City University of New York, College of Staten Island, 2800 Victory Boulevard, Staten Island, NY 10314, USA.
J Transcult Nurs. 2012 Apr;23(2):188-97. doi: 10.1177/1043659611423836. Epub 2011 Nov 3.
Guided by the cultural competence and confidence (CCC) model, the Transcultural Self-Efficacy Tool (TSET) was used to evaluate the influence of cultural competence education on the transcultural self-efficacy (TSE) perceptions of undergraduate nursing students following an integrated approach to cultural competence education. Results continue to support that TSE is influenced by formalized education and other learning experiences. As hypothesized, compared with novice students, advanced students' scores were higher for all subscales in both cross-sectional (n = 147) and longitudinal (n = 36) study designs. Results from analysis of variance and covariance demonstrated that none of the demographic variables predicted change; semester was the sole predictor, lending additional support that (a) the educational interventions throughout the four semesters influenced TSE changes and (b) all students regardless of background benefit (and require) formalized cultural competence education. Implications for nurse educators conclude the article.
在文化能力和信心（CCC）模型的指导下，使用跨文化自我效能工具（TSET）评估了综合文化能力教育对本科护理学生跨文化自我效能（TSE）认知的影响。结果继续支持 TSE 受到正规教育和其他学习经验的影响。与新手学生相比，正如假设的那样，在横断面（n=147）和纵向（n=36）研究设计中，所有子量表的高级学生的分数都更高。方差和协方差分析的结果表明，没有任何人口统计学变量可以预测变化；学期是唯一的预测因素，这进一步支持了（a）整个四个学期的教育干预影响了 TSE 的变化，（b）所有学生，无论背景如何，都受益（并需要）正规的文化能力教育。本文总结了对护士教育者的启示。
