Mona M Shattell1, Elizabeth A Nemitz2, Nego Crosson3, Ashlee R Zackeru4, Sharon Starr5, Jie Hu6, Clifford Gonzales7. 1. College of Science and Health, DePaul University, Chicago, Illinois, USA. mona.shattell@gmail.com 2. Durham Connects, Durham, North Carolina, USA. 3. Moses Cone Hospital, Greensboro, North Carolina, USA. 4. Wake Forest Baptist Health, USA. 5. Gardner-Webb University School of Nursing, Boiling Springs, North Carolina, USA. 6. University of North Carolina at Greensboro School of Nursing, USA. 7. Nurse Anesthesia Program, Wake Forest Baptist Health, USA.
Abstract
AIM: This study examined how one pre-licensure baccalaureate nursing program at a public university in the southeastern United States integrated concepts and issues of culture and culturally competent practice into its curriculum. BACKGROUND: Teaching and learning about culturally competent practice in pre-licensure nursing programs are essential to ensure a culturally competent health care workforce. METHOD: A mixed-methods case study approach was used. Data were collected from student surveys (n = 111), student focus groups (three groups, n = 9), faculty interviews (n = 14), and school of nursing documents, including the mission statement, faculty and student handbooks, and course syllabi. Data were analyzed using descriptive statistics and content analysis. RESULTS: Findings provide evidence of cultural competence, barriers to deeper engagement with cultural issues, and suggestions for improvement. CONCLUSION: These findings suggest teaching/learning strategies and curricular design issues that may lead to greater student and faculty member cultural understandings.
AIM: This study examined how one pre-licensure baccalaureate nursing program at a public university in the southeastern United States integrated concepts and issues of culture and culturally competent practice into its curriculum. BACKGROUND: Teaching and learning about culturally competent practice in pre-licensure nursing programs are essential to ensure a culturally competent health care workforce. METHOD: A mixed-methods case study approach was used. Data were collected from student surveys (n = 111), student focus groups (three groups, n = 9), faculty interviews (n = 14), and school of nursing documents, including the mission statement, faculty and student handbooks, and course syllabi. Data were analyzed using descriptive statistics and content analysis. RESULTS: Findings provide evidence of cultural competence, barriers to deeper engagement with cultural issues, and suggestions for improvement. CONCLUSION: These findings suggest teaching/learning strategies and curricular design issues that may lead to greater student and faculty member cultural understandings.
Authors: María Angustias Sánchez-Ojeda; Silvia Navarro-Prado; Adelina Martín-Salvador; Trinidad Luque-Vara; Elisabet Fernández-Gómez; Fernando Jesús Plaza Del Pino Journal: Int J Environ Res Public Health Date: 2020-11-29 Impact factor: 3.390
Authors: Rebecca Raszewski; Abigail H Goben; Martha Dewey Bergren; Krista Jones; Catherine Ryan; Alana Steffen; Susan C Vonderheid Journal: J Med Libr Assoc Date: 2021-04-01