Cultural competency of graduating US Bachelor of Science nursing students
Suzan Kardong-Edgren
Assistant Professor, Intercollegiate College of Nursing, Washington State University, Spokane WA, United States of America
Josepha Campinha-Bacote
Transcultural CARE Associates, Case Western Reserve University, Cincinnati OH, United States of America
PP: 37 - 44
Abstract
Cultural competence in the delivery of nursing care is an expectation of accreditation and approval boards for nursing in the United States. This study evaluated the effectiveness of four different nursing program curricula in developing culturally competent new graduates.
Four methodologically and geographically diverse groups of graduating BSN students in the United States were given the Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals-Revised (IAPCC-R®) prior to graduation and after completion of course work.
A variety of curricular methods for achieving cultural competency were included. Two programs utilise a theory or a model developed by recognised transcultural expert nurses, Madeline Leininger and Josepha Campinha-Bacote. One program utilised an integrated approach employing no specific model. One program utilised a free-standing two credit culture course within the curriculum, taught by nursing faculty with strong cultural preparation.
Results indicate that these 212 graduating nursing students scored only in the culturally aware range, as measured by the IAPCC-R©, regardless of what program model they attended.
Keywords
nursing, cultural competency, BSN students, curriculum, nursing students
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