Alvernia University, 400 Saint Bernardine Street, Reading, PA 19607, USA.
Nurse Educ Today. 2022 Jan;108:105188. doi: 10.1016/j.nedt.2021.105188. Epub 2021 Oct 28.
Structured, innovative-designed activities including edible creations may enhance interdisciplinary (athletic training, nursing, health science, physical therapy) health profession students' levels of perceived self-efficacy, cultural competence, and overall learning through integration of an educationally-sound framework. Interprofessional cultural education provides fundamental skills to address diverse individual and societal needs.
To determine the impact of innovative and creative activities on health profession students' levels of perceived self-efficacy and cultural competence as measured by pre/post Transcultural Self-Efficacy Tool-Multidisciplinary Healthcare Provider (TSET-MHP) (Jeffreys, 2010) surveys.
Quasi-experimental comparative pretest/posttest survey to determine the effects of change, if any, on health profession students' levels of self-efficacy and cultural competence.
Health profession students enrolled in a cultural course at a private Pennsylvania university.
Convenience sample of interdisciplinary health profession students (n = 32) that completed paired pre/post TSET-MHP (Jeffreys, 2010) surveys.
Innovative teaching strategies including edible creations were implemented throughout a semester to 32 participants. Health profession students' levels of perceived self-efficacy and cultural competence were measured by TSET-MHP (Jeffreys, 2010) surveys prior to and after completion of all activities.
The Cronbach alpha coefficient value on both pre/post surveys was 0.98. Median scores on the post-survey score total (Md = 719) increased from the pre-survey score total (Md = 423.5). The Wilcoxon Signed Rank test revealed Z = -4.92, p < .001, with a large effect size (r = 0.62). Scores determined a 46% increase in learning with 97% of students positively impacted by the innovative interventions.
The survey findings suggest a need to include structured, innovative, and engaged activities in the classroom to effectively prepare health profession students to be safe and competent practitioners in caring for diverse individuals. An evidence-based framework may further support self-efficacy in the cultural education learning process.
结构化、创新设计的活动，包括可食用的创作，可能通过整合教育框架，提高跨学科（运动训练、护理、健康科学、物理治疗）健康专业学生的自我效能感、文化能力和整体学习水平。跨专业文化教育提供了满足个人和社会多样化需求的基本技能。
通过跨文化自我效能工具-多学科医疗保健提供者（TSET-MHP）（Jeffreys，2010）调查，确定创新和创意活动对健康专业学生自我效能感和文化能力的影响。
准实验比较预-后测调查，以确定健康专业学生自我效能感和文化能力水平的变化情况（如果有变化的话）。
宾夕法尼亚州一所私立大学的文化课程中。
完成配对 TSET-MHP（Jeffreys，2010）调查的跨学科健康专业学生（n=32）的便利样本。
在整个学期内，对 32 名参与者实施了创新教学策略，包括可食用的创作。通过 TSET-MHP（Jeffreys，2010）调查，在完成所有活动之前和之后，测量健康专业学生的自我效能感和文化能力水平。
预-后测调查的 Cronbach alpha 系数值均为 0.98。后测总分中位数（Md=719）高于前测总分中位数（Md=423.5）。Wilcoxon 符号秩检验显示 Z=-4.92，p<0.001，效应量较大（r=0.62）。得分表明学习提高了 46%，97%的学生受到创新干预的积极影响。
调查结果表明，需要在课堂中纳入结构化、创新和参与式活动，有效培养健康专业学生，使他们成为照顾多样化个体的安全和有能力的从业者。基于证据的框架可以进一步支持文化教育学习过程中的自我效能感。
