global-nursing-education-2017-scientifictracks-abstracts

8 / 32

Page 40
Notes:
conferenceseries.com
April 27-28, 2017 Las Vegas, USA
19th Global Nursing Education Conference
Volume 6, Issue 2 (Suppl) J Nurs Care
ISSN: 2167-1168 JNC, an open access journal Global Nursing Education 2017
April 27-28, 2017
Evaluating cultural competence in undergraduate nursing students
Francine B Jensen, Nyree Dawn Nichols, Hsiu-Chin Chen, Sean Bennett, Gary Measom, Adam Anderton and Linda Wiggins
Utah Valley University, USA
With increasing immigrants and expanding globalization in the US, enriching cultural competence among healthcare providers
to deliver culturally appropriate care to diverse patients is in need. Nursing education has recognized the challenges for
integrating components of cultural competence into curriculum and examining the effectiveness of teaching and learning of cultural
competence in a nursing program.The purpose of this comparative quantitative study was to conduct an ongoing evaluation of cultural
competence among undergraduate nursing students through an academic semester. A convenience sample of all undergraduate
nursing students was recruited from a university by sending 210 email invitation letters for participation. The IAPCC-SV© tool
developed in 2007 by Campinha-Bacote was used to evaluate the level of cultural competence including the five subscales of cultural
awareness, cultural desire, cultural knowledge, cultural skill, and cultural encounters among undergraduate nursing students at the
beginning and at the end of a semester, respectively. In total, 106 students were randomly selected and voluntarily participated in
this study to complete the IAPCC-SV at the beginning of the semester and 86 out of the 106 students completed the IAPCC-SV
at the end of the semester. All data using double entry were analyzed via independent t-test to identify the difference in cultural
competence between the beginning and the end of the semester among undergraduate nursing students. The study results indicated
that the undergraduate nursing students were culturally competent and had an increased cultural competence level at the end of the
semester compared to the beginning of the semester. Although the participating students had increased scores in all five subscales,
there were no significant differences between the beginning and the end of the semester. Cultural competence is on-going process.
It is suggested that curriculum can offer more cultural encounters and practice to interact with diverse patients to increase student
cultural competence.
Biography
Francine B. Jensen is an Assistant Professor of Nursing at Utah Valley University where she teaches at the associate and bachelors levels. Prior to teaching, Ms.
Jensen spent eight years in gastrointestinal, telemetry, emergency and trauma nursing at the University of Virginia Medical Center, Yale-New Haven Hospital, and
Inova Fairfax Level I Trauma Center. She has presented at international nursing conferences in Tallin, Estonia, and the Netherlands. Her research interests center
around interpersonal relationships in nursing and ways to improve engagement for students in the classroom. She received her Masters from George Mason
University and is a current doctoral student.
Nyree-Dawn Nichols has been a nurse for 12 years. Her medical background has been in Emergency Medicine, Trauma and Critical Care. She has 5 years fulltime
teaching experience. Teaching students has been very rewarding and her passion for teaching grows continually. She is married with 4 children and loves being
a mom.
Francine B Jensen et al., J Nurs Care 2017, 6:2 (Suppl)