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Nursing Student Differences in Transcultural Self-Efficacy by Culture Curriculum: A Longitudinal Study
Linda James1, Anne Stiles1, Chas Stephens1
1Sam Houston State University School of Nursing, Huntsville, TX, USA.
Summary
A nursing culture course significantly improved students' transcultural self-efficacy (TSE) long-term. Students who completed the course showed higher TSE skills at graduation compared to those who did not.
Area of Science:
- Nursing Education
- Transcultural Healthcare
- Self-Efficacy Development
Background:
- Limited longitudinal research exists on educational strategies for nursing students' transcultural self-efficacy (TSE).
- Assessing the long-term impact of specific curricula on developing culturally competent nursing professionals is crucial.
Purpose of the Study:
- To compare the long-term effects of an entry-level nursing culture course (ELNCC) on nursing students' transcultural self-efficacy (TSE).
- To evaluate the sustained impact of a dedicated cultural competency course on graduating nursing students.
Main Methods:
- A longitudinal, quasi-experimental time-series design was employed.
- Jeffreys's Transcultural Self-Efficacy Tool (TSET) measured TSE in an experimental group (n=106) pre-ELNCC, post-ELNCC, end of second semester, and program exit.
- A control group (n=62) without the ELNCC was assessed at graduation.
Main Results:
- The experimental group demonstrated significant increases in overall TSE, cognitive, practical, and affective dimensions from pre- to post-course.
- At graduation, the experimental group exhibited significantly higher TSE scores than the control group across most dimensions, excluding the affective dimension.
Conclusions:
- The findings support the integration of a dedicated culture course with practical components early in nursing education.
- Implementing such courses can enhance nursing students' transcultural self-efficacy, preparing them for diverse patient populations.
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