Health Lit Res Pract. 2021 Oct;5(4):e283-e286. doi: 10.3928/24748307-20210908-02. Epub 2021 Oct 6.
Intercultural competence (ICC) and health literacy (HL) are vital components of patient education. The purpose of this study was to determine if an educational intervention that combined ICC and HL was effective at changing second-year nursing students' self-efficacy, beliefs, and knowledge. A total of 157 second-year nursing students in two different programs participated in pre- and post-surveys consisting of the Transcultural Self-Efficacy Tool and Health Literacy Beliefs and Knowledge survey. Students attended a two-part lecture with a moderated panel on ICC and health literacy and began clinical fieldwork. Results were analyzed using Wilcoxon signed-rank test and Pearson correlation. There was a statistically significant difference in all ICC subscales after an educational intervention and clinical fieldwork (cognitive = 7.681, < .001; practical = 7.319, < .001; affective = 6.533, < .001). HL knowledge and belief measures showed statistically significant difference after the intervention ( = 3.037, < .001). There was a statistically significant correlation between intercultural self-efficacy and HL beliefs (Pearson's = .486, < .001). Self-efficacy in ICC and beliefs and knowledge in HL increased over time for nursing students, indicating that it may be beneficial to train students about these two constructs simultaneously. .
跨文化能力 (ICC) 和健康素养 (HL) 是患者教育的重要组成部分。本研究旨在确定将 ICC 和 HL 相结合的教育干预措施是否能有效改变护理专业二年级学生的自我效能感、信念和知识。共有来自两个不同课程的 157 名护理专业二年级学生参与了预调查和后调查，调查内容包括跨文化自我效能感工具和健康素养信念与知识调查。学生参加了两部分的讲座，其中包括关于 ICC 和健康素养的小组讨论，并开始进行临床实地工作。使用 Wilcoxon 符号秩检验和 Pearson 相关分析来分析结果。在教育干预和临床实地工作后，所有 ICC 分量表均有统计学差异（认知分量表 = 7.681， <.001；实践分量表 = 7.319， <.001；情感分量表 = 6.533， <.001）。干预后 HL 知识和信念测量也有统计学差异（ = 3.037， <.001）。跨文化自我效能感与 HL 信念之间存在显著的相关性（Pearson's =.486， <.001）。随着时间的推移，护理专业学生的 ICC 自我效能感和 HL 信念和知识呈上升趋势，这表明同时培训学生这两个方面可能是有益的。.
