Abstract

The United States patient population continues to become more racially and culturally diverse. When it comes to healthcare, there are differing values, beliefs, and culture with this diversity. The purpose of this study was to determine if implementing a cultural education intervention would improve nursing students’ cultural competency and awareness among nursing students in a Midwestern college. Participants completed a pre-test survey designed on Google Forms utilizing the Cultural Competence Self-Assessment Checklist (CCSAC) tool followed by administration of the educational video intervention. CCSAC tool is a 36-item questionnaire that was developed to measure the constructs of cultural awareness, knowledge, and skills (AKS). Two weeks after the intervention, a post-test survey was conducted to determine whether the objectives were met. Demographic information was collected to determine whether there was an association between the participants’ cultural background with their cultural competence and awareness. A paired t-test was conducted to compare the participants’ pre-intervention AKS before and after the intervention. In the subclass of awareness, the average difference between pre/post intervention was (M = 2.33, SD = 4.37), p = 0.12; subclass of knowledge, the average difference between pre/post intervention was (M = 1.33, SD = 3.39), p = 0.19; and subclass skills, the average difference between pre/post intervention was (M =3.17, SD = 2.86), p = 0.02. This study suggests that the student nurses’ perceived level of cultural competence was variable. Yet, they were able to articulate their learning needs and suggest strategies to integrate cultural nursing content in the nursing curriculum. It is crucial for nurses to learn about what the cultural needs are of this patient population and have access to resources to address these needs. Nurses’ ability to deliver culturally competent care is important as it affects patient health outcomes and engagement.

Ethel Leon

Author Details

Ethel Leon, MSN, RN

Sigma Membership

Zeta Kappa at-Large

Lead Author Affiliation

Nebraska Methodist College, Omaha, Nebraska, USA

Type

DNP Capstone Project

Format Type

Text-based Document

Study Design/Type

Quality Improvement

Research Approach

Quantitative Research

Keywords:

Cultural Awareness, Cultural Competence, Cultural Skills, Cultural Knowledge

Advisor

Hall, Lyndsi

Degree

DNP

Degree Grantor

Nebraska Methodist College

Degree Year

2024

Creative Commons License

Creative Commons Attribution-Share Alike 4.0 International License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

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Review Type

None: Degree-based Submission

Acquisition

Self-submission

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