Napholz L
University of Wisconsin--Milwaukee School of Nursing, 53201, USA.
J Nurs Educ. 1999 Feb;38(2):81-3. doi: 10.3928/0148-4834-19990201-09.
This study was designed to examine self-reported cultural competency skills of second-semester junior-level nursing students toward clients from culturally diverse backgrounds. The purpose of this study was to ascertain if the addition of an innovative cultural sensitivity intervention facilitated greater self-perceived cultural competency skills when compared with the traditional method of incorporating cultural diversity into a junior-level clinical course. The Ethnic Competency Skills Assessment Inventory was used to collect data from participants attending a university in an urban midwestern county. Significant differences were noted between the pretest scores and posttest scores. Pretest scores were significantly lower than posttest scores for both groups. Nurse educators must examine further the differences in learning experiences related to cultural diversity that may account for these differences.
本研究旨在考察大学三年级第二学期护理专业学生针对来自不同文化背景客户的自我报告文化能力技能。本研究的目的是确定与将文化多样性纳入大三临床课程的传统方法相比，增加创新性文化敏感性干预措施是否能促进更高的自我感知文化能力技能。使用《种族能力技能评估量表》从一所位于中西部城市县的大学的参与者那里收集数据。前测分数和后测分数之间存在显著差异。两组的前测分数均显著低于后测分数。护理教育工作者必须进一步研究与文化多样性相关的学习经历差异，这些差异可能是造成这些不同的原因。
