Faculty of Health Sciences, Medical College, Jagiellonian University,12 Michalowskiego Str., 31-007 Krakow, Poland.
Institute of Psychology, Jagiellonian University, 6 Ingardena Str., 30-060 Krakow, Poland.
Int J Environ Res Public Health. 2021 Apr 11;18(8):4002. doi: 10.3390/ijerph18084002.
Since 2012, education standards in medical faculties in Poland have allowed medical universities to introduce content related to multiculturalism. On the one hand, this creates a necessity to introduce new strategies, forms, and techniques of education aimed at the development of knowledge, skills, and attitudes in terms of multiculturalism. On the other hand, there is a need to evaluate their effects. The main goal of this study was to evaluate the cultural competence and cultural intelligence of master's degree nursing students before the commencement of and two months after cultural education training in the form of the intercultural communication workshops included in the study program.
The following questionnaires were used in the study: the Cross-Cultural Competence Inventory (CCCI) and the Cultural Intelligence Scale (CQS). Two consecutive classes (2019 and 2020) of master's nursing students were tested twice (pre-test, post-test). The study was conducted at a leading medical university that educates nurses at a master's level in Poland. In total, 130 master's nursing students took part in this evaluative study: 64 individuals in 2019 (study 1) and 66 individuals in 2020 (study 2).
In comparison to the pre-test, the post-test showed that the surveyed students in both study 1 and study 2 obtained significantly higher overall results in terms of cultural intelligence ( = 0.001; = 0.004, respectively) as well as in the behavioral ( = 0.001; = 0.002) and cognitive ( = 0.001; = 0.008, respectively) subscales. The cultural competence results were also higher overall, but the difference was insignificant.
The study shows the efficiency of training/workshops in the development of culturally specific knowledge and cultural intervention skills. At the same time, it postulates the need to plan and organize cultural education programs in a form that aims to improve the development of culturally sensitive attitudes.
自 2012 年以来，波兰医学系的教育标准允许医科大学引入多元文化相关内容。一方面，这需要引入新的策略、形式和教育技术，以发展多元文化方面的知识、技能和态度。另一方面，需要评估这些策略的效果。本研究的主要目的是在跨文化交流工作坊的文化教育培训开始之前和培训两个月后评估硕士护理学生的文化能力和文化智力，这些工作坊包含在研究计划中。
本研究使用了以下问卷：跨文化能力清单（CCCI）和文化智力量表（CQS）。对连续两届（2019 年和 2020 年）硕士护理学生进行了两次测试（前测、后测）。该研究在波兰一所领先的医学大学进行，该大学在波兰培养硕士护士。共有 130 名硕士护理学生参加了这项评估研究：2019 年有 64 人（研究 1），2020 年有 66 人（研究 2）。
与前测相比，研究 1 和研究 2 的后测均显示，接受调查的学生在文化智力方面的总体得分显著提高（ = 0.001； = 0.004），在行为（ = 0.001； = 0.002）和认知（ = 0.001； = 0.008）分量表上也是如此。文化能力的总体得分也有所提高，但差异不显著。
研究表明，培训/工作坊在培养特定文化知识和文化干预技能方面是有效的。同时，它也提出了以提高文化敏感性态度发展为目标来规划和组织文化教育项目的必要性。
