Evaluating the Effectiveness of Cultural Education Training: Cultural Competence and Cultural Intelligence Development among Nursing Students

Cultural Intelligence and Migration Intentions Among Nursing and Midwifery Students in Southeastern Region of Turkey: A Correlational Study

AIM

This study explores the relationship between cultural intelligence and attitudes towards the intention to migrate among nursing and midwifery students.

METHODS

Using a correlational design, data were collected from 804 students through the Student Descriptive Form, The Attitude Scale for Brain Drain in Nursing Students and the Cultural Intelligence Scale. The analysis was conducted using IBM SPSS Statistics and AMOS, employing structural equation modelling and analysis of variance.

RESULTS

The majority of participants were female (84.8%) and Turkish citizens (89.1%). The findings showed that both cultural intelligence levels and attitudes towards brain drain were above average. A positive correlation was identified between cultural intelligence and attitudes towards the intention to migrate.

CONCLUSION

Enhancing cultural intelligence through intercultural education, overseas experiences and multilingual proficiency is essential. The study underscores the critical need for policy reforms aimed at improving working conditions in low-income countries and addressing the challenges posed by the intention to migrate.

IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE

Incorporating cultural intelligence training into nursing and midwifery curricula is essential for preparing students to work in multicultural healthcare settings. Educational reforms are needed to equip future healthcare professionals with the skills required for diverse patient care. Additionally, policy interventions aimed at improving working conditions and offering better incentives in low-income regions are critical to mitigating brain drain by addressing the root causes of migration among skilled healthcare workers.

IMPACT

The study underscores the role of cultural intelligence in shaping the migration intentions of nursing and midwifery students. It highlights how higher levels of cultural intelligence correlate with more positive attitudes towards migration, suggesting that culturally adept healthcare professionals may be more inclined to seek international opportunities.

REPORTING METHOD

This study adhered to the STROBE guidelines for reporting observational studies.

PATIENT OR PUBLIC CONTRIBUTION

No patient or public contribution.

Nursing educators' experiences of cultural competence in the nursing education program: A qualitative descriptive study

BACKGROUND

To meet the population's increasing diversity and the health system's needs, it is necessary to prepare nursing schools to produce culturally qualified students.

PURPOSE

This study aimed to extract the experiences of nursing educators about the cultural competence of nursing students.

METHOD

In this qualitative descriptive study, data were collected through in-depth, semi-structured interviews with 15 nursing educators affiliated with three medical sciences universities in southeastern Iran. Purposive data sampling and analysis were performed using Graneheim and Lundman's conventional content analysis methods.

RESULTS

One main theme, 5 categories, and 18 subcategories were extracted. The main theme was "cultural equality, the essence of care and education". Categories included "Toward culturally-based caring and education", "Charter of cultural rights", "The need for cultural competence facilitators", "Cultural exposure", and "Modifying the curriculum policies".

CONCLUSION

This study shows that nursing educators strive to take into account students' cultural competence, even though cultural competence is not explicitly integrated into nursing curricula. The acquisition of cultural competence requires multifaceted changes in education, in clinical centers, and in the creation of cultural infrastructure.

Cultural competence of undergraduate student nurses: a multicenter study

OBJECTIVE

to evaluate the level of cultural competence of an undergraduate nursing students' population from four European higher education institutions.

METHOD

a total of 168 nursing students from four different countries were included in our study. The study methodology involved a cross-sectional assessment of cultural competence among undergraduate nursing students from four European universities. Data collection included sociodemographic variables, as well as the following validated tools: the Intercultural Sensitivity Scale, the Cultural Competence Assessment Tool (student version) and the Cultural Awareness Scale.

RESULTS

our results indicated that students demonstrated a high level of intercultural sensitivity but a moderate level of cultural competence and cultural awareness. Variations existed among students from different countries, suggesting potential differences in educational approaches. Despite expectations that higher-level students would exhibit greater cultural competence, no significant differences were found by year of study, indicating a lack of effective integration of cultural competence into nursing curricula.

CONCLUSION

nurse educators should consider the students' cultural competence before designing related study programmes. Training programmes related to cultural competence should include elements which have been associated with enhanced cultural competence, including language skills, cultural encounter, and opportunities for internationalisation.

Cultural competences among future nurses and midwives: a case of attitudes toward Jehovah's witnesses' stance on blood transfusion

BACKGROUND

Transcultural nursing recognises the significance of cultural backgrounds in providing patients with quality care. This study investigates the opinions of master's students in nursing and midwifery regarding the attitudes of Jehovah's Witnesses towards refusing blood transfusions.

METHODS

349 master's students in nursing and midwifery participated in a quantitative study and were surveyed via the Web to evaluate their awareness of the stance of Jehovah's Witnesses on blood transfusions and the ethical and legal dilemmas associated with caring for Jehovah's Witness (JW) patients.

RESULTS

The study yielded three significant findings. It unequivocally demonstrates that nursing and midwifery students possess inadequate knowledge regarding Jehovah's Witnesses' stance on blood transfusions and their acceptance of specific blood products and medical procedures. Despite being cognisant of the ethical and legal dilemmas of caring for JW patients, students lack an understanding of patients' autonomy to reject blood transfusions and their need for bloodless medicine. Students also articulated educational needs regarding cultural competencies regarding the Jehovah's Witnesses' beliefs on blood transfusions and non-blood management techniques.

CONCLUSIONS

Healthcare professionals need the knowledge and skills necessary to provide holistic, patient-centred and culturally sensitive care. This study emphasises the urgent need for university curricula and nursing postgraduate training to include modules on transcultural nursing and strategies for minimising blood loss.

Self-reported cultural competence among Czech and Slovakian nurses: A comparative correlation study

AIM

This study aimed to compare the level of cultural competence among nurses working in clinical practice in Slovakia and the Czech Republic.

BACKGROUND

Demographic changes have greatly affected the health sector in Slovakia and the Czech Republic. By identifying the level of nurses' cultural competence, many of the complications encountered in caring for patients from different cultures can be avoided. However, few studies have explored the cultural competence of nurses in clinical practice in these countries.

METHOD

This study was cross-sectional, descriptive, and comparative. It followed the STROBE checklist and used the Cultural Competence Assessment Tool questionnaire to collect data. Descriptive and inferential statistical tests were utilized for data analysis, using SASD 1.5.8 and IBM SPSS Statistics version 28.0.0.

RESULTS

The sample comprised 424 nurses, with 202 from the Czech Republic and 222 from Slovakia, primarily female. Most nurses in both countries have not received cultural diversity training. Nevertheless, nurses in both countries indicate the necessity of conducting a cultural impact assessment of patients' health. Cultural diversity training significantly increases the level of cultural competence in nurses.

DISCUSSION

Lower cultural competence scores can negatively impact nursing care for patients from different cultures, leading to additional cultural challenges.

IMPLICATIONS FOR NURSING AND HEALTH POLICY

The findings highlight the need for enhanced cultural competence among nurses. Nurses need to learn and utilize cultural information to help maximize healthcare for patients from different cultures. By providing nurses with cultural knowledge and skills, they will be able to deliver more effective and culturally competent care to patients from varied cultural backgrounds.

Culture of patient care among international nursing students: a focused ethnographic study

BACKGROUND

This study was conducted to describe and explain the culture of patient care in international nursing students.

METHODS

This qualitative study was conducted using focused ethnography. Participants (n = 21) were purposefully selected from non-Iranian international students and their nursing instructors. Data collection included semi-structured interviews, and field-note taking. Data were analyzed with the Roper and Shapira inductive approach of ethnographic content analysis.

RESULTS

The cultural model of the study included the acquisition of cultural competence through acceptance of differences and finding commonalities. Subcategories were: "avoiding cultural bias", "trying to be on the path of adaptation", "appealing to the support and companionship of colleagues", "coping with culture shock", "acculturation", "getting help from cultural intelligence", "cultural empathy", and "language and communication enhancement".

CONCLUSION

Cultural competence is teachable. The pattern of formation is through accepting differences and searching for commonalities. Suggestions for promoting the culture of care among international students include effective use of peer groups and teaching different national ethnicities and cultures.

Multicultural personality profiles and nursing student attitudes towards refugee healthcare workers: A national, multi-institutional cross-sectional study

BACKGROUND

Multicultural organizations in the era of globalization require intercultural leadership skills. Healthcare, as a sector serving diverse populations, necessitates culturally sensitive staff. Intercultural nurse education should start in undergraduate education. A tailored approach is needed, especially in the context of Poland's refugee crisis.

OBJECTIVE

To investigate how a multicultural personality profile and specific intercultural perspectives affect the attitudes of nursing students towards Ukrainian refugee background healthcare professionals.

DESIGN

A nationwide cross-sectional multicentre online survey study was conducted. The questionnaire was distributed with the aid of the Lime Survey web platform.

METHODS

The study utilized a Polish version of the Multicultural Personality Questionnaire. The questionnaire also included demographics and questions assessing intercultural competence and attitudes towards refugee medical professionals. K-Means Cluster Analysis was used to classify different patterns of multicultural personality. P-value <0.05 was deemed to be statistically significant.

PARTICIPANTS

The study sample consisted of 1325 undergraduate nursing students from 39 nursing schools in Poland: 54.0% in first year, 28.7% in second year, and 17.3% in third year. Most respondents were female (N = 1229, 90%).

RESULTS

Using cluster analysis respondents were categorized into four groups based on their level of three analyzed multicultural personality traits: cultural empathy, social initiative, and open-mindedness (high, low, average or mixed level). Statistical analysis demonstrated that personality profiles significantly affected nursing students' attitudes towards refugee health professionals (p = 0.003). Additionally, students' willingness to engage in intercultural communication classes and their belief in the learnability of intercultural competence also impacted their attitudes (p < 0.001 for both). Further analysis revealed correlations between personality profiles, belief in competency acquisition, and willingness to enhance competencies.

CONCLUSION

The design of intercultural competence education for undergraduate nursing students should be preceded by a mapping of the students' personality profile and a needs analysis in this regard, which may contribute to long-term effectiveness of such initiatives.

Designing, implementing, and evaluating a mobile app-based cultural care training program to improve the cultural capacity and humility of nursing students

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.

Developing the better and effective nursing education for improving transcultural nursing skills cultural competence and cultural sensitivity assessment tool (BENEFITS-CCCSAT)

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.

Enhancing intercultural sensitivity in Japanese nursing students through international online nursing courses: A quasi-experimental study

BACKGROUND

Globalization has highlighted the importance of being competent in communicating with people of various cultural backgrounds.

PURPOSE

To evaluate the effect of international courses for nursing students through online education in terms of intercultural sensitivity and perceived English proficiency.

DESIGN

A one-group pretest-posttest quasi-experimental design with an online self-reported questionnaire was conducted.

PARTICIPANTS AND SETTINGS

Participants were second-, third-, and fourth-year nursing students at a medical university in Tokyo in the spring term of 2021.

METHOD

Measurements were performed before and after the international nursing courses, which consisted of 1) nursing communication English, taught by native English instructors to second- and third-year students; and 2) international health nursing, taught by overseas-experienced faculty members to fourth-year students. Furthermore, there is an elective Collaborative Online International Learning course, where students discuss, collaborate, and complete common assignments with students from a university in the United States. Intercultural sensitivity was measured using the Japanese version of the Intercultural Sensitivity Scale. The pre- and post-test intercultural sensitivity were compared using a paired t-test. Content analysis was employed to analyze the open-ended questions.

RESULTS

A total of 104 students' data were analyzed. Students' intercultural sensitivity mean improved significantly from 79.88 ± 8.47 (pre) to 83.04 ± 8.63 (post). Participants in the elective course (n = 7) showed significantly higher intercultural sensitivity levels than non-participants. The self-evaluated English proficiency of second- and third-year students who took English courses significantly improved after the courses. Themes extracted by elective course participants revealed students' perceptions toward learning about diverse cultures, resilience, and intercultural communication skills, which they can utilize for nursing practice in the future.

CONCLUSION

Taking international nursing courses can increase nursing students' intercultural sensitivity. Universities are encouraged to provide international nursing courses to help enhance their cultural sensitivity and competency for their future nursing careers.

Factors Affecting Cultural Competence in a Sample of Nursing Students during the Prolonged COVID-19 Pandemic in Republic of Korea: A Cross-Sectional Study

Globally, foreign citizens, particularly ethnic and racial minorities, experienced discrimination and received imbalanced medical services and insufficient economic resources during the COVID-19 pandemic. This study aimed to examine the factors that affect the cultural competence of nursing students. This is descriptive cross-sectional study adheres to Strengthening the Reporting of Observational studies in Epidemiology (STROBE) guidelines. A convenience sample of 235 nursing students from two nursing colleges in D city completed an online Google Forms questionnaire from 9 August to 12 August 2022. The self-report questionnaire included a sociodemographic data form, a cultural intelligence scale, an ethnocentrism scale, a global competence scale, and a cultural competence scale. The mean score of cultural competence was 95.39 ± 15.64 (out of 135 points); cultural competence was significantly positively correlated with cultural intelligence and global competence (p < 0.001), and significantly negatively correlated with ethnocentrism (p < 0.001). The factors that significantly affected cultural competence were cultural intelligence (β = 0.31, p < 0.001) and global competence (β = 0.37, p < 0.001). The explanatory power of these effects was 47.3%. To improve the cultural competence of nursing students, it is necessary to develop, apply, and evaluate the results of curriculum and programs that can enhance the cultural intelligence and global competence of nursing students.

Need for training or already OnTracc? Development and psychometric properties of an online transcultural competence questionnaire among psychotherapists

The prevalence of mental disorders among people with migration experiences is high. Studies have shown that despite the increasing number of patients from different cultures requiring therapy, treating them is still a major challenge. Furthermore, professional training aimed at improving transcultural competence is rare, and psychometric instruments assessing transcultural competence require improvement. Accordingly, this study aimed to develop and evaluate an online transcultural competence questionnaire (OnTracc) to assess transcultural competence among psychotherapists. Based on extensive literature research and expert interviews, 38-self-report statements referring to aspects of transcultural therapy (e.g., skills, knowledge, and awareness) were compiled. In two studies, 306 psychotherapists completed the OnTracc questionnaire. The multicultural counseling inventory (MCI), personality factors (BFI-K), experience in transcultural therapy, and demographic data were assessed as control variables. The exploratory factor analysis (EFA) revealed a 3-factor structure. The reliability of the scale ranged from ω = 0.73 to 0.81. These scales demonstrated substantial convergent and discriminant validity with the BFI-K and MCI subscales. Factorial validity was confirmed through confirmatory factor analysis. This validated inventory is the first to assess transcultural competence in therapeutic settings in the German language. Further analysis of the factorial validity of the different samples is recommended. Given the increasing diversity in the therapeutic landscape, additional development could help close the gap between the evolving treatment demands of culturally diverse patients and the lack of consideration in mental health and education.

Methods of increasing cultural competence in nurses working in clinical practice: A scoping review of literature 2011–2021

Aim

Training for the development of cultural competence is often not part of the professional training of nurses within the European Economic Area. Demographic changes in society and the cultural diversity of patients require nurses and other medical staff to provide the highest quality healthcare to patients from different cultural backgrounds. Therefore, nurses must acquire the necessary cultural knowledge, skills, and attitudes as part of their training and professional development to provide culturally competent care to achieve this objective.

Objective

This review aims to summarize existing methods of developing cultural competence in nurses working in clinical practice.

Design

A scoping review of the literature.

Method

The following databases were used: PubMed, ScienceDirect, ERIH Plus, and Web of Science using keywords; study dates were from 2011 to 2021.

Results

The analysis included six studies that met the selection criteria. The studies were categorized as face-to-face, simulations, and online education learning methods.

Conclusion

Educational training for cultural competence is necessary for today’s nursing. The training content should include real examples from practice, additional time for self-study using modules, and an assessment of personal attitudes toward cultural differences.

Improving Cultural Competence and Self-Efficacy Among Postgraduate Nursing Students: Results of an Online Cultural Care Training Program

INTRODUCTION

Since nurses and nursing students interact with culturally diverse clients in health care settings, training programs are required to improve cultural competence and self-efficacy among them. This study aimed to investigate the effect of an online cultural care training program on cultural competence and self-efficacy among postgraduate nursing students.

METHODS

The present interventional study used random sampling to allocate 80 postgraduate nursing students into the intervention and control groups. Cultural care training program was held for the intervention group.

RESULTS

No significant difference in cultural competence and self-efficacy scores was found between the intervention and control groups in the pretest. However, the intervention group scored higher in terms of cultural competence and self-efficacy after the intervention.

DISCUSSION

Given cultural diversity and prevalence of medical tourism, nursing instructors need to pay special attention to cultural care education at all academic levels.

Illuminating antiracist pedagogy in nursing education

In the profession of nursing, whiteness continues to be deeply rooted because of the uncritical recognition of the white racial domination evident within the ranks of nursing leadership. White privilege is exerted in its ascendency and policy-making within the nursing discipline and in the Eurocentric agenda that commands nursing pedagogy. While attention to antiracism has recently increased, antiracism pedagogy in nursing education is nascent. Pedagogical approaches in the nursing profession are essential. Because it encompasses the strategies used to transmit the science in how nurses practice and teach, which has predominantly been informed using a Eurocentric lens. This paper presents a literature review on antiracist pedagogy in nursing education, discussing how nurse educators can integrate antiracism pedagogy in nursing education, highlighting examples presented by the authors. Key terms related to antiracism are reviewed. The resultant themes from the literature review include resistance to antiracist pedagogy, managing emotional responses, and supporting transformative learning using an antiracist approach. The primary implementation of Eurocentric pedagogical approaches whiteness pervasive in nursing education must be uprooted. Antiracist and other antioppressive learning approaches must be embraced to understand the insidiousness of racial inequities and its power in sustaining structural oppression in nursing academia.

Investigation of the Cultural Competence Levels of Diabetes Nurses

Objective: It is important for nurses to have cultural competence in order to keep up with the cultural diversity brought by globalization. In this study, we aim to examine the cultural competence levels of diabetes nurses in diabetes education and care in accordance with the cultural characteristics of individuals with diabetes. Methods: This study was conducted in a cross-sectional descriptive type with 183 diabetes nurses between September 15 and December 15, 2020 in Turkey. The data were collected using the Introductory Information Form and the Nurse Cultural Competence Scale. Results: We determine that almost all of the diabetes nurses had cultural competence above the average. We find that having a postgraduate degree from diabetes nurses, receiving cultural education before, and having a diabetes nurse experience of 6 years or more affected the cultural competence levels (p

Meta-analysis of the impact of cross-cultural training on adjustment, cultural intelligence, and job performance

Purpose

This research aims to provide an updated meta-analysis of cross-cultural training effectiveness through quantitatively reviewing the links between cross-cultural training and three outcomes: adjustment, cultural intelligence and job performance.

Design/methodology/approach

Drawing from 37 independent samples from 1991 through August 2021 involving a total of 7,040 trainees, the author adopt random-effects meta-analyses method to assess the relationships between cross-cultural training and three outcomes and examine potential moderators (i.e. training phase, training method and rating source) that influence these relationships.

Findings

The meta-analytical results mainly support our hypotheses. Cross-cultural training -adjustment exhibits a medium and significant positive effect, whereas cross-cultural training is positive significantly related to job performance and cultural intelligence of small effect sizes. Training method and data source significantly moderate the cross-cultural training's impact on cultural intelligence and performance correspondingly.

Originality/value

This study considers longitudinal statistics for measuring cross-cultural training effectiveness, breaking down the inadequacy of cross-sectional measurement and covers sub-dimensions of cross-cultural training outcomes to provide more comprehensive and advanced evidence of cross-cultural training effectiveness for the latest 30 years.

Effects of Cognitive Knowledge and Intercultural Behavioral Skills on Cultural Stereotypes and Intercultural Affect: A Case of Elementary Students' Perspective on Islam

Two decades have passed since the September 11 attacks by Islamist militants that shocked the world. Despite this, Islamophobia remains a common phenomenon. In Taiwan, the 2014 12-year Basic Education Curriculum amendments emphasize cultural and global understanding as core competencies. With more than 6 years of implementation, it would be therefore interesting to learn what elementary school students think of Islam. Anchoring on the concepts of intercultural competency development, stereotypes are said to be related to cognitive knowledge, intercultural behavioral abilities, and attitudes. A survey instrument was developed and validated to collect information on stereotypes, skills in intercultural interaction, and attitudes toward Islam. Additionally, cognitive knowledge of Islam was also tested. A total of 712 students participated in the study. Structural equation modelling was used to test the mediating role of cognitive knowledge and intercultural behavioral skills within the relationship between cultural stereotypes and intercultural affects. Findings show that behavioral skills alone are not enough to diminish the negative aspects of stereotypes. Importantly, it is only with the help of cognitive knowledge that the relationship between stereotypes and intercultural affects are improved. It is hoped that by understanding the importance of proper curriculum content, more sustainable coexistence can be established.

Cultural Competence and Cultural Intelligence of Healthcare Professionals Providing Emergency Medical Services

Background: There are more and more foreigners in Poland who become clients of the Polish healthcare system. They use, among others, emergency medical services provided by healthcare professionals: doctors, nurses, and paramedics. Skillful care for culturally different patients requires cultural competencies and cultural intelligence to ensure good quality of care and cultural safety. The study aimed to measure and assess the cultural competencies and cultural intelligence of medical professionals working in hospital emergency departments (HEDs) and hospital emergency rooms (HERs) in Małopolska, a region in southern Poland. Methods: The following questionnaires were used in the study: the Cross-Cultural Competence Inventory (CCCI), the Cultural Intelligence Scale (CQS), and Questionnaire on Attitudes Towards Culturally Divergent People. In total, 709 medical professionals participated in the study, including 363 nurses, 223 paramedics, and 123 doctors. Results: Cultural intelligence—the overall score and the scores on the metacognitive, cognitive, motivational, and behavioral subscales were significantly higher among HED and HER doctors. Cultural competencies—the overall score and the score on the cultural adaptation subscale were also significantly higher among HED and HER doctors. The CCCI and CQS scores were influenced by selected variables: taking care of and close interactions with representatives of other cultural circles; staying outside Poland for more than a month. Doctors were the group of medical professionals that were most tolerant and most positive towards people from other cultures. Conclusions: The research results confirm the positive impact of contact of medical professionals with people from other cultures on their cultural competencies and cultural intelligence. They indicate the need for training in acquiring cultural competencies and developing cultural intelligence, especially among nurses. They demonstrate the need to raise awareness among HED and HER medical professionals about issues in intercultural care and to increase diversity efforts, especially among nurses.