Cultural Diversity Training: The Necessity of Cultural Competence for Health Care Providers and in Nursing Practice

Abstract

<strong>OBJECTIVE:</strong> The objective of the study was to determine if an intensive educational intervention would increase the cultural competence score of senior-level nursing students in Hawaii. The results of the study will have significance for further development of nursing curricula on cultural diversity. In addition new nurses will be prepared in the workplace to contribute to successful healthcare systems development of cultural interventions leading to positive health outcomes. <strong>DESIGN:</strong> A descriptive-correlational research method was applied to examine the correlations between a control group and experimental group using pre-and post-test after an educational intervention was administered. <strong>METHODS:</strong> An educational intervention consisting of a didactic presentation with PowerPoint and open discussion was provided. The information was designed to improve the cultural competence of the nursing students. The researcher abstracted and synthesized data from the IAPCC-SV (Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals-Student Version) tool using SPSS. The tool was administered both before-and after-the educational intervention for the experimental group in addition to a control group for comparison. <strong>MAIN OUTCOME MEASURES:</strong> To determine if the effectiveness of an intensive educational intervention improved cultural competency scores for an experimental group receiving the intervention and results for the control group not receiving the intervention. <strong>RESULTS:</strong> The study participants were divided into two groups, experimental and control. A total of 25 participants for the experimental and 24 for the control group participated. Examination of the pre and posttest scores was completed using SPSS to determine correlations, using Group Statistics, Independent Samples Test and a Paired Samples and Paired Samples Correlation was conducted. The educational intervention of a two-hour didactic, presentation and discussion did not demonstrate a statistically significant change in scores after the educational intervention. <strong>CONCLUSIONS:</strong> Cultural competence training in the domains of awareness, skill, knowledge, encounter and desire cannot be taught by instruction alone and are best taught through lifelong learning and experience. Additional experience through immersion activities has suggested a hands-on approach necessary for increased understanding between theory and practice.