Joanne Chung-Yan Chan1, Po Yi Sy. 1. 1PhD, Assistant Professor, The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong 2BN(Hons), RN, The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong.
Abstract
BACKGROUND: The demand for nurses to provide transcultural nursing care is rising. However, little is known about the relationships among the dimensions of nurse personality, intercultural communication, and cultural self-efficacy in the provision of this care. PURPOSE: The aims of this study were to examine the associations among personality, intercultural communication, and cultural self-efficacy in nursing students and to compare intercultural communication and cultural self-efficacy between first-year and third-year nursing students. METHOD: One hundred twenty-six Chinese students completed a questionnaire that consisted of three scales that were designed to measure intercultural communication, cultural self-efficacy (cultural concepts, transcultural nursing functions, and cultural knowledge related to South Asians), and personality, respectively. RESULTS: Intercultural communication correlated positively with the three subscales of personality, agreeableness (r = .22, p < .05), openness (r = .20, p < .05), and conscientiousness (r = .18, p < .05). Self-efficacy in cultural concepts correlated positively with agreeableness (r = .18, p < .05) and intercultural communication (r = .49, p < .01). Self-efficacy in transcultural nursing functions correlated positively with intercultural communication (r = .36, p < .01), agreeableness (r = .31, p < .01), emotional stability (r = .25, p < .01), openness (r = .32, p < .01), extraversion (r = .19, p < .05), and conscientiousness (r = .20, p < .05). Self-efficacy in cultural knowledge related to South Asians correlated positively with agreeableness (r = .20, p < .05) and intercultural communication (r = .27, p < .01). No significant difference was found between first-year and third-year students in terms of intercultural communication, self-efficacy in knowledge of cultural concepts, self-efficacy in the skills needed to perform key transcultural nursing functions, or self-efficacy in the cultural knowledge related to South Asians. CONCLUSIONS/IMPLICATIONS FOR PRACTICE: Personality assessments should be included in the nursing student recruitment process. Furthermore, nurse educators should focus greater attention on enhancing the cultural self-efficacy and intercultural communication skills of their students.
BACKGROUND: The demand for nurses to provide transcultural nursing care is rising. However, little is known about the relationships among the dimensions of nurse personality, intercultural communication, and cultural self-efficacy in the provision of this care. PURPOSE: The aims of this study were to examine the associations among personality, intercultural communication, and cultural self-efficacy in nursing students and to compare intercultural communication and cultural self-efficacy between first-year and third-year nursing students. METHOD: One hundred twenty-six Chinese students completed a questionnaire that consisted of three scales that were designed to measure intercultural communication, cultural self-efficacy (cultural concepts, transcultural nursing functions, and cultural knowledge related to South Asians), and personality, respectively. RESULTS: Intercultural communication correlated positively with the three subscales of personality, agreeableness (r = .22, p < .05), openness (r = .20, p < .05), and conscientiousness (r = .18, p < .05). Self-efficacy in cultural concepts correlated positively with agreeableness (r = .18, p < .05) and intercultural communication (r = .49, p < .01). Self-efficacy in transcultural nursing functions correlated positively with intercultural communication (r = .36, p < .01), agreeableness (r = .31, p < .01), emotional stability (r = .25, p < .01), openness (r = .32, p < .01), extraversion (r = .19, p < .05), and conscientiousness (r = .20, p < .05). Self-efficacy in cultural knowledge related to South Asians correlated positively with agreeableness (r = .20, p < .05) and intercultural communication (r = .27, p < .01). No significant difference was found between first-year and third-year students in terms of intercultural communication, self-efficacy in knowledge of cultural concepts, self-efficacy in the skills needed to perform key transcultural nursing functions, or self-efficacy in the cultural knowledge related to South Asians. CONCLUSIONS/IMPLICATIONS FOR PRACTICE: Personality assessments should be included in the nursing student recruitment process. Furthermore, nurse educators should focus greater attention on enhancing the cultural self-efficacy and intercultural communication skills of their students.
Authors: César Leal-Costa; Sonia Tirado González; Antonio Jesús Ramos-Morcillo; María Ruzafa-Martínez; José Luis Díaz Agea; Carlos Javier van-der Hofstadt Román Journal: Front Psychol Date: 2020-06-12
Authors: Lucyna Iwanow; Mariusz Jaworski; Joanna Gotlib; Mariusz Panczyk Journal: Int J Environ Res Public Health Date: 2021-02-05 Impact factor: 3.390