Abstract

The purpose of this study was to determine the level of cultural competence (CC) in Texas pre-licensure nursing faculty and examine the relationships between demographics and CC scores. The researchers conducted a study to determine if demographics predicted the level of CC and explored the perceptions of CC. A convergent parallel mixed-methods design used data from a 2014 online survey with a qualitative interview component. Demographics were evaluated with descriptive statistics and CC was measured with The Nurses’ Cultural Competence Scale (NCCS). Qualitative data were analyzed using a constant comparative method. The level of CC was low to moderate. Three themes emerged from the interviews: knowledge is experiential, skills require emotional intelligence, and desire requires a catalyst. Nursing faculty could benefit from experiences with culturally diverse patients and students. Continuing education offerings and courses should follow best practices models of CC education and focus on providing meaningful experiences may also increase the knowledge and skills to help faculty members.

Description

This article was originally published by Sciedu Press in the Journal of Nursing Educatoin and Practice. DOI: https://doi.org/10.5430/jnep.v7n9p90

Publisher

Sciedu Press

Date of publication

4-18-2017

Language

english

Persistent identifier

http://hdl.handle.net/10950/1196

Document Type

Article

Publisher Citation

Marzilli, C., & Mastel-Smith, B. (2016). Cultural competence of pre-licensure nursing faculty. Journal of Nursing Education and Practice.

Included in

Nursing Commons

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