Exploring faculty perceptions of teaching cultural competence in nursing

This mixed methods study was to explore nursing faculty cultural competence and their perspectives of teaching culturally competent care to students. A convenience sample of nursing faculty participated in a survey and a semistructured interview to address their perspectives in teaching nursing student cultural competence. The results indicated that faculty were culturally aware and approaching culturally competent. Four themes emerged, including student communication skills, student cultural skills, engaged learning, and activities for practice.     

Cultural competence among nursing students and faculty

Healthcare consumers are entitled to culturally competent care. Therefore, nursing curricula need to include cultural content and student nurses and faculty members need to be culturally competent. The purpose of the study was to describe cultural competence of students and faculty at a college of nursing and to discuss the implications for nursing curricula related to cultural competence. Campinha-Bacote's model (Campinha-Bacote, J., 1994. Cultural competence in psychiatric mental health nursing. Nursing Clinics of North America 29 (1), 1-8.) of culturally competent care provided the theoretical framework. The Inventory for Assessing the Process of Cultural Competence (IAPCC) (Campinha-Bacote, J., 1998. The Process of Cultural Competence in the Delivery of Healthcare Services: A Culturally Competent Model of Care. Transcultural C.A.R.E. Associates, Cincinnati, OH. Available from: .) was used to measure levels of self-reported cultural competence. A convenience sample of 88 first year, 121 fourth year baccalaureate students and 51 faculty members at a college of nursing was studied. Analysis of variance revealed a statistically significant difference (F=43.915, df=259, p<.0001) between the three groups. A positive correlation was found between IAPCC scores and several demographic variables. Findings suggest that cultural competence can be increased by including structured cultural content in nursing curricula.     

Increasing nursing faculty in rural Texas through online education

To increase RN production, there must be a cadre of qualified faculty. Faculty shortages abound across the United States and are particularly acute in rural areas. Our innovation provides one answer to increasing rural faculty resources through online education.     

The meaning of competence for nursing management faculty members

This study is aimed at identifying and analyzing the perceptions of professors who work on Nursing Management disciplines regarding the meaning of faculty competence at the undergraduate level. The objective is to suggest interventions that favor proposals for capacity building for the teaching of management that are compatible with teaching norms and with the current Curriculum Guidelines. In order to do so, the content analysis method was applied in twelve discourses of Nursing Management professors who teach in private institutions in the Greater S?o Paulo area between August and October of 2002. The meaning and perceptions reported were categorized, and the authors recommend a policy of human resources development that offers concrete opportunities that faculty development will lead to changes toward an emancipating education.     

Applying cultural competence to perianesthesia nursing.

The paper stresses the importance of cultural competence in perianesthesia nursing, both in terms of caring for the patient and in dealing with the patient's family. Cultural variations in gender, decision-making, family, communication, and time orientation are presented. A distinction is made between generalizations (potentially useful) and stereotypes (potentially harmful). Several suggestions for specific ways to provide more culturally appropriate care are presented, and resources for further study are provided.     

Increasing cultural competence in nursing through international service-learning experiences

As society becomes increasingly culturally diverse, preparing nursing students to become culturally competent practitioners has become more critical. The authors share one school's experience with the development and implementation of a cross-cultural, international, service-learning experience. Discussion will include the development of an elective nursing course with cross-cultural content and the implementation of an international service-learning trip to Quito, Ecuador.     

Addressing the hidden dimension in nursing education: promoting cultural competence

The authors describe a cultural competence quality enhancement process to address the retention challenge of students who speak English as second language and international students as part of a school of nursing's continuous program quality improvement to achieve excellence. The process, strategies, outcomes, and evaluation of the training program are detailed within the given geographical, institutional, and curriculum context. Lessons and continuing challenges are also specified.     

A model of practice to address cultural competence in rehabilitation nursing.

A position statement developed by the Association of Rehabilitation Nurses (ARN), Appropriate Inclusion of Rehabilitation Nurses Wherever Rehabilitation is Provided, stated that nurses are an essential part of a client's rehabilitation because they provide holistic care and "attend to the full range of human experiences and responses to health and illness" (Association of Rehabilitation Nurses, 1996, p.1). Rehabilitation nurses must become strongly aware of the role that culture plays in this process. This article presents a conceptual model of practice with which to address cultural competence in rehabilitation nursing. The model's constructs of cultural awareness, cultural knowledge, cultural encounters, cultural skill, and cultural desire are discussed. Examples from the field of rehabilitation nursing are presented in the discussion of these constructs.     

Toward cultural competence

One hospital's efforts to create a culturally sensitive health care community.     

Developing cultural competence in nursing students through their experiences with a refugee population

Nursing students in an urban university in southwestern Pennsylvania began visiting newly relocated Somali refugees as part of their community health nursing (CHN) clinical course-work. The purpose of this qualitative study was to relate the students' experiences in their clinical visits with the refugees to the development of cultural competence. Findings identify the many challenges confronted by students and present strategies for resolution. The level of skills needed for the care of vulnerable populations should be considered when assigning undergraduate students to the clinical setting.     

An innovative approach for affirming cultural diversity among baccalaureate nursing students and faculty

"Cultural Diversity" has become the buzz word of the nineties. The United States has become the most culturally diverse nation in the world. Since there is no arena where cultural diversity is more critical than health care, it is imperative that nursing students and faculty become comfortable with the issues surrounding the delivery of culturally competent care. The University of Southern Mississippi has developed an innovative program with a dual purpose: (a) to provide an environment of mutual understanding and respect for people of different cultures; and (b) to provide a comfortable environment where minority students can be valued and nurtured.