School of Nursing, University of Missouri-Kansas City, Kansas City, Missouri 64108, USA.
J Nurs Educ. 2010 Apr;49(4):207-14. doi: 10.3928/01484834-20100115-06.
A graduate course on cultural diversity, based in constructivist theory and structured on the Process of Cultural Competence in the Delivery of Healthcare Services model, was developed and taught through classroom and online methods. The following research questions were explored: 1) Can an educational experience, built on constructivist learning theory tenets, change students' perceptions, attitudes, knowledge, and skills in the area of cultural competence? 2) Does the delivery method, online or traditional classroom, influence the degree of change? The study used a quasi-experimental, pretest-posttest control group design using the Inventory for Assessing the Process of Cultural Competence Among healthcare Professionals Revised. Findings showed significant changes (p<0.001) in cultural competence scores and subscores for all learners with both teaching modalities based on interval scale and in categories of cultural knowledge, skills, desire, and overall competence based on a nominal scale. The untaught construct of cultural desire showed the most significant improvement.
一门以建构主义理论为基础、以提供医疗服务的文化能力过程模型为结构的文化多样性研究生课程,通过课堂和在线教学方法进行了开发和教授。本研究探讨了以下问题:1)基于建构主义学习理论原则的教育经验能否改变学生在文化能力领域的观念、态度、知识和技能?2)教学方法(在线或传统课堂)是否会影响变化的程度?本研究采用准实验、前测后测控制组设计,使用医疗保健专业人员文化能力评估量表修订版。研究结果表明,两种教学模式(基于区间尺度的所有学习者的文化能力得分和子得分,以及基于名义尺度的文化知识、技能、愿望和整体能力类别)均发生了显著变化(p<0.001)。未教授的文化愿望结构显示出最显著的改善。