Evaluating Cultural Competency Concepts Using Program Theory-Driven Evaluation Framework

Area of Science:

• Nursing Education
• Cultural Competence Research
• Program Evaluation

Background:

• Inconsistent methods for teaching cultural competence in nursing curricula pose risks to program outcomes and accreditation standards.
• Nursing programs may struggle with accurate interpretation and implementation of cultural competence requirements.

Purpose of the Study:

• To evaluate the congruency of nursing program inputs and outputs with accreditation standards.
• To ensure the validity and reliability of future research on nursing graduates' cultural competency levels.

Main Methods:

• Utilizing program theory-driven evaluation, a recognized method for social research in nursing programs.
• Analyzing program inputs (e.g., curriculum design, teaching methods) and program outputs (e.g., graduate competencies).

Main Results:

• Identified a lack of standardized approaches to cultural competence education within nursing programs.
• Highlighted the potential for program theory-driven evaluation to address curriculum deficiencies.

Conclusions:

• Program theory-driven evaluation offers a robust framework for assessing nursing curricula and ensuring alignment with accreditation.
• Standardizing cultural competence education is crucial for enhancing nursing graduate preparedness and research validity.