Cultural Diversity in Florida Nursing Programs: A Survey of Deans and Directors

Cultural competence of nursing educators at medical universities of 2nd regional planning in Iran

BACKGROUND

One of the facets of nursing care, as a holistic profession, is cultural care. Considering the role of culture in individuals' health behaviors, nurses are recommended to be mindful of cultural care. Since nursing educators should be culturally competent to teach cultural care to students, this study aimed to determine the cultural competence of nursing educators of medical sciences universities in the 2nd regional planning in Iran.

METHODS

The current research was a descriptive and survey study framed within Campinha-Bacote's cultural competency model. All nursing educators of universities of medical sciences in the 2nd regional planning of Iran (Tabriz, Urmia, Ardabil, Khoy, Maragheh, Sarab, and Khalkhal) were considered as research units, and the cultural diversity questionnaire for nursing faculties (CDQNE-R) was sent to them. Out of 129 questionnaires sent, 84 were turned back. The data were analyzed by the SPSS 22 software.

RESULTS

The results of this study showed that the research participants agreed with the subscales of cultural awareness, cultural knowledge, cultural skill, and cultural desire according to Sealey and Yates' interpretation scale. Also, the research units cast doubts on the cultural encounter subscale. The mean scores of the participants' responses to the questions of every subscale equaled 4.11, 3.52, 3.71, 3.38, and 3.93 for the subscales of cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire, respectively. Likewise, the mean scores of participants' responses to the subscales of transcultural educational behaviors and general cultural competence equaled 3.90 and 3.73.

CONCLUSIONS

The nursing faculties participating in the present study agreed with the 4 sub-models of Campinha-Bacote cultural care and the presence of cultural competence criteria. Also, the research units had doubts about the cultural encounter subscale. This result means that the research participants were undecided about their level of participation in face-to-face interactions with people from different cultural, racial, and ethnic groups. According to the results of the study, it is important to hold transcultural nursing training workshops and courses to maintain and improve the level of cultural competence of nursing faculties at universities of medical sciences in the 2nd regional planning in Iran.

The Racial and Gendered Experiences of Immigrant Nurses from Kerala, India

The purpose of this article is to describe the experiences of a group of immigrant women nurses regarding their life and work in a culture other than their own. Semistructured, in-depth interviews were conducted with nurses who were born in Kerala, India, educated in India, and are actively employed as nurses in the United States. The participants told stories that were about (a) the challenges of living between two cultures and countries, (b) the racism they experience, and (c) their marginalization as female nurses of color. This study underscores the continuing inequities of our health care system. Our challenge is to establish a more just and effective environment for those who provide care as well as those who receive it.

Banks multicultural model: a framework for integrating multiculturalism into nursing curricula

The Institute of Medicine (IOM) has recommended that more minorities be represented in the health care workforce and that cross-cultural education be included in all health care programs (Betancourt, J.R., & Maina, A.W., 2004). Although nurse educators have embraced the need of inclusion of diversity in the curriculum, there remains a gap between the desire to educate about diversity and the application of this concept into the curriculum. Common barriers include difficulty fitting it into an already full curriculum and a lack of experience in the area of diversity. The conceptual framework of James Banks may be considered when implementing multiculturalism into an undergraduate nursing program, an associate degree program, or over a semester as a freestanding course on diversity. The Banks model identifies five dimensions of multicultural education (content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowering school culture) to facilitate the process of conceptualization and implementation of multicultural education. These dimensions build upon each other and can be leveled throughout a program curriculum or across a semester. Examples of assignments for each dimension and level are provided, as well as a discussion of the faculty role in implementing multiculturalism.

A third study on predicting NCLEX success with the HESI exit exam

This was the third annual validity study designed to assess the accuracy of the HESI Exit Exam (E) in predicting NCLEX success for graduating registered and practical nursing students. As in year I (N = 2,725) and year II (N = 3,752), in year III (N = 6,277), the E was highly predictive of NCLEX success for associate degree nursing, bachelor of science nursing, diploma, and practical nursing students. Unlike previous years, in year III, monitoring was not a significant factor in the predictive accuracy of the E. NCLEX success of low-scoring E students, first examined in year II, was also examined in year III. As in year II, low-scoring E students were significantly more (P = .001) likely to fail the licensure examination than high-scoring E students. In year III, unlike year II, there was no significant difference in the pass rate of low-scoring E students who participated in a remediation program and those who did not. The authors recommended that a more definitive definition of remediation be used in future studies and that such studies focus on E implementation strategies and their relationship to NCLEX success.

Cultural Competence of Baccalaureate Nursing Faculty

This randomized, stratified, descriptive, cross-sectional survey design used Campinha-Bacote's Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised (IAPCC-R) to assess the cultural competence of a convenience sample of 170 randomly selected baccalaureate nursing (BSN) program faculty. The mailed survey also assessed factors that were helpful in increasing comfort levels in caring for individuals from other cultures and gathered self-report data on cultural content in faculty academic preparation and current employing programs. Results indicated BSN faculty were culturally competent. Faculty teaching in the states with the most immigrants were more culturally competent than were faculty teaching in the states with the least immigrants. Immersion or working in another culture were the most frequently cited methods of increasing cultural comfort.

Ensuring Cultural Diversity Among California Nurses

The California Strategic Planning Committee for Nursing cultural diversity work group surveyed deans and directors from RN prelicensure and vocational nurse education programs in California in 1998. With a 49% response rate, key survey findings were that 48% of programs were actively recruiting ethnically diverse students using a variety of strategies; various approaches were being used to retain students; barriers to student success were primarily financial and educational; and most programs included curricular content and programming designed to ensure culturally competent and sensitive graduates.

The Red River College model: enhancing success of Native Canadian and other nursing students from disenfranchised groups

The recruitment and retention of students from culturally diverse backgrounds remains a critical issue in nursing education. This article describes one program that was very successful in helping Native Canadian and other disenfranchised students succeed academically in nursing. The program design and operation as well as issues related to recruitment and retention of these students are presented. Many aspects of this program are now incorporated into the baccalaureate nursing program in the college.

Culturally competent nursing care during the perinatal period

Effective nursing interventions require culturally competent nursing practice. Nurses can develop the skill sets needed to provide culturally competent care. These skills derive from nursing principles and practice that support respect for individual dignity and self-determination. Sweeping changes in health care delivery have shortened the length of client exposure to nursing care, especially in perinatal nursing. Moreover, changes in the United States population challenge the nurse's ability to respond appropriately to the expectations, values, and beliefs of many diverse cultural groups. Nursing theoretical frameworks provide a basis for cultural competence in practice.