Birhanu Mulualem, Getnet Asmamaw, Alem Girma
Department of Nursing, College of Health Science, Assosa University, Assosa, Ethiopia.
Department of Nursing, College of Health Science, Debermarkos University, Debermarkos, Ethiopia.
BMC Nurs. 2023 Oct 9;22(1):371. doi: 10.1186/s12912-023-01488-2.
Cultural competence is one of the principal foundations of clinical nursing. In Ethiopia, nurses in nursing care still focus more on physical needs, the healing process, and treatment and less on the cultural aspects of the patient.
This study aims to assess the cultural competence and associated factors among nurses working in public health institutions found in the Assosa Zone, West Ethiopia, in 2022.
An institution-based cross-sectional study design was conducted on 362 nurses who were selected by simple random sampling. Data was collected using a structured, self-administered English version of the Nurse Cultural Competence Scale Questionnaire for Nurses. The data were entered into Epi Data version 3.1 and exported to SPSS version 25. Linear regression analysis was used to identify factors statistically significantly associated with the cultural competence of nurses at a p-value < 0.05.
Overall The mean score of cultural competence of participants was 113 (CI, 111.7-115.7), with a mean item score of 3.2 (CI, 3.15-3.26). Nurse-to-patient ratio (B;.93, CI;.59_1.3), experience with previously working in a primary hospital than the current health institution (B; -11.1, CI; -18_-4.2), and experience with previously working in a health center than the current health institution (B; -11.5, C;-18.5_-4.8), being diploma education level (B; -23.2, CL;-32_-14.8), being BSC education level (B;-20.3, CI;-28_-12.3), and the presence of a feedback system in a health facility (B; 13.5, CI; 9.5_17.5) were identified as predicted factors of cultural competences.
The overall mean score of the cultural competencies of the participants was moderate. To improve the cultural competence of nurses, it is typically necessary to provide educational opportunities to raise their educational level and establish a feedback system in all health institutions across the nation.
文化能力是临床护理的主要基础之一。在埃塞俄比亚,护理人员在护理工作中仍更侧重于身体需求、康复过程和治疗,而较少关注患者的文化方面。
本研究旨在评估2022年在埃塞俄比亚西部阿索萨地区公共卫生机构工作的护士的文化能力及相关因素。
采用基于机构的横断面研究设计,对通过简单随机抽样选取的362名护士进行研究。使用结构化的、护士自行填写的英文版护士文化能力量表问卷收集数据。数据录入Epi Data 3.1版本,并导出到SPSS 25版本。采用线性回归分析确定在p值<0.05时与护士文化能力有统计学显著关联的因素。
总体而言,参与者的文化能力平均得分为113分(置信区间,111.7 - 115.7),平均项目得分为3.2分(置信区间,3.15 - 3.26)。护士与患者的比例(B;0.93,置信区间;0.59_1.3)、以前在基层医院工作的经验与当前医疗机构相比(B;-1l.1,置信区间;-18_-4.2)、以前在健康中心工作的经验与当前医疗机构相比(B;-11.5,置信区间;-18.5_-4.8)、为文凭教育水平(B;-23.2,置信区间;-32_-14.8)、为理学学士教育水平(B;-20.3,置信区间;-28_-12.3)以及医疗机构中存在反馈系统(B;13.5,置信区间;9.5_17.5)被确定为文化能力的预测因素。
参与者文化能力的总体平均得分中等。为提高护士的文化能力,通常需要提供教育机会以提高其教育水平,并在全国所有医疗机构建立反馈系统。