Cultural Competence, Cultural Sensitivity, Nursing Education
Conditions
Keywords
Nursing students, transcultural nursing, nursing education, cultural competence, cultural sensitivity, metaphor analysis
Brief summary
In recent years, limited studies have evaluated the development of cultural awareness, sensitivity, skills, communication, and competence among nursing students using different models and curricula. This study aims to evaluate the effectiveness of a new internationally developed curriculum for transcultural nursing education. This mixed methods study was conducted on nursing students (n=83) who attended a transcultural nursing course from 2021-2022 during the fall semester.
Interventions
BEHAVIORALTranscultural Nursing Course (new curriculum)
Multinational Collaboration: Developed with input from institutions across five countries, ensuring a broad, international perspective on transcultural nursing. Comprehensive Theoretical Framework: Integrates multiple cultural competence models (Purnell, Campinha-Bacote, Papadopoulos) with Leininger's Culture Care Theory, offering a thorough approach. Extensive Practical Training: Includes 17 hours of hands-on experience, featuring hospital visits and interactions with healthcare professionals. Interactive Learning Methods: Combines role-playing, reflective essays, and cultural activities (e.g., traditional clothing, dances) for dynamic, multimodal education. Peer Education: Incorporates peer education and evaluation, enhancing collaborative learning and critical thinking. Standardized Materials: Educational materials and teaching methods are standardized across institutions to ensure consistency and quality in instruction.
Sponsors
Hasan Kalyoncu University
Giresun University
Hacettepe University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Intervention model description
This international curriculum was developed with researchers from seven institutions and five countries (Turkey, Spain, Czech Republic, Belgium, Slovenia, and Hungary). The transcultural nursing course, which implemented 25 hours in a one-semester elective course, had 8 hours of theoretical training and 17 hours of practical training in two nursing departments in Turkiye . The course has 3 ETCSs (a 75 h workload for the students). This elective, the Transcultural Nursing Course was chosen by 5th-semester BSc nursing students. The aim of the course was To develop/promote awareness of culture-based care; it is aimed that at the end of this course, students would be capable of evaluating individuals, families, and communities in a proper and evidence-based manner, and they would be competent to plan, implement and evaluate culture-based nursing care. Learning outputs were prepared based on culture care theory by Madeleine
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Over 18 years of age * Volunteering to participate in the research * Being enrolled in the Transcultural Nursing Course in the fall semester 2021-2022
Exclusion criteria
* Not meeting the criteria for inclusion in the study
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Better and Effective Nursing Education for Improving Transcultural Nursing Skills Cultural Competence and Cultural Sensitivity (BENEFITS-CCCS) Scale | At baseline, 15 minutes before the first class, students were informed about the BENEFITS-CCC Scale, and the survey was administered. The scale was re-applied 15 minutes before the final class ended, following the completion of the 14-week curriculum | This scale was developed by researchers from Belgium, the Czech Republic, Hungary, Slovenia, Spain, and Türkiye in the project Better and Effective Nursing Education for Improving Transcultural Nursing Skills (BENEFITS) to evaluate the effectiveness of cultural competence training in nursing students. The scale has 26 items across five subdimensions: Respect for Cultural Diversity (6 items), Culturally Sensitive Communication (4 items), Achieving Cultural Competence (3 items), Challenges and Barriers in Providing Culturally Competent Care (5 items), and Perceived Meaning of Cultural Care (8 items). Items are scored on a 7-point Likert scale (1 for Definitely Disagree to 7 for Definitely Agree). The possible total score ranges from 26 to 182. The scale Cronbachs alpha is 0.82. |
Other
| Measure | Time frame | Description |
|---|---|---|
| Metaphor Analysis Tool for Assessing Transcultural Nursing Experiences | Post-course assessment at the end of the semester (14 week). Students submitted their answers to the questions in essay form in the 15th week. | Unit of Measure: Qualitative themes derived from metaphorical expressions related to experiences with patients and teammates from diverse backgrounds. Measurement Tool: A qualitative questionnaire prompting nursing students to complete the following statements: 1. Caring for patients with different religions, languages, cultures, or lifestyles is like … because … 2. Working with teammates having different religions, languages, cultures, or lifestyles is like … because … 3. A culturally sufficient care environment is like … because … 4. This transcultural nursing course is like … because … Data Analysis Process: Data were analyzed thematically, which involved coding the content into categories, defining themes, and interpreting results. Feedback was solicited from participants to ensure data validity, with three researchers reviewing the data and an expert opinion sought for reliability. |
Countries
Turkey (Türkiye)
Outcome results
None listed