Evaluating the Effectiveness of a New Curriculum for Transcultural Nursing Education
Evaluating the Effectiveness of a New Curriculum for Transcultural Nursing Education: a Mixed-method Study
Study Overview
Status
Intervention / Treatment
Study Type
Enrollment (Actual)
Phase
- Not Applicable
Contacts and Locations
Study Locations
-
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Merkez
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Giresun, Merkez, Turkey, 28200
- Giresun University
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Şehitkamil
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Gaziantep, Şehitkamil, Turkey, 27310
- Hasan Kalyoncu University
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Participation Criteria
Eligibility Criteria
Ages Eligible for Study
- Adult
- Older Adult
Accepts Healthy Volunteers
Description
Inclusion Criteria:
- Over 18 years of age
- Volunteering to participate in the research
- Being enrolled in the Transcultural Nursing Course in the fall semester 2021-2022
Exclusion Criteria:
- Not meeting the criteria for inclusion in the study
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Other
- Allocation: N/A
- Interventional Model: Single Group Assignment
- Masking: None (Open Label)
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
|---|---|
|
Other: Transcultural Nursing Course (new curriculum)
The Transcultural Nursing Course is a 25-hour elective designed to promote cultural competence in nursing students.
It consists of 8 hours of theoretical instruction and 17 hours of practical training.
The course is based on Madeleine Leininger's Culture Care Theory and incorporates models such as the Purnell, Campinha-Bacote, and Papadopoulos Models of Cultural Competence.
It is aimed at enabling students to provide culturally appropriate nursing care for individuals, families, and communities.
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Multinational Collaboration: Developed with input from institutions across five countries, ensuring a broad, international perspective on transcultural nursing. Comprehensive Theoretical Framework: Integrates multiple cultural competence models (Purnell, Campinha-Bacote, Papadopoulos) with Leininger's Culture Care Theory, offering a thorough approach. Extensive Practical Training: Includes 17 hours of hands-on experience, featuring hospital visits and interactions with healthcare professionals. Interactive Learning Methods: Combines role-playing, reflective essays, and cultural activities (e.g., traditional clothing, dances) for dynamic, multimodal education. Peer Education: Incorporates peer education and evaluation, enhancing collaborative learning and critical thinking. Standardized Materials: Educational materials and teaching methods are standardized across institutions to ensure consistency and quality in instruction.
Other Names:
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What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
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Better and Effective Nursing Education for Improving Transcultural Nursing Skills Cultural Competence and Cultural Sensitivity (BENEFITS-CCCS) Scale
Time Frame: At baseline, 15 minutes before the first class, students were informed about the BENEFITS-CCC Scale, and the survey was administered. The scale was re-applied 15 minutes before the final class ended, following the completion of the 14-week curriculum
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This scale was developed by researchers from Belgium, the Czech Republic, Hungary, Slovenia, Spain, and Türkiye in the project Better and Effective Nursing Education for Improving Transcultural Nursing Skills (BENEFITS) to evaluate the effectiveness of cultural competence training in nursing students.
The scale has 26 items across five subdimensions: Respect for Cultural Diversity (6 items), Culturally Sensitive Communication (4 items), Achieving Cultural Competence (3 items), Challenges and Barriers in Providing Culturally Competent Care (5 items), and Perceived Meaning of Cultural Care (8 items).
Items are scored on a 7-point Likert scale (1 for Definitely Disagree to 7 for Definitely Agree).
The possible total score ranges from 26 to 182.
The scale Cronbachs alpha is 0.82.
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At baseline, 15 minutes before the first class, students were informed about the BENEFITS-CCC Scale, and the survey was administered. The scale was re-applied 15 minutes before the final class ended, following the completion of the 14-week curriculum
|
Other Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Metaphor Analysis Tool for Assessing Transcultural Nursing Experiences
Time Frame: Post-course assessment at the end of the semester (14 week). Students submitted their answers to the questions in essay form in the 15th week.
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Unit of Measure: Qualitative themes derived from metaphorical expressions related to experiences with patients and teammates from diverse backgrounds. Measurement Tool: A qualitative questionnaire prompting nursing students to complete the following statements:
Data Analysis Process: Data were analyzed thematically, which involved coding the content into categories, defining themes, and interpreting results. Feedback was solicited from participants to ensure data validity, with three researchers reviewing the data and an expert opinion sought for reliability. |
Post-course assessment at the end of the semester (14 week). Students submitted their answers to the questions in essay form in the 15th week.
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Collaborators and Investigators
Sponsor
Investigators
- Study Director: Betul Tosun, RN, PhD, Assoc. Prof., Hacettepe University
Study record dates
Study Major Dates
Study Start (Actual)
Primary Completion (Actual)
Study Completion (Actual)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (Actual)
Study Record Updates
Last Update Posted (Actual)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Keywords
Additional Relevant MeSH Terms
Other Study ID Numbers
- 2021/07
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
IPD Plan Description
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
product manufactured in and exported from the U.S.
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