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J Prof Nurs. 2020 Nov-Dec;36(6):635-648. doi: 10.1016/j.profnurs.2020.09.001. Epub 2020 Sep 12.
The predicted changes in demographics are forcing health care professionals to recognize they must become not only more culturally sensitive, but also culturally competent.
The purpose of this descriptive, correlational study was to describe the level of cultural competence of faculty teaching BSN pre-licensure programs, and faculty personal (age, gender, race/ethnicity, ability to speak another language) and professional characteristics (years in nursing education, highest degree earned, certification, continuing education in cultural competency, and nursing specialty areas) predictive of cultural competency, and the relationship between cultural competency and transcultural teaching behaviors.
Campinha-Bacote's (1999) model of cultural competence theoretical framework guided the study. The Cultural Diversity Questionnaire for Nurse Educator-Revised Scale measured a sample of 152 (n = 152) faculty cultural competence and transcultural teaching behaviors.
CSU System faculty were moderately culturally competent. The overall regression model with faculty personal predictors were statistically significant F(4, 145) = 2.98, p = .02, and variables accounted for 7.6% of the variance in cultural competency (R = 0.076). The overall regression model with faculty professional predictors were statistically significant F(9, 139) = 3.62, p < .001, and variables accounted for 19% of the variance in cultural competency (R = 0.190). Major findings revealed four aspects of cultural competence predictive of transcultural teaching behaviors. The overall regression model was statistically significant F(5, 146) = 182.71, p < .001, and variables accounted for 86.2% of the variance in transcultural teaching behaviors (R = 0.862).
The personal characteristic ability to speak another language was predictive of cultural competence. Professional characteristics nursing specialty area of mental health, and continuing education in cultural competency were predictive of cultural competence. The four aspects of cultural competence awareness, knowledge, skills, desire are predictive of transcultural teaching behaviors.
人口结构的预测变化迫使医疗保健专业人员认识到，他们不仅必须更加具有文化敏感性，而且还必须具备文化能力。
本描述性、相关性研究的目的是描述教授 BSN 预许可课程的教师的文化能力水平，以及教师的个人特征（年龄、性别、种族/民族、讲另一种语言的能力）和专业特征（在护理教育中的年数、最高学位、认证、文化能力继续教育、护理专业领域）对文化能力的预测，以及文化能力与跨文化教学行为之间的关系。
Campinha-Bacote（1999）的文化能力理论框架指导了这项研究。护士教育者修订版文化多样性问卷量表测量了 152 名（n=152）教师的文化能力和跨文化教学行为。
CSU 系统的教师具有中等程度的文化能力。具有教师个人预测因素的总体回归模型在统计学上具有显著性（F（4，145）=2.98，p=0.02），变量占文化能力的 7.6%（R=0.076）。具有教师专业预测因素的总体回归模型在统计学上具有显著性（F（9，139）=3.62，p<.001），变量占文化能力的 19%（R=0.190）。主要发现揭示了四个方面的文化能力对跨文化教学行为具有预测性。具有总体回归模型在统计学上具有显著性（F（5，146）=182.71，p<.001），变量占跨文化教学行为的 86.2%（R=0.862）。
讲另一种语言的个人能力特征是文化能力的预测因素。护理专业领域的心理健康和文化能力继续教育的专业特征是文化能力的预测因素。文化能力的四个方面（意识、知识、技能、愿望）对跨文化教学行为具有预测性。
