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Teaching nurses sight unseen: comparing the cultural competency of online and on-campus BSN faculty
1Saint Xavier University School of Nursing, Chicago, IL, USA. mreneau@sjgcc.com
Purpose:
This study supports best practices in nursing education and the need for cultural competency among faculty members. The purpose of this study was to examine the levels of cultural competency among on-campus Bachelor of Science in Nursing (BSN) faculty compared with those of online BSN faculty.
Design:
The research used a quantitative, nonexperimental, descriptive, correlational design. The Cultural Diversity Questionnaire for Nurse Educators (CDQ-NE) was e-mailed to 500 BSN faculty at five research sites (N = 222). The instrument included Likert-type scale items organized into the components of cultural competence according to Campinha-Bacote.
Results:
The lowest levels of cultural competency were among the on-campus group (3.95). Faculty teaching both online and on-campus had the highest levels (4.0).
Discussion/Conclusions:
A significant finding indicated that training within the past 5 years in cultural competency reflected higher scores.
Implications:
These findings suggest that some cultural competency training should be mandatory for all BSN faculty, whether it occurs during their orientations or as part of nurse-educator curricula at the graduate levels.
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