Cultural competence of practicing nurses entering an RN-BSN program

Student Perceptions Related to Immediate Workplace Usefulness of RN-to-BSN Program Content

BACKGROUND

Despite a national directive for associate degree in nursing (ADN) nurses to complete BSN degrees, there is limited research related to student perceptions of the value added by BSN education.

PURPOSE

The purpose was to explore perceptions of immediate workplace usefulness of RN-to-BSN content for ADNs.

METHODS

Qualitative narrative data provided by 263 RN-BSN students in their final semester before graduating with a BSN were analyzed. Students were asked, "How have you used what you are learning in the RN-BSN program at work?"

RESULTS

Themes included the following: research and evidence-based practice, leadership, professionalism, communication, intentional holistic caring, critical thinking, cultural competence, safety and quality improvement, interdisciplinarity, population-based care, and fiscal awareness.

CONCLUSION

Results clarified content that students found useful and provided insight into specific benefits that employers might expect to see when ADNs complete BSN-level education.

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

BACKGROUND

Since 2012, education standards in medical faculties in Poland have allowed medical universities to introduce content related to multiculturalism. On the one hand, this creates a necessity to introduce new strategies, forms, and techniques of education aimed at the development of knowledge, skills, and attitudes in terms of multiculturalism. On the other hand, there is a need to evaluate their effects. The main goal of this study was to evaluate the cultural competence and cultural intelligence of master's degree nursing students before the commencement of and two months after cultural education training in the form of the intercultural communication workshops included in the study program.

METHODS

The following questionnaires were used in the study: the Cross-Cultural Competence Inventory (CCCI) and the Cultural Intelligence Scale (CQS). Two consecutive classes (2019 and 2020) of master's nursing students were tested twice (pre-test, post-test). The study was conducted at a leading medical university that educates nurses at a master's level in Poland. In total, 130 master's nursing students took part in this evaluative study: 64 individuals in 2019 (study 1) and 66 individuals in 2020 (study 2).

RESULTS

In comparison to the pre-test, the post-test showed that the surveyed students in both study 1 and study 2 obtained significantly higher overall results in terms of cultural intelligence (p = 0.001; p = 0.004, respectively) as well as in the behavioral (p = 0.001; p = 0.002) and cognitive (p = 0.001; p = 0.008, respectively) subscales. The cultural competence results were also higher overall, but the difference was insignificant.

CONCLUSIONS

The study shows the efficiency of training/workshops in the development of culturally specific knowledge and cultural intervention skills. At the same time, it postulates the need to plan and organize cultural education programs in a form that aims to improve the development of culturally sensitive attitudes.

Cultural competence among nurses and its influencing factors: A cross-sectional study

The purpose of this study was to investigate the level of cultural competence and its influencing factors among Chinese nurses by using a cross-sectional design. Participants were recruited from four tertiary hospitals in Jiangsu, China, and 325 nurses completed the Cultural Competence Inventory for Nurses in China. Data were analyzed using stepwise multiple regression to identify factors influencing cultural competence. The results showed that Chinese nurses self-rated cultural competence at a moderate level (mean value of 101.7 out of 145), which indicates that cultural training is necessary to improve their cultural competence. Nurses who were younger and had fewer years of working experience, had lower educational backgrounds, seldom learned about different cultures via mass media, and rarely resided in or visited places with different cultures tended to have lower cultural competence levels, and should be provided more opportunities for cultural training. By considering demographic characteristics that influence cultural competence among Chinese nurses, educators can specifically design cultural training content at an appropriate level, targeting trainees' needs and thereby enhance training effectiveness.

Undergraduate nursing students' perspectives of intercultural communication: A qualitative descriptive study

BACKGROUND

Problematic communication in nurse-client relationships is a contributory factor to healthcare disparities and negative health outcomes. Information and practice sessions about intercultural communication in nursing education are vital to equip the future health workforce. Limited evidence was located regarding undergraduate nursing students' perspectives on intercultural communication, which is crucial in determining the effectiveness and appropriateness of incorporating intercultural communication in nursing curricula.

OBJECTIVE

This study explored the perceptions of undergraduate nursing students regarding intercultural communication in their nursing program.

DESIGN

This study used a qualitative descriptive design guided by the Integrated Model of Intercultural Communication Competence.

SETTING

A Western Canadian university.

PARTICIPANTS

Ten fourth-year undergraduate nursing students.

METHODS

Participants volunteered to participate in a semi-structured, one-on-one interview. Interviews were digitally recorded, transcribed verbatim, and analyzed using content analysis. Another data source was the first author's reflective journal. Member checks were conducted.

RESULTS

Participants perceived that limited intercultural communication content existed in nursing curricula; however, they acknowledged that learning about and engaging in intercultural communication facilitated more empathetic and culturally safe nursing practice. Barriers identified during intercultural communication in students' clinical practice included language, power differentials, gender, and limited staffing. However, students' cultural background, experiences, social media, and learning within culturally diverse environments were perceived to enable them to facilitate intercultural communication. Based on the findings, recommendations were formulated to integrate a cultural component in health assessment protocols with the addition of active teaching strategies to equip nursing students with the requisite skills and knowledge for effective intercultural communication.

CONCLUSION

This study highlighted the perceived barriers, facilitators, and outcomes of intercultural communication education. Participating nursing students described how they developed empathetic intercultural communication skills and adjusted care with culturally diverse clients. Findings indicate that nurse educators use active teaching strategies that offer students opportunities to engage with culturally diverse clients.

The evolution of cultural competence theories in American (United States) nursing curricula: An integrative review

INTRODUCTION

Baccalaureate nursing students develop cultural competence through curricula of theories and frameworks which evolve to reflect new knowledge, but their synthesis and impact upon health quality outcomes is not known.

METHODS

A cross-platform literature review was conducted to identify innovation and use of cultural competency theories and frameworks in nursing. Optimal literature included a formal theory, pedagogy, measures, and outcomes, which were then classified and evaluated. Additional perspectives and interventions were reviewed for potential influence on curricula and impact through the lens of integrative review.

RESULTS

A shift in theory from essentialism to constructivism has occurred in undergraduate curricula. Challenges to measuring outcomes have been noted. All studies reported positive outcomes but suffer from self-selection, unvalidated instruments, and little to no longitudinal data.

CONCLUSIONS

Nursing students are exposed to culturally competent care via several validated and canonical frameworks, but self-efficacy and long-term impact have not been assessed.

Are hospital managers ready for value-based healthcare?

Purpose

Hospital organisations are currently experiencing significant challenges that have encouraged a move towards a value-based approach to health care. However, such a transition requires understanding the underlying competencies required to enable such a focus. This paper aims to undertake a systematic review of the available literature on managerial competencies in hospitals and considers these in a value-based health-care context.

Design/methodology/approach

A systematic literature review was conducted to identify research studies that describe the characteristics of management competence in hospital environments.

Findings

Categories and sub-categories of management competence in hospitals were identified and considered in a value-based health-care context.

Research limitations/implications

The systematic literature review identifies a need for further research regarding managerial competencies of managers of hospitals. Competencies for managing in a value-based health-care model also require deeper investigation.

Practical implications

The categories of management competence provide guidance to organisations transitioning towards value-based health care in terms of identifying and developing management competencies. Hospitals should consider the development of a competency model that includes broader categories of competencies than purely clinical or professional competencies.

Originality/value

This study builds upon and advances previous reviews of management competence in hospitals, and the competency categories presented can be used as a basis to identify management competency requirements in hospitals.

One Year On: Cultural Competence of Australian Nursing Students Following International Service-Learning

BACKGROUND

The effective delivery of health care to the growing multicultural population within Australia is a challenge for the nursing profession. A breakdown in cross-cultural communication and understanding, which stems from the tendency of nurses to project their own culturally specific values and behaviors onto patients and colleagues from other countries, can contribute significantly to non-compliance in migrant populations and conflict in collegial relationships.

METHOD

The Inventory for Assessing the Process of Cultural Competence-Revised was administered to Australian undergraduate nursing students immediately before, immediately after, and 12 months after returning from international clinical placement. Data were analyzed using descriptive and inferential functions of SPSS.

RESULTS

Overall cultural competence increased immediately following the placement and was sustained over time. However, there were significant differences among the five constructs measured.

CONCLUSION

International clinical placements enhance cultural competence but targeted activities need to be undertaken pre-placement to develop specific aspects, in particular cultural desire. [J Nurs Educ. 2019;58(1):17-26.].

Cultural competence course for nursing students in Taiwan: A longitudinal study

BACKGROUND

Culturally competent care is an essential ability for nursing students. However, little is known about the effects of educational intervention on attitudes or behavior changes with regard to cultural competence in Taiwan.

PURPOSE

This study evaluates the effects of a cultural competence course for nursing students.

METHODS

Using a longitudinal study design, 105 participants were assigned to an experiment group (51 participants) and control group (54 participants) based on the school they attended. Students in the experiment group received a two-credit course on cultural competence care. Using the Cultural Competence Assessment Instrument-Chinese Version (CCA-CV), data were collected between 2012 and 2013 at three points in time: before and after the course and again 6 to 8 months after the two groups (experiment and control) had completed the clinical practicum.

RESULTS

The results of a generalized estimating equation (GEE) analysis indicate that the cultural competence of all participants had improved at the posttest assessment, with the experiment group showing a significantly better improvement over the control group. However, the overall effectiveness of the training diminished with time. This study supports that taking a cultural competence course effectively enhances the cultural competence of nursing students for a limited period of time immediately following the course.

CONCLUSIONS AND APPLICATIONS

These results support that the benefits of incorporating a cultural competence course in clinical practice should be considered in the future. Furthermore, healthcare institutions should be encouraged to provide greater support and consideration to cultural competence issues in the nursing workplace in order to reinforce and extend the benefits of cultural competence courses provided at nursing schools.