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