Cultural Competence of Baccalaureate Nurse Faculty: Relationship to Cultural Experiences

• Published in: Journal of professional nursing Vol. 35; no. 2; pp. 81 - 88
• Main Author: Farber, Janice E.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01-03-2019
• Subjects: Affective skills; Cognitive skills; Cultural Competency; Cultural Diversity; Cultural experiences; Education, Nursing, Baccalaureate; Faculty, Nursing; Female; Formalized education experiences; Humans; Male; Middle Aged; Nursing; Practical skills; Self Efficacy; Transcultural Nursing; Transcultural self-efficacy; United States; United States; Transcultural self-efficacy; Cognitive skills; Formalized education experiences; Affective skills; Practical skills; Cultural experiences
• ISSN: 8755-7223; 1532-8481
• DOI: 10.1016/j.profnurs.2018.09.005

Introducing and fostering cultural competence development in nursing students only may occur with well-qualified, committed nurse faculty who are self-aware of their own cultural values and beliefs, unfortunately, there is limited research on the factors that influence the development of nurse faculty cultural competence.
This descriptive, correlational study examined cultural experiences of 118 full-time nurse faculty in the United States (U.S.). Marianne Jeffreys’ Cultural Competence and Confidence (CCC) model was used to examine cultural experiences and transcultural self-efficacy (TSE), or confidence. Jeffrey's Transcultural Self-Efficacy Tool (TSET) was used to measure nurse faculty cognitive, affective, and practical nursing skills as influenced by cultural experiences.
Results indicate that nurse faculty are most confident about their attitudes (8.61), and least confident about their transcultural knowledge (7.39). Study results identified nurse faculty TSE as influenced by cultural experiences within the U.S. (rs = 0.23, p < .01), teaching transcultural nursing care concepts in courses (rs = 0.35, p < .01), and formalized preparation in training and workshops (rs = 0.30, p < .01). In addition, nurse faculty lacked international experiences abroad, teaching transcultural nursing care concepts, and formalized education training and workshops.
Nurse faculty are most confident about their attitudes and least confident about their transcultural knowledge. The results of this study indicate that nurse faculty cultural experiences within the U.S., development in teaching cultural nursing care concepts, and preparation in training and workshops influence nurse faculty TSE and overall cultural competence.
•Nurse faculty are most confident about their attitudes and least confident about their transcultural knowledge.•Nurse faculty’s cultural experiences within the U.S. influence TSE (rs = .23, p < .01).•Nurse faculty’s teaching transcultural nursing care (TNC) concepts in courses influence TSE (rs = .35, p < .01).•Nurse faculty’s cultural formalized preparation in training and workshops influence TSE (rs = .30, p < .01).