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Dissertation/Thesis Abstract

Cultural Competence in Nursing School Curricula
by Toney, Mayra P., D.N.P., Carlow University, 2017, 100; 10600816
Abstract (Summary)

The purpose of this study was to determine the benefit of both classroom instruction and an immersive clinical experience for the development of cultural competence skills among student nurses. The 3-D Model for Culturally Congruent Care was the framework used for this quantitative descriptive correlational study. The premise of the model is to draw upon the knowledge that culturally competent care derives from the healthcare provider and client level, an essential factor to the delivery of culturally competent healthcare. A convenience sample of 74 student nurses from two separate cohorts enrolled in a diploma-based program were asked to complete the Cultural Competence Assessment (CCA) survey as a pre-intervention (2017 Cohort) and post-intervention (2016 Cohort).

Data from the CCA were analyzed utilizing measures of central tendency and bivariate statistics. This analysis revealed significant associations between both groups of students and levels of cultural awareness and sensitivity. The results of this study affirm the value of both the classroom and clinical immersion experience in the development of cultural competence among student nurses.

Indexing (document details)
Advisor: Radakovich, Marcee
Commitee: Spence, Ann, Weber, Alexis
School: Carlow University
Department: Nursing Practice
School Location: United States -- Pennsylvania
Source: DAI-B 79/01(E), Dissertation Abstracts International
Subjects: Nursing, Health education
Keywords: Cultural awareness, Cultural competence, Cultural knowledge, Cultural sensitivity, Culture, Nursing education
Publication Number: 10600816
ISBN: 978-0-355-14495-6
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