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Thesis/Dissertation Information
- Degree Disciplines:
- Nursing
Notes
- Abstract:
- Background: Cultural competency in health care and in many other industries is capturing remarkable momentum due to the rapid growth of multiculturalism in the United States (U.S.). It is projected that the numbers of culturally diverse people will continue to grow, and an imminent shift in demographics is certain to occur. Nevertheless, despite multiple efforts to either eliminate or reduce health and health care disparities among minorities and vulnerable population, morbidity and mortality rates are still robust due to multi-factorial causes. Furthermore, the current racial mismatch between nurses and the general population in the U.S. continues to show a persistent racial gap, which can inadvertently contribute to even further health disparities among minorities. Purpose: The purpose of this study was to evaluate the effectiveness of a transcultural educational intervention on direct care nurses’ cultural competence in an acute health care setting. Theoretical Framework: Campinha-Bacote’s the Process of Cultural Competence in the Delivery of Health care Services framework provided theoretical guidance for this study. Methods: A cross-sectional, quasi-experimental pretest-posttest design was used to evaluate the effect of transcultural education on direct care nurses’ cultural competence, using Campinha Bacote’s (2002) Inventory for Assessing Cultural Competence Among Healthcare Professionals Revised (IAPCC-R). Results: A volunteered convenience sample of 50 nurses was sought to take part in this study. However, data was gathered from only 44 direct care nurses working at the specified acute health care setting. There was a statistically significance in the mean gain scores for participants’ cultural knowledge, cultural desire, and total cultural competence scores. Findings from this inquiry indicated that a well-structured transcultural educational intervention could have positive overall effects and improvement on nurses’ cultural competence.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2017.
- Bibliography:
- Includes bibliographical references (leaves 153-166).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Nashat Abualhaija. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- RT84.54.A38 2017_AbualhaijaNashat ( BU-Local )
- Classification:
- RT84.54.A38 2017 ( lcc )
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