Page 121 - Petelin, Ana, Nejc Šarabon, Boštjan Žvanut, eds. 2017. Zdravje delovno aktivne populacije ▪︎ Health of the Working-Age Population. Proceedings. Koper: Založba Univerze na Primorskem/University of Primorska Press
P. 121
uer and Bai, 2015). The results of the third study (Lenny and Peng, 2014) re- ensuring equality through the acquisition of cultural competencies in nursing education: 119
vealed that the differences between the pre- and post-test scores were signifi-
cant for each of the three teaching methods (p < 0.001). The case study method
elicited the highest post- test total scores followed by traditional didactic teach-
ing and self-directed learning. Additionally, the case study method resulted
in the greatest improvement between the pre- and post-test scores among the
three methods, which suggests that the case study method was the most ef-
fective instructional approach (Lenny and Peng, 2014). Last study involved in
this research (Schim and Doorenbos, 2010) describes cultural diversity, cultur-
al awareness, cultural sensitivity, and cultural competence variables for pro-
viders and several central domains of cultural similarity and difference at the
client level. The model addresses the presence and influence of systemic and
organizational elements that create barriers to culturally-congruent care. De-
rived from this model, a systematic way to consider interventions is suggested.
Overall, the results are consistent with other literature, which common-
ly reports high levels of transcultural competences acquisition with the use of
similar education approaches (Gallagher and Polanin, 2015; Gebru and Will-
man, 2003; Loftin et al., 2013; Papadopoulos et al., 2016; Shattell et al., 2013). In
this regard, a variety of models describing cultural competence’s multiple di-
mensions it has become a focus of attention over the past several decades (Lof-
tin et al., 2013). Teaching and learning strategies about culturally competent
practice in nursing educations are essential to ensure a culturally competent
health care workforce (Shattell et al., 2013). In studies of cultural competence
education in nursing, findings support that the addition of culturally compe-
tent content increases on culturally competence measures, as students gain ex-
perience during their education (Allen, 2010; Lampley et al., 2008; Majumdar
et al., 2004). After the identification of necessary awareness issues, knowledge,
and skills, obtained cultural competences among nursing students should be
assessed thus, the appropriate instruments to measure the obtained compe-
tences are required (Ličen and Plazar, 2015).
Conclusions
Cultural diversity is an issue that faces all healthcare workers today. Globali-
zation requires that nursing education focuses on culturally competent care.
Nurses should be informed about the diverse needs of different patients in or-
der to understand and contribute to their satisfaction. Future research should
explore additional teaching/learning methods and incorporate evidence based
practice and problem-based learning strategies into nursing curriculums to de-
velop cultural competence in nursing.
vealed that the differences between the pre- and post-test scores were signifi-
cant for each of the three teaching methods (p < 0.001). The case study method
elicited the highest post- test total scores followed by traditional didactic teach-
ing and self-directed learning. Additionally, the case study method resulted
in the greatest improvement between the pre- and post-test scores among the
three methods, which suggests that the case study method was the most ef-
fective instructional approach (Lenny and Peng, 2014). Last study involved in
this research (Schim and Doorenbos, 2010) describes cultural diversity, cultur-
al awareness, cultural sensitivity, and cultural competence variables for pro-
viders and several central domains of cultural similarity and difference at the
client level. The model addresses the presence and influence of systemic and
organizational elements that create barriers to culturally-congruent care. De-
rived from this model, a systematic way to consider interventions is suggested.
Overall, the results are consistent with other literature, which common-
ly reports high levels of transcultural competences acquisition with the use of
similar education approaches (Gallagher and Polanin, 2015; Gebru and Will-
man, 2003; Loftin et al., 2013; Papadopoulos et al., 2016; Shattell et al., 2013). In
this regard, a variety of models describing cultural competence’s multiple di-
mensions it has become a focus of attention over the past several decades (Lof-
tin et al., 2013). Teaching and learning strategies about culturally competent
practice in nursing educations are essential to ensure a culturally competent
health care workforce (Shattell et al., 2013). In studies of cultural competence
education in nursing, findings support that the addition of culturally compe-
tent content increases on culturally competence measures, as students gain ex-
perience during their education (Allen, 2010; Lampley et al., 2008; Majumdar
et al., 2004). After the identification of necessary awareness issues, knowledge,
and skills, obtained cultural competences among nursing students should be
assessed thus, the appropriate instruments to measure the obtained compe-
tences are required (Ličen and Plazar, 2015).
Conclusions
Cultural diversity is an issue that faces all healthcare workers today. Globali-
zation requires that nursing education focuses on culturally competent care.
Nurses should be informed about the diverse needs of different patients in or-
der to understand and contribute to their satisfaction. Future research should
explore additional teaching/learning methods and incorporate evidence based
practice and problem-based learning strategies into nursing curriculums to de-
velop cultural competence in nursing.
