Abstract
The purposes of this study were to evaluate the effect of integrating cultural content (ICC) in an undergraduate nursing curriculum on students' self-perceived cultural competence, and to determine whether a 5-week clinical immersion in international nursing (ICC Plus) had any additional effect on students' self-perceived cultural competence. Cultural competence was measured using a 28-item scale regarding students' self-perceived knowledge, self-awareness, and comfort with skills of cultural competence. Pretest scores from admission into the program were matched with posttest scores obtained just prior to graduation for 32 students, 7 of whom also participated in a 5-week immersion experience in Guatemala. Results, expressed in effect sizes, showed small to moderate gains for the 25 students in the ICC group, and very large gains for the 7 students in the ICC Plus group, related to perceived cultural competence. These results are consistent with the two-phase (cognitive and affective) development of cultural competence proposed by Wells.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 234-240 |
| Number of pages | 7 |
| Journal | Journal of Nursing Education |
| Volume | 44 |
| Issue number | 5 |
| State | Published - May 2005 |
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ASJC Scopus subject areas
- Nursing(all)
Cite this
Improving the cultural competence of nursing students : Results of integrating cultural content in the curriculum and an international immersion experience. / Caffrey, Rosalie A.; Neander, Wendy; Markle, Donna; Stewart, Barbara.
In: Journal of Nursing Education, Vol. 44, No. 5, 05.2005, p. 234-240.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Improving the cultural competence of nursing students
T2 - Results of integrating cultural content in the curriculum and an international immersion experience
AU - Caffrey, Rosalie A.
AU - Neander, Wendy
AU - Markle, Donna
AU - Stewart, Barbara
PY - 2005/5
Y1 - 2005/5
N2 - The purposes of this study were to evaluate the effect of integrating cultural content (ICC) in an undergraduate nursing curriculum on students' self-perceived cultural competence, and to determine whether a 5-week clinical immersion in international nursing (ICC Plus) had any additional effect on students' self-perceived cultural competence. Cultural competence was measured using a 28-item scale regarding students' self-perceived knowledge, self-awareness, and comfort with skills of cultural competence. Pretest scores from admission into the program were matched with posttest scores obtained just prior to graduation for 32 students, 7 of whom also participated in a 5-week immersion experience in Guatemala. Results, expressed in effect sizes, showed small to moderate gains for the 25 students in the ICC group, and very large gains for the 7 students in the ICC Plus group, related to perceived cultural competence. These results are consistent with the two-phase (cognitive and affective) development of cultural competence proposed by Wells.
AB - The purposes of this study were to evaluate the effect of integrating cultural content (ICC) in an undergraduate nursing curriculum on students' self-perceived cultural competence, and to determine whether a 5-week clinical immersion in international nursing (ICC Plus) had any additional effect on students' self-perceived cultural competence. Cultural competence was measured using a 28-item scale regarding students' self-perceived knowledge, self-awareness, and comfort with skills of cultural competence. Pretest scores from admission into the program were matched with posttest scores obtained just prior to graduation for 32 students, 7 of whom also participated in a 5-week immersion experience in Guatemala. Results, expressed in effect sizes, showed small to moderate gains for the 25 students in the ICC group, and very large gains for the 7 students in the ICC Plus group, related to perceived cultural competence. These results are consistent with the two-phase (cognitive and affective) development of cultural competence proposed by Wells.
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M3 - Article
VL - 44
SP - 234
EP - 240
JO - The Journal of nursing education
JF - The Journal of nursing education
SN - 0148-4834
IS - 5
ER -