The primary purpose of this study was to examine the level of cultural competency, associated transcultural teaching behaviors and demographics among faculty in associate degree nursing programs in the New York metropolitan area. The Cultural Diversity Questionnaire for Nurse Educators–Revised (CDQNE–R) comprised 41 Likert items to measure 5 subscales of cultural competence representing Campinha-Bacote’s (2006) model, and a 6th subscale to measure transcultural teaching behaviors (TTB). The demographic and professional characteristics section was expanded to a total of 18 questions. The questionnaire was administered via the Internet over a 4-week period. Demographic comparisons were made with those of New York state and the national nursing population. A multiple regression analysis of each cultural competence subscale related to demographics, professional characteristics, and cultural teaching practices showed total cultural competence subscale (TCCS) to be higher for non-Whites (β = –.26, p = .002) and for full-time instructors (β = .17, p = .04). Compared with previous studies examining the cultural competency of nursing faculty teaching at the associate and baccalaureate levels, these findings showed that associate degree nursing faculty scored significantly higher on the TCCS, but not consistently higher on the TTB subscale. This study revealed that the majority of the 138 respondents perceived themselves as being culturally proficient ( n = 105, 76%) or cultural experts (n = 20, 14.5%) in all of the 5 subscales of the CDQNE–R and 93.5% (n = 129) agreed that they include transcultural teaching behaviors in the courses they teach.
|Commitee:||Byrne, Mary, Hanfelt, Pamela|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-B 72/06, Dissertation Abstracts International|
|Subjects:||Cultural anthropology, Nursing, Higher education|
|Keywords:||Associate degree nursing, Baccalaureate degree nursing, Cultural competency, Diversity, Nursing faculty|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be