Kristen F Kirby1, Melinda Earle2, Charles A Calahan3, Pamela Karagory4. 1. Purdue University, School of Nursing, United States. Electronic address: kfkirby@purdue.edu. 2. Rush University, College of Nursing, United States. 3. Purdue University, Center for Instructional Excellence, United States. 4. Purdue University, School of Nursing, United States.
Abstract
AIM: To improve undergraduate nursing students and educator intercultural knowledge and competencies by implementing an academic systems change. BACKGROUND: Many organizations have diversity and inclusion guidelines and initiatives for healthcare providers to consider in determining culturally competent care, which has a direct impact on the care given, received, and overall outcomes. DESIGN: 1. Assess student's mindset at the beginning and the end of an undergraduate nursing course. 2. Ensure diversity and inclusion content was provided to faculty through a continuing education program. 3. Review all undergraduate courses for diversity and inclusion content. METHODS: The Intercultural Development Inventory®, a 50-item cross-cultural, theory-based assessment tool was used in a pre- and post-test design (n = 61 intervention; n = 56 control) to determine undergraduate nursing student's mindset and assists the student's in developing a personalized Intercultural Development Plan. The effectiveness of faculty diversity and inclusion education was evaluated using a post program evaluation. Curricular blueprinting of all undergraduate nursing courses for diversity and inclusion content was completed. RESULTS: The results demonstrated a statistically significant difference in the post-test between the intervention and control groups. CONCLUSION: While evidence is lacking in specificity of how to best implement diversity and inclusion content in curriculum, these results provided some excellent baseline data that can be tracked while continued changes occur.
AIM: To improve undergraduate nursing students and educator intercultural knowledge and competencies by implementing an academic systems change. BACKGROUND: Many organizations have diversity and inclusion guidelines and initiatives for healthcare providers to consider in determining culturally competent care, which has a direct impact on the care given, received, and overall outcomes. DESIGN: 1. Assess student's mindset at the beginning and the end of an undergraduate nursing course. 2. Ensure diversity and inclusion content was provided to faculty through a continuing education program. 3. Review all undergraduate courses for diversity and inclusion content. METHODS: The Intercultural Development Inventory®, a 50-item cross-cultural, theory-based assessment tool was used in a pre- and post-test design (n = 61 intervention; n = 56 control) to determine undergraduate nursing student's mindset and assists the student's in developing a personalized Intercultural Development Plan. The effectiveness of faculty diversity and inclusion education was evaluated using a post program evaluation. Curricular blueprinting of all undergraduate nursing courses for diversity and inclusion content was completed. RESULTS: The results demonstrated a statistically significant difference in the post-test between the intervention and control groups. CONCLUSION: While evidence is lacking in specificity of how to best implement diversity and inclusion content in curriculum, these results provided some excellent baseline data that can be tracked while continued changes occur.