Page 195 - S. Ličen, I. Karnjuš, & M. Prosen (Eds.). (2019). Women, migrations and health: Ensuring transcultural healthcare. Koper, University of Primorska Press.
P. 195
Strengthening Cultural Awareness of Nursing Students
Table 4 Inter-Correlation between Measured Dimension of Cultural Awareness Scale
CAS Dimensions () () () ()
General Education Experience .** . .**
Cognitive Awareness
Behaviors/Comfort with Interactions – –. .**
Patient Care/Clinical Issues
– – –.**
–––
Notes Column headings are as follows: (1) General Education Experience, (2) Cogni-
tive Awareness, (3) Behaviors/Comfort with Interactions, (4) Patient Care/Clinical Issues.
* correlation is significant at the 0.05 level or less. ** Correlation is significant at the 0.001 level
or less.
In the Table 4 the inter-correlation between measured dimensions in
CAS are performed. Spearman’s correlation test was performed. The results
showed that there is statistically significant weak correlation between the
dimensions ‘General Education Experience’ and ‘Cognitive Awareness’ (r =
0.349; p < 0.001) and ‘Patient Care/Clinical Issues’ (r = 0.308; p < 0.001). There
is a moderate correlation between the dimension: ‘Cognitive Awareness’ and
‘Patient Care/Clinical Issues’ (r = 0.420; p = 0.004) and the weak correlation
between the ‘Behaviors/Comfort with Interactions’ and ‘Patient Care/Clinical
Issues’ dimension (r = 0.203; p < 0.001).
Discussion
The purpose of this study was to measure and analyse cultural awareness of
nursing students as first step to improve cultural competencies of nursing
students in UM FHS. Results showed that nursing students assessed their
level of cultural awareness as moderate (the total average value was 3.61 out
of max. 5). According to Starr Tate (2016) slightly lower average mean scores
show that there is a space and a need for improvement of student’s cultural
awareness and cultural competency education courses. To develop cultural
awareness, nursing students should have the opportunity to increase their
knowledge in transcultural aspect of care. The key for increasing cultural
awareness is to improve the understanding of health inequities and health
disparities (Cantey, Randolph, Molloy, & Cary, 2017). It is also crucial that nurs-
ing students raise their awareness on the communication and cultural beliefs
of people (Goodman, Edge, Agazio, & Prue-Owens, 2015). There are different
strategies to promote cultural awareness and competency within nursing
programs (Eshleman & Davidhizar, 2006). Lonneman (2015) and Long (2012)
state that current approaches for increasing cultural competencies are lec-
tures, group discussion, written reports, clinical experiences, simulations,
role playing, journal keeping, studying abroad and working experiences in
193
Table 4 Inter-Correlation between Measured Dimension of Cultural Awareness Scale
CAS Dimensions () () () ()
General Education Experience .** . .**
Cognitive Awareness
Behaviors/Comfort with Interactions – –. .**
Patient Care/Clinical Issues
– – –.**
–––
Notes Column headings are as follows: (1) General Education Experience, (2) Cogni-
tive Awareness, (3) Behaviors/Comfort with Interactions, (4) Patient Care/Clinical Issues.
* correlation is significant at the 0.05 level or less. ** Correlation is significant at the 0.001 level
or less.
In the Table 4 the inter-correlation between measured dimensions in
CAS are performed. Spearman’s correlation test was performed. The results
showed that there is statistically significant weak correlation between the
dimensions ‘General Education Experience’ and ‘Cognitive Awareness’ (r =
0.349; p < 0.001) and ‘Patient Care/Clinical Issues’ (r = 0.308; p < 0.001). There
is a moderate correlation between the dimension: ‘Cognitive Awareness’ and
‘Patient Care/Clinical Issues’ (r = 0.420; p = 0.004) and the weak correlation
between the ‘Behaviors/Comfort with Interactions’ and ‘Patient Care/Clinical
Issues’ dimension (r = 0.203; p < 0.001).
Discussion
The purpose of this study was to measure and analyse cultural awareness of
nursing students as first step to improve cultural competencies of nursing
students in UM FHS. Results showed that nursing students assessed their
level of cultural awareness as moderate (the total average value was 3.61 out
of max. 5). According to Starr Tate (2016) slightly lower average mean scores
show that there is a space and a need for improvement of student’s cultural
awareness and cultural competency education courses. To develop cultural
awareness, nursing students should have the opportunity to increase their
knowledge in transcultural aspect of care. The key for increasing cultural
awareness is to improve the understanding of health inequities and health
disparities (Cantey, Randolph, Molloy, & Cary, 2017). It is also crucial that nurs-
ing students raise their awareness on the communication and cultural beliefs
of people (Goodman, Edge, Agazio, & Prue-Owens, 2015). There are different
strategies to promote cultural awareness and competency within nursing
programs (Eshleman & Davidhizar, 2006). Lonneman (2015) and Long (2012)
state that current approaches for increasing cultural competencies are lec-
tures, group discussion, written reports, clinical experiences, simulations,
role playing, journal keeping, studying abroad and working experiences in
193
