Sam Houston State University School of Nursing, Huntsville, TX, USA.
J Transcult Nurs. 2021 May;32(3):286-294. doi: 10.1177/1043659620950422. Epub 2020 Aug 25.
Longitudinal studies regarding educational strategies to help nursing students gain transcultural self-efficacy skills are limited. This study aimed to compare the long-term effects of an entry-level nursing culture course (ELNCC) on transcultural self-efficacy (TSE) in beginning nursing students with a graduating class who did not have the ELNCC.
Using a longitudinal, quasi-experimental time-series design, data were collected using Jeffreys's Transcultural Self-Efficacy Tool (TSET) from the experimental group ( = 106) pre- and post-ELNCC, end of second semester, and program exit. A control group of 62 senior nursing students who did not take the ELNCC were administered the TSET once, at graduation.
All posttest scores were significantly higher than pretest scores in overall TSE, cognitive, practical, and affective dimensions. At graduation, the experimental group's scores were significantly higher than those of the control group in all dimensions except the affective.
This study supports the early introduction of a separate culture course with field components to teach TSE to nursing students.
关于帮助护理学生获得跨文化自我效能技能的教育策略的纵向研究有限。本研究旨在比较入门级护理文化课程（ELNCC）对接受过该课程和未接受过该课程的护理专业应届毕业生跨文化自我效能（TSE）的长期影响。
本研究采用纵向、准实验时间序列设计，使用 Jeffreys 的跨文化自我效能工具（TSET）从实验组（n=106）接受 ELNCC 前后、第二学期末和课程结束时收集数据。未接受 ELNCC 的 62 名护理专业高年级学生作为对照组，仅在毕业时接受一次 TSET 测试。
所有的后测分数在总体 TSE、认知、实践和情感维度上均显著高于前测分数。在毕业时，实验组在除情感维度外的所有维度上的得分均显著高于对照组。
本研究支持在护理学生中尽早引入单独的文化课程和实地教学，以教授 TSE。
