Cultural Competency in Nursing Education: Assessing Knowledge Among Nurse Educators in Northwest Georgia's Nursing School
Disciplines
Nursing
Abstract (300 words maximum)
Cultural Competency in Nursing Education: Assessing Knowledge Among Nurse Educators in Northwest Georgia's Nursing School
Background: Nurses encounter diverse cultures and ethnicities throughout their careers. Cultural competence, defined as a necessary component of quality care, encompasses the attitudes, knowledge, and skills of providers (California Endowment, 2003). Ensuring an appropriate level of cultural competency among nurse educators can positively influence educational settings, helping students thrive both in class and in the field (Armour, 2004).
Aim: This study aims to explore the level of cultural competency knowledge among nurse educators at a nursing school in northwest Georgia.
Method: A descriptive exploratory study was conducted with 22 nurse educators from a nursing school in northwest Georgia, who completed an online anonymous survey. The survey included demographic factors and utilized the Cultural Competency Self-Assessment Checklist to assess knowledge levels. Descriptive analysis of percentages and frequencies was used to describe the study sample and their cultural competence knowledge.
Results: A total of 22 participants completed the survey, aged between 47-57 years. The majority held a master's degree, and 52.4% were doctorally prepared. More than half (61.9%) were white, and 71% had graduated more than six years ago. All participants had experience working with patients or students of minority origin. Half (52.4%) considered themselves minorities based on religion, origin, or color. Knowledge scores ranged from 8-28 out of a maximum of 130, with most scores in the middle range.
Conclusion: This study highlights a lack of cultural competency knowledge among nurse educators despite the recent advances in nursing education and workplace settings, indicating a need for workshop training programs to increase their knowledge levels. Limited cultural knowledge among educators can result in lower student success and retention rates, as well as a decrease in the quality of care provided by the nursing workforce. Future studies should explore cultural competency training programs to enhance knowledge among a broader scope of nursing professionals and examine the long-term effects on student performance, retention rates, success, and healthcare disparities.
Academic department under which the project should be listed
WCHHS - Nursing
Primary Investigator (PI) Name
Kawther Hamash
Cultural Competency in Nursing Education: Assessing Knowledge Among Nurse Educators in Northwest Georgia's Nursing School
Cultural Competency in Nursing Education: Assessing Knowledge Among Nurse Educators in Northwest Georgia's Nursing School
Background: Nurses encounter diverse cultures and ethnicities throughout their careers. Cultural competence, defined as a necessary component of quality care, encompasses the attitudes, knowledge, and skills of providers (California Endowment, 2003). Ensuring an appropriate level of cultural competency among nurse educators can positively influence educational settings, helping students thrive both in class and in the field (Armour, 2004).
Aim: This study aims to explore the level of cultural competency knowledge among nurse educators at a nursing school in northwest Georgia.
Method: A descriptive exploratory study was conducted with 22 nurse educators from a nursing school in northwest Georgia, who completed an online anonymous survey. The survey included demographic factors and utilized the Cultural Competency Self-Assessment Checklist to assess knowledge levels. Descriptive analysis of percentages and frequencies was used to describe the study sample and their cultural competence knowledge.
Results: A total of 22 participants completed the survey, aged between 47-57 years. The majority held a master's degree, and 52.4% were doctorally prepared. More than half (61.9%) were white, and 71% had graduated more than six years ago. All participants had experience working with patients or students of minority origin. Half (52.4%) considered themselves minorities based on religion, origin, or color. Knowledge scores ranged from 8-28 out of a maximum of 130, with most scores in the middle range.
Conclusion: This study highlights a lack of cultural competency knowledge among nurse educators despite the recent advances in nursing education and workplace settings, indicating a need for workshop training programs to increase their knowledge levels. Limited cultural knowledge among educators can result in lower student success and retention rates, as well as a decrease in the quality of care provided by the nursing workforce. Future studies should explore cultural competency training programs to enhance knowledge among a broader scope of nursing professionals and examine the long-term effects on student performance, retention rates, success, and healthcare disparities.