Educational interventions to increase cultural competence for nursing students. Issue 2 (11th June 2018)

• Record Type: Journal Article
• Authors: Young, Susan; Lu, Kristina
• Is Part Of: International journal of organization theory and behavior. Volume 21:Issue 2(2018)
• Page Start: 85
• Page End: 97
• Publication Date: 2018-06-11
• Subjects: Cultural competence -- Cultural awareness -- Nursing students -- Cultural competency assessment tool -- Educational interventions in nursing -- Nursing curriculum; Organization -- Periodicals; Industrial organization (Economic theory) -- Periodicals; Organizational behavior -- Periodicals; Organization; Industrial organization (Economic theory); Organizational behavior; Organizational Studies; Electronic journals; Periodicals; 658.1
• DOI: 10.1108/IJOTB-03-2018-0026
• Languages: English
• ISSNs: 1093-4537

Abstract

Abstract : Purpose: The purpose of this paper is to analyze the study results conducted at a four-year university in Hawaii investigating the impact of providing nursing students with an educational intervention session aimed at improving cultural competence. Design/methodology/approach: A descriptive-correlational research method was used to examine the correlations between a control group and experimental group using pre-and post-tests. The t -test for equality of means and Levene's test for equality of variances were conducted for statistical analysis on pre-and post-test scores. In addition, a power analysis was conducted due to the small sample size. Findings: The control group receiving no intervention scored lower on the post-test in overall competency by five points, while the experimental group increased their post-score by five points after receiving the intervention; however, this increase did not change the overall cultural competence score. The results indicate that the educational intervention of a two-hour didactic, discussion and presentation did not provide as robust as what was needed to increase domain scores for the experimental group. Further, the domains of awareness, skill, knowledge, encounter and desire cannot be taught by instruction alone and should be reinforced over time. Research limitations/implications: The study was a convenience sample and limited by the small sample size. The sample may not be representative of all senior nursing students. The study is limited to one school of nursing in Hawaii; the results may not be generalized to other populations. Practical implications: This research provides a foundation for future curriculum development and the evaluation of nursing programs. For instance, incorporating a value-added instructional project on cultural competence into each nursing class would increase cultural competence awareness and knowledge. Social implications: This study also emphasizes the necessity of education in cultural competence for all health professionals, which has implications for improving quality, patient satisfaction and increased health outcomes. Originality/value: This research is unique to examining and applying an educational intervention on cultural competence for nursing students in Hawaii. This research sheds light on studying the importance of culture competence for nursing students and other health professionals. This is not a skill that can be taught in one class or only even a single immersion experience and should be acquired over time where continuing education and encounters are necessary in order to become culturally competent; this will enable health professionals to provide meaningful and appropriate care to patients.