Award Date

5-2010

Degree Type

Thesis

Degree Name

Master of Science in Nursing (MSN)

Department

Nursing

First Committee Member

Nancy L. York, Co-Chair

Second Committee Member

Tish Smyer, Co-Chair

Third Committee Member

Yu Xu

Graduate Faculty Representative

Chad Cross

Number of Pages

80

Abstract

The purpose of this exploratory research study was to examine the cultural competence of registered nurses returning to school for an RN to BSN program in Nevada. Campinha-Bacote's model, The Process of Cultural Competence in the Delivery of Healthcare Services, was used as a theoretical framework for the study. A secondary analysis of data collected as part of a Health Resources and Services Administration (HRSA) Grant was completed. Fifty-three RN to BSN students voluntarily completed the Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals- Revised (IAPCC-R) electronically in the learning management system of the first nursing course in the program. Approximately half (50.94%) of the RN to BSN students who responded to this study were culturally competent as determined by Campinha-Bacote's IAPCC-R (M = 75.3, SD = 7.59). The highest scores occurred in the "cultural desire" construct; lowest scores occurred in the "cultural knowledge" construct. Descriptive statistics were used to evaluate the data. The strongest correlation was found between IAPCC-R scores and age range. The nurses in the 20-30 year age range scored significantly higher than those in the 41-50 year range. No significant relationship was found between gender or race and cultural competency scores.

Keywords

Adult students; Cultural competence; Nursing study and teaching; Transcultural medical care; Transcultural nursing

Disciplines

Education | Nursing

Language

English


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