divided into two cohorts (A and B). A quantitative data analysis was completed with a Pearson correlation, coefficient of determination, a paired <em>t</em>-test and Cohen’s <em>d </em>for each subscale on the survey. For the qualitative data, narrative inquiry was used to examine students’ reflections on the impact of the CBA. The qualitative data were used to report the impact of the completion of the CBA on student’s cultural awareness.</p> <p><strong>Results:</strong></p> <p>The analysis showed a significant impact to the student’s cultural awareness levels after completing the culturally based assignment. Student reflections revealed themes such as emotional connections or unexpected biases when caring for diverse patients. Using a mixed methods approach, the data revealed significant differences in 3 of the 4 subscales and a significant difference between Cohort A and B on 1 subscale after completion of the Voice Project. The results were supported by the prior literature review connecting cultural education to changes in cultural awareness levels (Campina-Bacote, 2011).</p> <p><strong>Conclusion:</strong></p> <p>Nursing education should take steps to ensure that cultural education is present in the nursing curricula. The profession of nursing as a practice is committed to providing individualized care with attention to the patient’s dignity, and uniqueness (Wang, Liu, & Wang, 2015). Nursing professionals are considered the most trusted profession across many nations. Providing educational opportunities, such as the Voice Project, improves cultural competent care and is the first step in continuing this trustworthiness. The lack of cultural education means nursing programs are graduating nurses who are not prepared to care for a culturally diverse population. The results of the study aligned with current literature reviews showing baccalaureate of science in nursing (BSN) students reported feelings of unpreparedness or discomfort when caring for culturally diverse populations (Rew, et. al, 2015; Reyes, Hadley, & Davenport, 2013). Therefore, cultural based assignments, similar to the one used in the current study, should be included throughout nursing education programs.</p>en
dc.subjectcultural competent careen
dc.subjectcultural nursing educationen
dc.subjectculturally based assignmentsen
dc.date.available2017-07-20T19:17:56Z-
dc.date.issued2017-07-20-
dc.date.accessioned2017-07-20T19:17:56Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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