Repo Hanna, Vahlberg Tero, Salminen Leena, Papadopoulos Irena, Leino-Kilpi Helena
University of Turku, Turku, Finland
University of Turku, Turku, Finland.
J Transcult Nurs. 2017 Jan;28(1):98-107. doi: 10.1177/1043659616632046. Epub 2016 Feb 12.
Cultural competence is an essential component in nursing. The purpose of this study was to evaluate the level of cultural competence of graduating nursing students, to identify associated background factors to cultural competence, and furthermore to establish whether teaching multicultural nursing was implemented in nursing education.
A structured Cultural Competence Assessment Tool was used in a correlational design with a sample of 295 nursing students in southern Finland.
The level of cultural competence was moderate, and the majority of students had studied multicultural nursing. Minority background (p = .001), frequency of interacting with different cultures (p = .002), linguistic skills (p = .002), and exchange studies (p = .024) were positively associated to higher cultural competence.
To improve cultural competence in students, nursing education should provide continuous opportunities for students to interact with different cultures, develop linguistic skills, and provide possibilities for internationalization both at home and abroad.
文化能力是护理工作的重要组成部分。本研究旨在评估即将毕业的护理专业学生的文化能力水平，确定与文化能力相关的背景因素，并进一步确定护理教育中是否实施了多元文化护理教学。
采用结构化文化能力评估工具，对芬兰南部的295名护理专业学生进行相关设计研究。
文化能力水平中等，大多数学生学习过多元文化护理。少数族裔背景（p = 0.001）、与不同文化互动的频率（p = 0.002）、语言技能（p = 0.002）和交换学习经历（p = 0.024）与较高的文化能力呈正相关。
为提高学生的文化能力，护理教育应持续为学生提供与不同文化互动的机会，培养语言技能，并提供国内外国际化的可能性。
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