Other Titles
Teaching Cultural Competence
Abstract
Session presented on Sunday, July 26, 2015:
Purpose: The purpose of this research study was to determine through techniques associated with program theory-driven evaluation science (Donaldson, 2007) whether the program inputs of an associate degree program, located in a culturally diverse urban location, can produce intended program outcomes. These program outcomes are aligned with the definition of cultural competence for nursing students: cultural attitude, cultural knowledge, and cultural skill (AACN, 2008), and have been adopted by the accrediting organization for Associate Degree Nursing Programs (ACEN, 2013). The current research reviewed the extent to which nursing students meet the program's accreditation requirements of cultural competence. Through this comprehensive assessment of curriculum, curriculum implementation, and program goals, this research has yielded data that can be generalized to other nursing programs goveRN by the same accreditation standards.
Methods: The method for this research study used a program theory-driven evaluation design, where program inputs were reviewed to determine their role in meeting program outcomes. This evaluative approach looked at cultural competency theory, accreditation standards, program objectives, adult learning theory, program curriculum, and implementation of curriculum. The evaluation identified how cultural competency of students is evaluated by the nursing program, as well as how program objectives associated with cultural competency align with accreditation standards on cultural competency. A causal-comparative non-experimental research design reviewed cultural competency levels of a control group (freshmen nursing students entering the nursing program) and an experimental group (senior nursing students completing the nursing program) to produce data reflecting cultural competency levels of students based on Campinha-Bacote's Cultural Competency Tool (IAPCC-SV, 2007).
Results: The results of the study showed that using a causal-comparative non-experimental design embedded in the conceptual framework, the results of data analysis from 110 nursing students yielded statistical significance between those students entering the nursing program and those students graduating the nursing program in relation to the cultural concepts of knowledge, skill, and overall level of cultural competence. Thus, based on the results of this research the target college did meet both the program objectives and the accreditation standards of graduating culturally competent nurses. Using program theory-driven evaluation proved to be an effective research design to evaluate the ability of an associate degree program in northeasteRNnited States in meeting program objectives and accreditation standards. Since the ACEN and CCNE accreditation organizations share similar accreditation standards on cultural competence and include similar exemplars of how cultural competency has been introduced into nursing programs, this research design could be replicated with few modifications.
Conclusion: In conclusion, a review of the literature revealed a gap in the evaluation of a whole program, rather than evaluation of a specific cultural project or cultural course embedded in the curriculum of nursing programs. Most research studies that had been conducted were reflective of only baccalaureate curriculums, and did not show statistical significance in the attainment of cultural competence; rather, statistical significance was revealed in one or two of the five cultural constructs which make up cultural competence. Based on data analysis, this research study showed a statistically significant difference in cultural competency between nursing graduates (experimental group) compared to the beginning nursing students (control group). Additionally, this research design showed how the conceptual framework of program theory-driven evaluation can be adapted to the field of nursing education, and provided the two year nursing program with the validation they needed to confirm that their program objectives were being met with their curriculum and implementation of the curriculum by their faculty.
Sigma Membership
Iota Upsilon at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Program Theory-driven Evaluation, Cultural Competency, Alignment with Accreditation Standards
Recommended Citation
Peer, Nancy E., "Evaluating cultural competency: A theory-driven integrative process/outcome evaluation of an associate degree program" (2016). INRC (Congress). 119.
https://www.sigmarepository.org/inrc/2015/presentations_2015/119
Conference Name
26th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
San Juan, Puerto Rico
Conference Year
2015
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.
Acquisition
Proxy-submission
Evaluating cultural competency: A theory-driven integrative process/outcome evaluation of an associate degree program
San Juan, Puerto Rico
Session presented on Sunday, July 26, 2015:
Purpose: The purpose of this research study was to determine through techniques associated with program theory-driven evaluation science (Donaldson, 2007) whether the program inputs of an associate degree program, located in a culturally diverse urban location, can produce intended program outcomes. These program outcomes are aligned with the definition of cultural competence for nursing students: cultural attitude, cultural knowledge, and cultural skill (AACN, 2008), and have been adopted by the accrediting organization for Associate Degree Nursing Programs (ACEN, 2013). The current research reviewed the extent to which nursing students meet the program's accreditation requirements of cultural competence. Through this comprehensive assessment of curriculum, curriculum implementation, and program goals, this research has yielded data that can be generalized to other nursing programs goveRN by the same accreditation standards.
Methods: The method for this research study used a program theory-driven evaluation design, where program inputs were reviewed to determine their role in meeting program outcomes. This evaluative approach looked at cultural competency theory, accreditation standards, program objectives, adult learning theory, program curriculum, and implementation of curriculum. The evaluation identified how cultural competency of students is evaluated by the nursing program, as well as how program objectives associated with cultural competency align with accreditation standards on cultural competency. A causal-comparative non-experimental research design reviewed cultural competency levels of a control group (freshmen nursing students entering the nursing program) and an experimental group (senior nursing students completing the nursing program) to produce data reflecting cultural competency levels of students based on Campinha-Bacote's Cultural Competency Tool (IAPCC-SV, 2007).
Results: The results of the study showed that using a causal-comparative non-experimental design embedded in the conceptual framework, the results of data analysis from 110 nursing students yielded statistical significance between those students entering the nursing program and those students graduating the nursing program in relation to the cultural concepts of knowledge, skill, and overall level of cultural competence. Thus, based on the results of this research the target college did meet both the program objectives and the accreditation standards of graduating culturally competent nurses. Using program theory-driven evaluation proved to be an effective research design to evaluate the ability of an associate degree program in northeasteRNnited States in meeting program objectives and accreditation standards. Since the ACEN and CCNE accreditation organizations share similar accreditation standards on cultural competence and include similar exemplars of how cultural competency has been introduced into nursing programs, this research design could be replicated with few modifications.
Conclusion: In conclusion, a review of the literature revealed a gap in the evaluation of a whole program, rather than evaluation of a specific cultural project or cultural course embedded in the curriculum of nursing programs. Most research studies that had been conducted were reflective of only baccalaureate curriculums, and did not show statistical significance in the attainment of cultural competence; rather, statistical significance was revealed in one or two of the five cultural constructs which make up cultural competence. Based on data analysis, this research study showed a statistically significant difference in cultural competency between nursing graduates (experimental group) compared to the beginning nursing students (control group). Additionally, this research design showed how the conceptual framework of program theory-driven evaluation can be adapted to the field of nursing education, and provided the two year nursing program with the validation they needed to confirm that their program objectives were being met with their curriculum and implementation of the curriculum by their faculty.