Evaluating cultural competency: A theory-driven integrative process/outcome evaluation of an associate degree program
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Nancy E. Peer, PhD, MSN, RN, CNE
- Sigma Affiliation
- Iota Upsilon at-Large
Accreditation organizations have identified specific program outcomes that each nursing program must meet to maintain accreditation, including standards on cultural competence. However, research has shown there is no consistent method of teaching cultural competence or incorporating it into nursing curriculum, so nursing programs are at risk for misinterpretations or not meeting required program outcomes.
Dissertation using Program Theory-Driven Evaluation, a conceptual model based on the social sciences embedded with a causal-comparative non-experimental research study looking at cultural competency of nursing students in an Associate Degree Program.
This work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. UMI 3645548. Copyright is held by the author.
This
| Type | Dissertation |
| Acquisition | Self-submission |
| Review Type | Peer-review: Single Blind |
| Format | Text-based Document |
| Evidence Level | Systematic Review |
| Research Approach | Pilot/Exploratory Study |
| Keywords | cultural competency; nursing education |
| CINAHL Subject(s) | Outcomes of Education |
| MESH Subject(s) | Transcultural Nursing; Nursing Education Research; Education, Nursing, Associate; Education, Nursing |
| MESH Subject(s) | Transcultural Nursing; Nursing Education Research; Education, Nursing, Associate; Education, Nursing |
| Grantor | Capella University |
| Advisor | Lessner, Janet; Jacobs, Howard; Pilcher, Jobeth |
| Level | PhD |
| Year | 2014 |
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