Master of Science in Nursing (MSN)
First Committee Member
Nancy L. York, Co-Chair
Second Committee Member
Tish Smyer, Co-Chair
Third Committee Member
Graduate Faculty Representative
Number of Pages
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.
Adult students; Cultural competence; Nursing study and teaching; Transcultural medical care; Transcultural nursing
Education | Nursing
Riley, Dierdre Michelle, "Cultural competence of RN to BSN students" (2010). UNLV Theses, Dissertations, Professional Papers, and Capstones. 343.