Cieślak Ilona, Jaworski Mariusz, Panczyk Mariusz, Barzykowski Krystian, Majda Anna, Theofanidis Dimitros, Gotlib-Małkowska Joanna
Department of Education and Research in Health Sciences, Medical University of Warsaw, Warsaw 00-581, Litewska 14/16, Poland.
Institute of Psychology, Faculty of Philosophy, Jagiellonian University, Kraków, Poland.
Nurse Educ Today. 2025 Mar;146:106537. doi: 10.1016/j.nedt.2024.106537. Epub 2024 Dec 9.
Global migration necessitates adeptness in intercultural situations and high cultural awareness, crucial for nurses. Ensuring safe healthcare for migrants in diverse settings is imperative. Cultivating cultural intelligence should start at the undergraduate level, facilitated by diverse educational approaches.
The aim was to analyse the correlation between participation in formal and informal education and the level of cultural intelligence in a group of undergraduate nursing students.
Researchers conducted a nationwide cross-sectional multicentre online survey study.
We invited nursing students from all Polish medical universities offering undergraduate nursing studies to participate in the study.
The study sample consisted of 1373 undergraduate nursing students from 39 Polish nursing schools: 54.0 % - first year, 28.7 % - second year, 17.3 % - third year.
We used a Polish version of the Cultural Intelligence Scale. The questionnaire gathered demographic information and explored cultural experiences in both formal and informal education settings. We examined the influence of various forms of formal and informal education on the level of cultural intelligence using independent t-tests and one-way ANOVA. We measured effect sizes using Cohen's d for t-tests and eta squared (η) for ANOVA. p values < 0.05 were considered statistically significant.
The level of cultural intelligence of the students was a STEN score of five (M = 82.8 points). The largest effect related to the increase in cultural intelligence was observed for the survey item on interactions with culturally diverse people (Cohen's d = -0.62), and the smallest effect was observed for the survey item on multiculturalism-related content delivered during the course of study (η2 = 0.012). The analyses showed a significant correlation between formal education and cultural intelligence, especially for the combination of formal and informal education.
The combination of formal and informal education and rich intercultural experiences are crucial for the successful development of cultural intelligence among nursing students in Poland.
全球移民需要在跨文化情境中具备娴熟技能和高度的文化意识，这对护士来说至关重要。在不同环境中确保移民获得安全的医疗保健势在必行。培养文化智能应从本科阶段开始，并通过多样化的教育方法加以促进。
旨在分析一组本科护理专业学生参与正规和非正规教育与文化智能水平之间的相关性。
研究人员开展了一项全国性的横断面多中心在线调查研究。
我们邀请了波兰所有提供本科护理专业课程的医科大学的护理专业学生参与该研究。
研究样本包括来自39所波兰护理学校的1373名本科护理专业学生：54.0%为一年级学生，28.7%为二年级学生，17.3%为三年级学生。
我们使用了波兰版的文化智能量表。该问卷收集了人口统计学信息，并探讨了正规和非正规教育环境中的文化经历。我们使用独立样本t检验和单因素方差分析来研究各种形式的正规和非正规教育对文化智能水平的影响。我们使用Cohen's d来衡量t检验的效应量，使用eta平方（η²）来衡量方差分析的效应量。p值<0.05被认为具有统计学意义。
学生的文化智能水平为STEN分数5分（M = 82.8分）。在与文化背景多样的人互动这一调查项目上，观察到与文化智能提升相关的最大效应（Cohen's d = -0.62），而在学习过程中提供的与多元文化主义相关内容的调查项目上观察到最小效应（η² = 0.012）。分析表明正规教育与文化智能之间存在显著相关性，尤其是正规教育和非正规教育相结合的情况。
正规教育与非正规教育相结合以及丰富的跨文化经历对于波兰护理专业学生文化智能的成功发展至关重要。
