Abstract
Session presented on: Thursday, July 25, 2013:
Purpose: This quasi-experimental study evaluated service-learning as an innovative strategy to change generic baccalaureate nursing students's perceived self-efficacy in providing culturally competent nursing care.
Methods: One intervention group (n = 42) completed a service-learning experience and the other (n = 69) completed an interview with a client from another culture. Demographic information was obtained and the Transcultural Self-Efficacy Tool was administered to all study participants pre and post the intervention.
Results: Repeated measures MANOVA results revealed an intervention elicited a statistically significant increase (p < .001) in self-efficacy strength (SEST) scores for the affective, cognitive, and practical subscales and for composite SEST scores. MANOVA results revealed pre-test SEST scores were significantly different depending on the participants' language (p = .001) and race (p < .001). Follow-up univariate ANOVAs (with Bonferroni correction) indicated that all three pre-test SEST scores were significantly different depending on race: Affective: F (1, 109) = 11.75, p = .001, ?2 = .097; Cognitive: F (1, 109) = 6.34, p = .013, ?2 =. 055; and, Practical: F (1, 109) = 19.27, p = .000, ?2 = .150. Univariate ANOVAs of the composite pre-test scores revealed a significant difference for language, F (1, 109) = 15.67, p < .001, partial ?2 = .126 and for race, F (1, 109) = 19.73, p < .001, partial ?2 = .145. A repeated measures MANOVA revealed there was no significant difference in improvement of SEST scores in any subscale, based on the type of intervention. Repeated measures MANOVA results revealed a significant interactive effect between intervention and race (p < .05).
Conclusion: Results of this study provide evidence that transcultural self-efficacy is dynamic and changes after a cultural educational experience; however, due to the relatively small sample size, service-learning was not found to be more effective than an interview at this time.
Sigma Membership
Unknown
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Health Disparities, Nursing Research, Service-Learning
Recommended Citation
Adams, Theresa M., "The evaluation of service-learning as an innovative strategy to enhance BSN students' transcultural self-efficacy" (2013). INRC (Congress). 224.
https://www.sigmarepository.org/inrc/2013/presentations_2013/224
Conference Name
24th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Prague, Czech Republic
Conference Year
2013
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Acquisition
Proxy-submission
The evaluation of service-learning as an innovative strategy to enhance BSN students' transcultural self-efficacy
Prague, Czech Republic
Session presented on: Thursday, July 25, 2013:
Purpose: This quasi-experimental study evaluated service-learning as an innovative strategy to change generic baccalaureate nursing students's perceived self-efficacy in providing culturally competent nursing care.
Methods: One intervention group (n = 42) completed a service-learning experience and the other (n = 69) completed an interview with a client from another culture. Demographic information was obtained and the Transcultural Self-Efficacy Tool was administered to all study participants pre and post the intervention.
Results: Repeated measures MANOVA results revealed an intervention elicited a statistically significant increase (p < .001) in self-efficacy strength (SEST) scores for the affective, cognitive, and practical subscales and for composite SEST scores. MANOVA results revealed pre-test SEST scores were significantly different depending on the participants' language (p = .001) and race (p < .001). Follow-up univariate ANOVAs (with Bonferroni correction) indicated that all three pre-test SEST scores were significantly different depending on race: Affective: F (1, 109) = 11.75, p = .001, ?2 = .097; Cognitive: F (1, 109) = 6.34, p = .013, ?2 =. 055; and, Practical: F (1, 109) = 19.27, p = .000, ?2 = .150. Univariate ANOVAs of the composite pre-test scores revealed a significant difference for language, F (1, 109) = 15.67, p < .001, partial ?2 = .126 and for race, F (1, 109) = 19.73, p < .001, partial ?2 = .145. A repeated measures MANOVA revealed there was no significant difference in improvement of SEST scores in any subscale, based on the type of intervention. Repeated measures MANOVA results revealed a significant interactive effect between intervention and race (p < .05).
Conclusion: Results of this study provide evidence that transcultural self-efficacy is dynamic and changes after a cultural educational experience; however, due to the relatively small sample size, service-learning was not found to be more effective than an interview at this time.