Abstract

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.

Description

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.

Author Details

Nancy E. Peer, PhD, MSN, RN, CNE

Sigma Membership

Iota Upsilon at-Large

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Systematic Review

Research Approach

Pilot/Exploratory Study

Keywords:

cultural competency, nursing education

Advisor

Janet Lessner

Second Advisor

Howard Jacobs

Third Advisor

JoBeth Pilcher

Degree

PhD

Degree Grantor

Capella University

Degree Year

2014

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

Peer-review: Single Blind

Acquisition

Self-submission

Date of Issue

2016-11-09

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