Nearagh Fatemeh Karimnejad, Ghasemi Saeed, Shariatpanahi Shabnam, Dabaghi Sahar, Sarbakhsh Parvin
Student Research Committee, Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
BMC Nurs. 2025 Feb 27;24(1):228. doi: 10.1186/s12912-025-02876-6.
Cultural competence is an important concept for nursing students, educational interventions are important for enhancing cultural competence among nursing students and literature indicates varied effectiveness in this regard. Therefore, this study aimed to evaluate the effects of an educational intervention based on the Campinha-Bacote model on cultural competence of undergraduate nursing students.
For this experimental study a total of 88 third-semester undergraduate nursing students were selected from a nursing school in Tehran, Iran, in 2024. These students had community health nursing courses and were in two classes. A class was randomly assigned for each group by lottery method. The intervention group participated in a four-week educational intervention based on the Campinha-Bacote model. Two groups completed a demographic questionnaire and the Cultural Capacity Scale before, immediately, and one month after the intervention. Data analysis was performed using descriptive and inferential methods.
The two groups were similar in terms of most demographic characteristics, cultural competence, and its domains (cultural knowledge, cultural sensitivity, and cultural skills) before the intervention (p > 0.05). Immediately and one month after the intervention cultural competence and its domains were higher in the intervention group than in the control group. Furthermore, in the mixed repeated measures ANOVA, the interaction effect of time and group was significant for cultural competence, cultural knowledge, and cultural sensitivity (p < 0.05), indicating that changes in these variables over time differed between the groups, suggesting a positive effect of the intervention.
The findings of this study indicated that the educational intervention based on the Campinha-Bacote model can improve cultural competence and its domains among undergraduate nursing students. Future research can be focused on more specific educational interventions based on the needs of nursing students, and culturally diverse clients with real-life experiences for the students in different clinical settings.
Not applicable.
文化能力对于护理专业学生来说是一个重要概念，教育干预对于提高护理专业学生的文化能力很重要，而文献表明在这方面效果各异。因此，本研究旨在评估基于坎平哈 - 巴科特模型的教育干预对本科护理专业学生文化能力的影响。
对于这项实验研究，2024年从伊朗德黑兰的一所护理学校选取了88名大三本科护理专业学生。这些学生修读社区健康护理课程，分两个班级。通过抽签法为每组随机分配一个班级。干预组参加了为期四周的基于坎平哈 - 巴科特模型的教育干预。两组在干预前、干预后即刻和干预后一个月完成了一份人口统计学问卷和文化能力量表。使用描述性和推断性方法进行数据分析。
干预前，两组在大多数人口统计学特征、文化能力及其领域（文化知识、文化敏感性和文化技能）方面相似（p > 0.05）。干预后即刻和一个月时，干预组的文化能力及其领域高于对照组。此外，在混合重复测量方差分析中，时间和组别的交互作用对文化能力、文化知识和文化敏感性具有显著意义（p < 0.05），表明这些变量随时间的变化在两组之间存在差异，提示干预具有积极效果。
本研究结果表明，基于坎平哈 - 巴科特模型的教育干预可提高本科护理专业学生的文化能力及其领域。未来的研究可以聚焦于根据护理专业学生的需求开展更具体的教育干预，以及为不同临床环境中的学生提供具有真实生活经历的文化多元的服务对象。
不适用。
