Judith Young1, Douglas Jerolimov2, Susan Ofner3. 1. Indiana University School of Nursing, Indianapolis, Indiana, USA. 2. Center for for Teaching and Learning, Indiana University Purdue University, Indianapolis, Indiana, USA. 3. Health Information Technology School, Department of Biostatistics, Indiana University School of Medicine, Indianapolis, Indiana, USA.
Abstract
BACKGROUND: Educators must respond to changing societal demographics with revised curricula that facilitate student transcultural self-efficacy to care for diverse client populations. PROBLEM: A Midwest University was situated in a community wherein the Burmese Chin refugees were predominant arrivals, and the least known. OBJECTIVES: This project examined the change in mean scores for transcultural self-efficacy for nursing cohorts following their engagement in educational strategies focused on the Burmese Chin culture. METHODS: The project was a pre-post design. The Transcultural Self-Efficacy Tool (TSET) was used to measure students' self-efficacy. INTERVENTIONS: Nursing students completed a set of educational strategies intentionally staged over 5 weeks of a semester. RESULTS: There was a significant increase in mean change from pre- to post for each of the three domains of the TSET, cognitive (1.3), practical (1.4), and affective (0.7) (p < 0.0001). There was a marginally significant mean change in the practical (p = 0.0573; p < 0.05) domain with the accelerated students in comparison with the traditional students. The group differences in mean change TSET scores remained marginally significant after adjusting for age.
BACKGROUND: Educators must respond to changing societal demographics with revised curricula that facilitate student transcultural self-efficacy to care for diverse client populations. PROBLEM: A Midwest University was situated in a community wherein the Burmese Chin refugees were predominant arrivals, and the least known. OBJECTIVES: This project examined the change in mean scores for transcultural self-efficacy for nursing cohorts following their engagement in educational strategies focused on the Burmese Chin culture. METHODS: The project was a pre-post design. The Transcultural Self-Efficacy Tool (TSET) was used to measure students' self-efficacy. INTERVENTIONS: Nursing students completed a set of educational strategies intentionally staged over 5 weeks of a semester. RESULTS: There was a significant increase in mean change from pre- to post for each of the three domains of the TSET, cognitive (1.3), practical (1.4), and affective (0.7) (p < 0.0001). There was a marginally significant mean change in the practical (p = 0.0573; p < 0.05) domain with the accelerated students in comparison with the traditional students. The group differences in mean change TSET scores remained marginally significant after adjusting for age.