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Engagement in a cultural competence course and its impact on transcultural competence, transcultural confidence, and transcultural knowledge
(2018-05-09)
Problem Statement: In healthcare, practicing cultural competence is expected; however, nurses struggle to fulfill this expectation (Repo et al., 2017). Language barriers and inadequate cultural knowledge often lead to anxiety and difficulty in establishing a therapeutic nurse-patient relationship (Muzumdar, Holiday-Goodman, Black, & Powers, 2010). As a result, the quality of care provided in cross-cultural care encounters is often compromised.
Purpose: To determine the impact that participating in a culturally based nursing course has on the nursing student’s perceived level of transcultural self-efficacy, transcultural confidence, and cultural knowledge.
Methods: This quality improvement project used a pretest-posttest approach to determine the impact involvement in a culturally based course had on transcultural confidence and attainment of culturally sensitive skills. The Transcultural Self-Efficacy Tool (TSET) was used to compare cultural knowledge and perceived transcultural self-efficacy both before and after participation in a culturally based course.
Analysis: Descriptive and inferential statistics were used to analyze and interpret data. Paired sample t-tests were conducted to analyze the impact engagement in a culturally based course has on transcultural self-efficacy and attainment of culturally sensitive skills.
Conclusions: This quality improvement project yielded statistically significant findings that support nursing student engagement in culturally based courses. Students who participated in a culturally based course showed statistically significant improvements in the cognitive and practical domains of transcultural self-efficacy....