Other Titles
Cultural Education Initiatives
Abstract
Purpose: To report the results of a research study regarding changes in cultural awareness levels among prelicensure nursing students after completion of a culturally based clinical assignment.
Methods: The Voice Project was a culturally based assignment (CBA) designed to teach nursing students how to provide culturally competent nursing care. The study utilized a mixed methods retrospective, descriptive research design to evaluate the data. For the purpose of the research project, self-reported levels of cultural awareness among senior nursing students before and after the completion of the Voice Project was evaluated. A convenience sample of 252 students was evaluated, divided into two cohorts (A and B). A quantitative data analysis was completed with a Pearson correlation, coefficient of determination, a paired t-test and Cohen"s d for each subscale on the survey. For the qualitative data, narrative inquiry was used to examine students" reflections on the impact of the CBA. The qualitative data were used to report the impact of the completion of the CBA on student"s cultural awareness.
Results: The analysis showed a significant impact to the student"s cultural awareness levels after completing the culturally based assignment. Student reflections revealed themes such as emotional connections or unexpected biases when caring for diverse patients. Using a mixed methods approach, the data revealed significant differences in 3 of the 4 subscales and a significant difference between Cohort A and B on 1 subscale after completion of the Voice Project. The results were supported by the prior literature review connecting cultural education to changes in cultural awareness levels (Campina-Bacote, 2011).
Conclusion: Nursing education should take steps to ensure that cultural education is present in the nursing curricula. The profession of nursing as a practice is committed to providing individualized care with attention to the patient"s dignity, and uniqueness (Wang, Liu, & Wang, 2015). Nursing professionals are considered the most trusted profession across many nations. Providing educational opportunities, such as the Voice Project, improves cultural competent care and is the first step in continuing this trustworthiness. The lack of cultural education means nursing programs are graduating nurses who are not prepared to care for a culturally diverse population. The results of the study aligned with current literature reviews showing baccalaureate of science in nursing (BSN) students reported feelings of unpreparedness or discomfort when caring for culturally diverse populations (Rew, et. al, 2015; Reyes, Hadley, & Davenport, 2013). Therefore, cultural based assignments, similar to the one used in the current study, should be included throughout nursing education programs.
Sigma Membership
Iota Mu
Lead Author Affiliation
Texas Tech University, Lubbock, Texas, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Cultural Competent Care, Cultural Nursing Education, Culturally Based Assignments
Recommended Citation
Veesart, Amanda L., "Influencing global health through cultural nursing education assignments: Results of a mixed-methods study" (2017). INRC (Congress). 321.
https://www.sigmarepository.org/inrc/2017/presentations_2017/321
Conference Name
28th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Dublin, Ireland
Conference Year
2017
Rights Holder
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Acquisition
Proxy-submission
Influencing global health through cultural nursing education assignments: Results of a mixed-methods study
Dublin, Ireland
Purpose: To report the results of a research study regarding changes in cultural awareness levels among prelicensure nursing students after completion of a culturally based clinical assignment.
Methods: The Voice Project was a culturally based assignment (CBA) designed to teach nursing students how to provide culturally competent nursing care. The study utilized a mixed methods retrospective, descriptive research design to evaluate the data. For the purpose of the research project, self-reported levels of cultural awareness among senior nursing students before and after the completion of the Voice Project was evaluated. A convenience sample of 252 students was evaluated, divided into two cohorts (A and B). A quantitative data analysis was completed with a Pearson correlation, coefficient of determination, a paired t-test and Cohen"s d for each subscale on the survey. For the qualitative data, narrative inquiry was used to examine students" reflections on the impact of the CBA. The qualitative data were used to report the impact of the completion of the CBA on student"s cultural awareness.
Results: The analysis showed a significant impact to the student"s cultural awareness levels after completing the culturally based assignment. Student reflections revealed themes such as emotional connections or unexpected biases when caring for diverse patients. Using a mixed methods approach, the data revealed significant differences in 3 of the 4 subscales and a significant difference between Cohort A and B on 1 subscale after completion of the Voice Project. The results were supported by the prior literature review connecting cultural education to changes in cultural awareness levels (Campina-Bacote, 2011).
Conclusion: Nursing education should take steps to ensure that cultural education is present in the nursing curricula. The profession of nursing as a practice is committed to providing individualized care with attention to the patient"s dignity, and uniqueness (Wang, Liu, & Wang, 2015). Nursing professionals are considered the most trusted profession across many nations. Providing educational opportunities, such as the Voice Project, improves cultural competent care and is the first step in continuing this trustworthiness. The lack of cultural education means nursing programs are graduating nurses who are not prepared to care for a culturally diverse population. The results of the study aligned with current literature reviews showing baccalaureate of science in nursing (BSN) students reported feelings of unpreparedness or discomfort when caring for culturally diverse populations (Rew, et. al, 2015; Reyes, Hadley, & Davenport, 2013). Therefore, cultural based assignments, similar to the one used in the current study, should be included throughout nursing education programs.
