Department of Nursing, Tabriz University of Medical Sciences, Tabriz, Iran.
Department of Nursing, Cuyahoga Community College, Cleveland, OH, USA.
BMC Med Educ. 2023 May 11;23(1):328. doi: 10.1186/s12909-023-04274-5.
One of the facets of nursing care, as a holistic profession, is cultural care. Considering the role of culture in individuals' health behaviors, nurses are recommended to be mindful of cultural care. Since nursing educators should be culturally competent to teach cultural care to students, this study aimed to determine the cultural competence of nursing educators of medical sciences universities in the 2nd regional planning in Iran.
The current research was a descriptive and survey study framed within Campinha-Bacote's cultural competency model. All nursing educators of universities of medical sciences in the 2nd regional planning of Iran (Tabriz, Urmia, Ardabil, Khoy, Maragheh, Sarab, and Khalkhal) were considered as research units, and the cultural diversity questionnaire for nursing faculties (CDQNE-R) was sent to them. Out of 129 questionnaires sent, 84 were turned back. The data were analyzed by the SPSS 22 software.
The results of this study showed that the research participants agreed with the subscales of cultural awareness, cultural knowledge, cultural skill, and cultural desire according to Sealey and Yates' interpretation scale. Also, the research units cast doubts on the cultural encounter subscale. The mean scores of the participants' responses to the questions of every subscale equaled 4.11, 3.52, 3.71, 3.38, and 3.93 for the subscales of cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire, respectively. Likewise, the mean scores of participants' responses to the subscales of transcultural educational behaviors and general cultural competence equaled 3.90 and 3.73.
The nursing faculties participating in the present study agreed with the 4 sub-models of Campinha-Bacote cultural care and the presence of cultural competence criteria. Also, the research units had doubts about the cultural encounter subscale. This result means that the research participants were undecided about their level of participation in face-to-face interactions with people from different cultural, racial, and ethnic groups. According to the results of the study, it is important to hold transcultural nursing training workshops and courses to maintain and improve the level of cultural competence of nursing faculties at universities of medical sciences in the 2nd regional planning in Iran.
护理作为一门整体专业，其工作内容之一就是提供文化关怀。鉴于文化在个体健康行为中的作用，建议护士关注文化关怀。由于护理教育者在向学生传授文化关怀方面应具备文化能力，因此本研究旨在确定伊朗第二区域规划中医学科学大学护理教育者的文化能力。
本研究是一项基于 Campinha-Bacote 文化能力模型的描述性和调查性研究。伊朗第二区域规划（大不里士、乌尔米耶、阿尔达比勒、霍伊、马拉盖、萨拉卜和哈克哈尔）所有医学科学大学的护理教育者均被视为研究单位，并向他们发送了护理教师文化多样性问卷（CDQNE-R）。在寄出的 129 份问卷中，有 84 份被退回。数据采用 SPSS 22 软件进行分析。
本研究结果表明，根据 Sealey 和 Yates 的解释量表，研究参与者同意文化意识、文化知识、文化技能和文化愿望等子量表。此外，研究单位对文化遭遇子量表表示怀疑。参与者对每个子量表问题的回答的平均得分为 4.11、3.52、3.71、3.38 和 3.93，分别对应文化意识、文化知识、文化技能、文化遭遇和文化愿望等子量表。同样，参与者对跨文化教育行为和一般文化能力子量表的平均得分为 3.90 和 3.73。
参与本研究的护理教师同意 Campinha-Bacote 文化关怀的 4 个子模型和文化能力标准的存在。此外，研究单位对文化遭遇子量表表示怀疑。这一结果意味着研究参与者对于与来自不同文化、种族和民族群体的人进行面对面互动的参与程度犹豫不决。根据研究结果，举办跨文化护理培训研讨会和课程对于维护和提高伊朗第二区域规划中医学科学大学护理教师的文化能力水平非常重要。
