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Sarvarizadeh M, Miri S, Darban F, Farokhzadian J. Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study. BMC Nurs 2024; 23:340. [PMID: 38773590 PMCID: PMC11106930 DOI: 10.1186/s12912-024-02001-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 05/08/2024] [Indexed: 05/24/2024] Open
Abstract
INTRODUCTION Healthcare systems are encountering a growing number of diverse and multicultural clients due to globalization and migration. To effectively address the challenges associated with cross-cultural interactions, nurses require a comprehensive framework of critical cultural competencies. One potential approach to enhancing these competencies in mental health care settings is to use innovative methods such as the flipped classroom in cultural care training programs. This study evaluated the effect of using the flipped classroom method in cultural care training on the critical cultural competencies of nurses working in a psychiatric hospital. METHODS This quasi-experimental study involved 70 nurses working in a psychiatric hospital affiliated with the Kerman University of Medical Sciences in southeastern Iran. Through random sampling, the nurses were allocated into two groups of intervention (n = 35) and control (n = 35). The intervention group participated in a cultural care training program using the flipped classroom method, which consisted of four sessions conducted over a four-week period. To evaluate the nurses' critical cultural competence, the Almutairi's Critical Cultural Competence Scale was administered before the training and again one month later. RESULTS The study findings indicated no significant differences in the scores of critical cultural competencies between the intervention group (4.53 ± 0.64) and the control group (4.73 ± 0.42) during the pre-test stage (t = 1.53, p = 0.13). Both groups had a similar perception of critical cultural competencies, which was not particularly positive. However, in the posttest stage, the intervention group (5.33 ± 0.49) demonstrated a significant increase in critical cultural competencies compared to the control group (4.75 ± 0.44) (t = 5.14, p = 0.001). CONCLUSION The study results indicated that the use of the flipped classroom method in the cultural care training program effectively enhanced the critical cultural competencies of nurses. Given the importance of cultural care in both physical and psychiatric care settings for multicultural clients, it is crucial for nurses to receive ongoing in-service education that utilizes innovative and active methods such as the flipped classroom.
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Affiliation(s)
- Mahdiyeh Sarvarizadeh
- Reproductive Health, Family and Population Research Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Sakineh Miri
- Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Fatemeh Darban
- Department of Nursing, School of Medicine, Iranshahr University of Medical Sciences, Iranshahr, Iran
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Purabdollah M, Zamanzadeh V, Ghahramanian A, Valizadeh L, Mousavi S, Ghasempour M. Competency gap among graduating nursing students: what they have achieved and what is expected of them. BMC MEDICAL EDUCATION 2024; 24:546. [PMID: 38755624 PMCID: PMC11097550 DOI: 10.1186/s12909-024-05532-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Accepted: 05/07/2024] [Indexed: 05/18/2024]
Abstract
BACKGROUND Nurses' professional competencies play a significant role in providing safe care to patients. Identifying the acquired and expected competencies in nursing education and the gaps between them can be a good guide for nursing education institutions to improve their educational practices. METHODS In a descriptive-comparative study, students' perception of acquired competencies and expected competencies from the perspective of the Iranian nursing faculties were collected with two equivalent questionnaires consisting of 85 items covering 17 competencies across 5 domains. A cluster sampling technique was employed on 721 final-year nursing students and 365 Iranian nursing faculties. The data were analyzed using descriptive statistics and independent t-tests. RESULTS The results of the study showed that the highest scores for students' acquired competencies and nursing faculties' expected competencies were work readiness and professional development, with mean of 3.54 (SD = 0.39) and 4.30 (SD = 0.45), respectively. Also, the lowest score for both groups was evidence-based nursing care with mean of 2.74 (SD = 0.55) and 3.74 (SD = 0.57), respectively. The comparison of competencies, as viewed by both groups of the students and the faculties, showed that the difference between the two groups' mean scores was significant in all 5 core-competencies and 17 sub-core competencies (P < .001). Evidence-based nursing care was the highest mean difference (mean diff = 1) and the professional nursing process with the lowest mean difference (mean diff = 0.70). CONCLUSION The results of the study highlight concerns about the gap between expected and achieved competencies in Iran. Further research is recommended to identify the reasons for the gap between the two and to plan how to reduce it. This will require greater collaboration between healthcare institutions and nursing schools.
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Affiliation(s)
- Majid Purabdollah
- Department of Nursing, Khoy University of Medical Sciences, Khoy, Iran
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Vahid Zamanzadeh
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Akram Ghahramanian
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Leila Valizadeh
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Pediatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Saeid Mousavi
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Epidemiology and Biostatistics, Assistant Professor of Biostatistics, School of Health, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mostafa Ghasempour
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
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Oh S, Benes S, Yan Z. Fostering cultural competence: Exploring client perception in a health coaching intervention among college students. Nurs Health Sci 2024. [PMID: 38178362 DOI: 10.1111/nhs.13077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Revised: 11/15/2023] [Accepted: 12/14/2023] [Indexed: 01/06/2024]
Abstract
Health coaching could be an innovative approach to develop student coaches' cultural competence (CC) among future health professionals. The current mix-method study design explored the impact of an 8-week peer health coaching intervention among college students on CC, from both student health coaches (i.e., students majored in health sciences who completed health coaching training and acted as health coach) and student clients' perspective. Nine student coaches and 24 student clients participated in the study. The quantitative analysis showed an increase in the clients' perceived level of coaches' CC between the pre- and posttest. The qualitative analysis revealed three themes, including varying levels of awareness, respectful and culturally responsive coaching, and cultural connection. Implications and recommendations for educators and researchers are discussed.
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Affiliation(s)
- Seungbin Oh
- Department of Psychiatry, Boston University Chobanian & Avedisian School of Medicine, Boston, USA
| | - Sarah Benes
- Department of Health and Movement Science, Southern Connecticut State University, New Haven, USA
| | - Zi Yan
- Department of Public Health and Nutrition, Merrimack College, North Andover, USA
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Farsangi SN, Khodabandeh Shahraki S, Cruz JP, Farokhzadian J. Designing, implementing, and evaluating a mobile app-based cultural care training program to improve the cultural capacity and humility of nursing students. BMC MEDICAL EDUCATION 2023; 23:979. [PMID: 38124035 PMCID: PMC10731749 DOI: 10.1186/s12909-023-04952-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Accepted: 12/07/2023] [Indexed: 12/23/2023]
Abstract
BACKGROUND Given the growing cultural diversity among healthcare clients, it is crucial for nursing education to have a clear mission: to effectively train future nurses by incorporating cultural care curricula. The goal is to equip them with the necessary cultural capacity and humility. This study focused on designing, developing, and evaluating a mobile app-based cultural care training program, with the aim of enhancing the cultural capacity and humility of nursing students. METHODS This experimental study utilized the five steps of the ADDIE instructional model (analysis, design, development, implementation, and evaluation) to design a mobile app-based cultural care training program. The first three steps involved designing and developing the program, drawing upon Purnell's model for cultural competence and Foronda's rainbow model of cultural humility. In the fourth step, the cultural care training program was implemented in 16 modules among 80 internship nursing students. These students were randomly assigned to either the intervention or control groups, with 40 students in each group. Finally, in the fifth step, the effectiveness of the mobile app-based program was evaluated by administering the Cultural Capacity Scale, and the Foronda Cultural Humility Scale before and one month after the cultural care training. The collected data were analyzed using SPSS22, employing techniques such as paired t-test, chi-square test, and independent samples t-test. RESULTS A total of 76 students completed the study, with 39 students in the intervention group and 37 students in the control group. Prior to the mobile app-based cultural care training program, there were no significant differences in cultural capacity and humility scores between the two groups (p > 0.05). However, following the completion of the program, the intervention group exhibited higher scores in cultural capacity and humility compared to the control group (p < 0.05). CONCLUSION Based on the findings, it can be concluded that the mobile app-based cultural care training program had a positive impact on the cultural capacity and humility of undergraduate nursing students. These results indicate the importance of nurse educators designing comprehensive training programs that incorporate innovative approaches to enhance cultural capacity and humility among nursing students at all academic levels.
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Affiliation(s)
- Sara Noori Farsangi
- Reproductive Health, Family and Population Research Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Sedigheh Khodabandeh Shahraki
- Reproductive Health, Family and Population Research Center, Kerman University of Medical Sciences, Kerman, Iran
- Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Jonas Preposi Cruz
- Department of Medicine, School of Medicine, Nazarbayev University, Astana, Kazakhstan
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Heidari H, Beni ZHM, Deris F. Using Kern model to design, implement, and evaluate an infection control program for improving knowledge and performance among undergraduate nursing students: a mixed methods study. BMC MEDICAL EDUCATION 2023; 23:795. [PMID: 37880731 PMCID: PMC10601198 DOI: 10.1186/s12909-023-04775-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 10/14/2023] [Indexed: 10/27/2023]
Abstract
BACKGROUND Nurses and Nursing students are the front line of care in managing the care of infectious patients then they have more contact with patients than other students. Therefore, the aim of this study was designing, implementing and evaluating the infection control program among undergraduate nursing students using a mixed study. METHOD The mixed method approach with sequential exploratory (qualitative-quantitative) method was used. Kern model was applied in six steps included: 1-Needs assessment 2- Initial design 3- Goals and specific objectives 4- Educational strategy 5- Program implementation 6- Program evaluation. Thirty nursing students and 3 nursing faculty members were selected through purposive sampling for focus group in need assessment. Single-group semi-experimental study with a pre-test and post-test design was used in partnership with all eighth semester nursing students in program evaluation. RESULT Data analysis of focus group obtained two categories including: Need to improve knowledge in infection control and need to improve performance in infection control. With need assessment and literature review, educational content developed according to nursing students learning needs. Then, 3 faculty members prepared a course plan including goals, specific objectives, educational strategy for student assignments. One-way analysis of variance to compare the average score of knowledge, performance and its categories before, 2 weeks after the intervention and 2 months after the intervention shows a statistically significant difference (p > 0.001). Pearson's correlation coefficient shows that there is a negative linear relationship between work experience and knowledge score 2 weeks after and 2 months after the intervention (p < 0.05). CONCLUSION According to our results, it is recommended the need to revise the curriculum for the integration of the infection control program in the undergraduate nursing education. Of course, it is necessary to conduct more studies in the field by dividing this program into internship and field internship.
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Affiliation(s)
- Haydeh Heidari
- Modeling in Health Research Center, Faculty of Nursing and Midwifery, Shahrekord University of Medical Sciences, Shahrekord, Iran
- School of Nursing and Midwifery, Shahrekord University of Medical Sciences, Rahmatieh, PO Box 3833346699, Shahrekord, Iran
| | | | - Fatemeh Deris
- Shahrekord University of Medical Sciences, Shahrekord, Iran
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Yava A, Tosun B, Papp K, Tóthová V, Şahin E, Yılmaz EB, Dirgar E, Hellerová V, Tricas-Sauras S, Prosen M, Ličen S, Karnjus I, Tamayo MDB, Leyva-Moral JM. Developing the better and effective nursing education for improving transcultural nursing skills cultural competence and cultural sensitivity assessment tool (BENEFITS-CCCSAT). BMC Nurs 2023; 22:331. [PMID: 37752481 PMCID: PMC10523685 DOI: 10.1186/s12912-023-01476-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 08/31/2023] [Indexed: 09/28/2023] Open
Abstract
BACKGROUND A clear need for the development of new comprehensive, reliable, sensitive and valid measurement tools to adequately asses the cultural competence and cultural sensitivity of nursing students exists. This study aimed to develop a new measurement tool to assess the nursing students' cultural competence and sensitivity. METHODS This cross-sectional, instrument development study's first phase included postgraduate nursing students (n = 60) for the piloting study, and the second one included undergraduate nursing students (n = 459) for the main survey. This study used two data collection forms: The Student Descriptive Information Form and the Better and Effective Nursing Education for Improving Transcultural Nursing Skills Cultural Competence and Cultural Sensitivity Assessment Tool (BENEFITS-CCCSAT) draft. The content validity index was calculated using the Davis method. Cronbach's α coefficient and the item total correlation were calculated during the reliability analysis. The Kaiser-Meyer-Olkin (KMO) coefficient test, Bartlett significance test, and explanatory factor analysis (EFA) were used to evaluate the validity of the assessment tool. RESULTS Scale validity and reliability analyses showed that the BENEFITS-CCCSAT included 26 items and five sub-dimensions: respect for cultural diversity; culturally sensitive communication; achieving cultural competence; challenges and barriers in providing culturally competent care; and perceived meaning of cultural care. CONCLUSION The BENEFITS-CCCSAT appears to be a valid and reliable instrument for measuring the cultural sensitivity and cultural competence of nursing students. This can be of great use, especially before attending clinical areas, and can offer both students and faculty reliable information to promote reflective and critical thinking, especially in areas where improvement is needed.
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Affiliation(s)
- Ayla Yava
- Faculty of Health Sciences, Nursing Department, Hasan Kalyoncu University, Gaziantep, Turkey
| | - Betül Tosun
- Faculty of Health Sciences, Nursing Department, Hasan Kalyoncu University, Gaziantep, Turkey.
| | - Katalin Papp
- Nursing Department, Faculty of Health Sciences, University of Debrecen, Nyíregyháza, Hungary
| | - Valérie Tóthová
- Faculty of Health and Social Sciences, Institute of Nursing, Midwifery and Emergency Care, University of South Bohemia, České Budějovice, Czech Republic
| | - Eda Şahin
- Faculty of Health Sciences, Nursing Department, Giresun University, Giresun, Turkey
| | - Emel Bahadir Yılmaz
- Faculty of Health Sciences, Nursing Department, Giresun University, Giresun, Turkey
| | - Ezgi Dirgar
- Gaziantep University, Faculty of Health Sciences, Department of Midwifery, Gaziantep, Turkey
| | - Věra Hellerová
- Faculty of Health and Social Sciences, Institute of Nursing, Midwifery and Emergency Care, University of South Bohemia, České Budějovice, Czech Republic
| | - Sandra Tricas-Sauras
- Department of Healthcare, Design and Technology, Erasmus Hogeschool Brussel, Brussels, Belgium
- Social Approaches to Health Research Centre, School of Public Health, Université Libre de Bruxelles (ULB), Brussels, Belgium
| | - Mirko Prosen
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia
| | - Sabina Ličen
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia
| | - Igor Karnjus
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia
| | | | - Juan M Leyva-Moral
- Faculty of Medicine, Nursing Department, Universitat Autònoma de Barcelona, Barcelona, Spain
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Rahimi M, Khodabandeh Shahraki S, Fatehi F, Farokhzadian J. A virtual training program for improving cultural competence among academic nurse educators. BMC MEDICAL EDUCATION 2023; 23:445. [PMID: 37328780 DOI: 10.1186/s12909-023-04414-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 05/30/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Everyday, nursing students interact with culturally diverse clients. Nursing education recognizes that cultural competence is a necessary outcome of nursing programs. Nurse educators expect all nursing students to provide culturally congruent care to multicultural clients. Therefore, nurse educators must be culturally competent in order to prepare culturally competent nursing students for clinical practice. This study aimed to evaluate the effect of virtual training program on the cultural competence of academic nurse educators. METHODS This randomized controlled study included nurse educators working in six nursing schools affiliated with medical universities of Kerman province in southeastern Iran. Sixty-nine nurse educators were randomly assigned to the intervention (n = 35) and control (n = 34) groups. The training program consisted of three 2-hour sessions for a month. Cultural Diversity Questionnaire for Nurse Educators Revised (CDQNE-R) was used to evaluate the cultural competence of educators before and one month after the virtual training program. RESULTS Both the intervention (3.29 ± 0.58) and control (3.24 ± 0.58) groups demonstrated a similar level of cultural competence before the training program (t = 0.05, p = 0.95). After the training, the intervention group showed a significant increase in cultural competence (3.80 ± 0.7) compared to the control group (3.23 ± 0.67). This improvement resulted in culturally competent participants becoming culturally proficient, as evidenced by a large effect size (t = -4.76, p = 0.001). CONCLUSION The virtual training program had a positive impact on the cultural competence of nurse educators. Given the importance of cultural competence in nursing education, continuing education programs that focus on strengthening the cultural competence of nurse educators should be prioritized. The experiences gained from implementing virtual training programs can serve as a valuable resource for nurse educators seeking to enhance their cultural competence.
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Affiliation(s)
- Monireh Rahimi
- Student Research Committee, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
| | - Sedigheh Khodabandeh Shahraki
- Department of Community Health Nursing, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
| | - Farhad Fatehi
- School of Psychological Sciences, Monash University, Melbourne, Australia
- Centre for Online Health, the University of Queensland, Brisbane, Australia
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Berenguel Chacón P, Plaza del Pino FJ, Molina-Gallego B, Ugarte-Gurrutxaga MI. The Perception of Nurses about Migrants after the COVID-19 Pandemic: Close Contact Improves the Relationship. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1200. [PMID: 36673961 PMCID: PMC9858903 DOI: 10.3390/ijerph20021200] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Revised: 01/06/2023] [Accepted: 01/08/2023] [Indexed: 06/17/2023]
Abstract
Nurses have faced during the COVID-19 pandemic a tough professional situation in which they have had to work in a resource-limited context and with a high probability of COVID-19 transmission. In today's multicultural societies, care for immigrant patients is also included. In our study, we have delved into the perception of hospital nurses towards migrant people in the context of the COVID-19 pandemic. We used a qualitative methodology with a phenomenological approach. Semi-structured interviews were conducted with 16 nurses. Seven categories emerged and were distributed in the three blocks of the interviews: (a) perception before the pandemic: prejudices make a mark and communication problems; (b) perception after the pandemic: prejudices weaken and communication worsens; and (c) how to improve care: improve communication, more nurses, and no need for training. The approach in the interpersonal relationship between nurses and patients during the pandemic has improved health care. Proposals arise to overcome the language barrier such as the incorporation of intercultural translators-mediators and professionals of foreign origin. There is a lack of awareness of the need for training in cultural competence on the part of the nurses in the study.
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Affiliation(s)
- Paula Berenguel Chacón
- Centre for Migration Studies and Intercultural Relations, University of Almería, 04120 Almería, Spain
| | - Fernando Jesús Plaza del Pino
- Centre for Migration Studies and Intercultural Relations, University of Almería, 04120 Almería, Spain
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain
| | - Brigida Molina-Gallego
- Research Group Nursing, Pain and Care (ENDOCU), Campus Tecnológico Fábrica de Armas, University of Castilla la Mancha, 45071 Toledo, Spain
- Faculty of Physiotherapy and Nursing, Toledo Campus, University of Castilla la Mancha, 45071 Toledo, Spain
| | - María Idoia Ugarte-Gurrutxaga
- Research Group Nursing, Pain and Care (ENDOCU), Campus Tecnológico Fábrica de Armas, University of Castilla la Mancha, 45071 Toledo, Spain
- Faculty of Physiotherapy and Nursing, Toledo Campus, University of Castilla la Mancha, 45071 Toledo, Spain
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Explaining the educational challenges in the path of cultural competence: The experiences of Iranian nursing students. J Prof Nurs 2022; 42:140-147. [DOI: 10.1016/j.profnurs.2022.06.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 06/26/2022] [Accepted: 06/28/2022] [Indexed: 11/20/2022]
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Hamdan Alshammari M, Alboliteeh M. Structural equation modeling of the association between professional and cultural competencies of nurses in Saudi Arabia. Nurse Educ Pract 2022; 63:103382. [PMID: 35772307 DOI: 10.1016/j.nepr.2022.103382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 05/04/2022] [Accepted: 06/13/2022] [Indexed: 11/29/2022]
Abstract
AIM To determine the influence of Saudi nurses' professional competencies on their cultural competency using the structural equation model (SEM). BACKGROUND Nurses are an essential component of the health care delivery system; it is crucial to understand their professional and cultural competencies. However, these concepts remain underreported from a middle eastern perspective. DESIGN A correlational, cross-sectional design. METHODS Data were collected using two self-report instruments from 587 nurses employed in three government-run tertiary hospitals in Saudi Arabia. Spearman rho and SEM were performed to analyze the relationships of the studied variables. RESULTS The emerging model showed acceptable model fit indices. Among the six dimensions of professional competency, only three significantly influence cultural competency. Specifically, both care pedagogics and medical and technical care had a moderate, positive influence on cultural competency. Contrastingly, value-based nursing care had a moderate but negative influence on cultural competency. CONCLUSIONS Cultural competency is a complex and underused nursing concept influenced by nurses' professional competencies. The knowledge acquired from the presented model can be used by nurse leaders, administrators and educators in developing appropriate policies, programs and strategies.
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Affiliation(s)
- Mohammed Hamdan Alshammari
- Mental Health Nursing Department, College of Nursing, University of Ha'il, Ha'il City 55473, Saudi Arabia.
| | - Mohammad Alboliteeh
- Medical-Surgical Nursing Department, College of Nursing, University of Ha'il, Ha'il City 55473, Saudi Arabia.
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