Jonas Preposi Cruz1, Alexis Nacionales Aguinaldo2, Joel Casuga Estacio3, Abdullelah Alotaibi1, Sibel Arguvanli4, Arcalyd Rose Ramos Cayaban5, Helen Shaji John Cecily6, Felipe Aliro Machuca Contreras7, Adraa Hussein8, Erhabor Sunday Idemudia9, Shihab Aldeen Mourtada Mohamed1, Jeanette Sebaeng10. 1. Lecturer, Nursing Department, College of Applied Medical Sciences, Shaqra University, Al Dawadmi, Saudi Arabia. 2. Nurse Supervisor, Ilocos Training and Regional Medical Center, La Union, Philippines. 3. Faculty, Institute of Community Health and Allied Medical Sciences, Don Mariano Marcos Memorial State University, La Union, Philippines. 4. Psychiatric and mental health nurse, Nursing Department, TOKI Kumeevler 21/7 Talas, Kayseri, Turkey. 5. Lecturer, College of Nursing, Sultan Qaboos University, Muscat, Oman. 6. Assistant Professor, Nursing Department, College of Applied Medical Sciences, Majma'ah University, Saudi Arabia. 7. Lecturer, Facultad de Ciencias de la Salud, Universidad Autónoma de Chile, and Assistant Professor, Escuela de Enfermería, Facultad de Salud y Odontología, Universidad Diego Portales, Santiago, Chile. 8. Faculty, College of Nursing, University of Baghdad, Baghdad, Iraq. 9. Professor, School of Research and Postgraduate Studies, Faculty of Human and Social Sciences, North West University, Mmabatho, South Africa. 10. Lecturer, Faculty of Science and Technology, School of Nursing Science, North West University, Mmabatho, South Africa.
Abstract
PURPOSE: To assess cultural competence among nursing students from nine countries to provide an international perspective on cultural competence. DESIGN: A descriptive, cross-sectional design. METHODS: A convenience sample of 2,163 nursing students from nine countries was surveyed using the Cultural Capacity Scale from April to November 2016. RESULTS: The study found a moderate range of cultural competence among the students. The ability to teach and guide other nursing colleagues to display culturally appropriate behavior received the highest competence rating, while the ability to discuss differences between the client's health beliefs or behaviors and nursing knowledge with each client received the lowest competence rating. Differences in cultural competence were observed between students from different countries. Country of residence, gender, age, year of study, attendance at cultural-related training, the experience of taking care of patients from culturally diverse backgrounds and patients belonging to special population groups, and living in a multicultural environment were identified as factors affecting cultural competence. CONCLUSIONS: The international perspective of cultural competence among nursing students provided by this study serves as a vital preview of where nursing education currently stands in terms of providing the necessary preparatory competence in the cultural aspect of care. The variation of cultural competence among nursing students from different nations should serve as a cue for designing a focused yet multimodal nursing education program in guiding them to be culturally sensitive, culturally adaptive, and culturally motivated. CLINICAL RELEVANCE: The training of nursing students in providing competent culturally appropriate care should be ensured considering that adequate preparation of nursing students guarantees future competent nursing practice, which can positively impact the nursing profession in any part of the globe.
PURPOSE: To assess cultural competence among nursing students from nine countries to provide an international perspective on cultural competence. DESIGN: A descriptive, cross-sectional design. METHODS: A convenience sample of 2,163 nursing students from nine countries was surveyed using the Cultural Capacity Scale from April to November 2016. RESULTS: The study found a moderate range of cultural competence among the students. The ability to teach and guide other nursing colleagues to display culturally appropriate behavior received the highest competence rating, while the ability to discuss differences between the client's health beliefs or behaviors and nursing knowledge with each client received the lowest competence rating. Differences in cultural competence were observed between students from different countries. Country of residence, gender, age, year of study, attendance at cultural-related training, the experience of taking care of patients from culturally diverse backgrounds and patients belonging to special population groups, and living in a multicultural environment were identified as factors affecting cultural competence. CONCLUSIONS: The international perspective of cultural competence among nursing students provided by this study serves as a vital preview of where nursing education currently stands in terms of providing the necessary preparatory competence in the cultural aspect of care. The variation of cultural competence among nursing students from different nations should serve as a cue for designing a focused yet multimodal nursing education program in guiding them to be culturally sensitive, culturally adaptive, and culturally motivated. CLINICAL RELEVANCE: The training of nursing students in providing competent culturally appropriate care should be ensured considering that adequate preparation of nursing students guarantees future competent nursing practice, which can positively impact the nursing profession in any part of the globe.
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