Evaluating cultural competence in the clinical practicum.

Aim: The main purpose is to introduce a tool for evaluating the extent of culturally specific care provided for a diverse clientele, the frequency of cultural assessments, and the development of culturally sensitive and professionally appropriate attitudes, values, and beliefs.

Background: Legal, ethical, and accreditation mandates demand theoretically based, valid, comprehensive tools to assess aspects of culturally specific care; yet no relevant ones existed.

Method: The Cultural Competence Clinical Evaluation Tool (CCCET) was administered at the end of a second semester medical-surgical nursing course (n = 161).

Evaluating the influence of cultural competence education on students' transcultural self-efficacy perceptions.

Guided by the cultural competence and confidence (CCC) model, the Transcultural Self-Efficacy Tool (TSET) was used to evaluate the influence of cultural competence education on the transcultural self-efficacy (TSE) perceptions of undergraduate nursing students following an integrated approach to cultural competence education. Results continue to support that TSE is influenced by formalized education and other learning experiences. As hypothesized, compared with novice students, advanced students' scores were higher for all subscales in both cross-sectional (n = 147) and longitudinal (n = 36) study designs.

Factor analysis of the transcultural self-efficacy tool (TSET).

he factor structure of the Transcultural Self-Efficacy Tool (TSET) was analyzed using data from 272 culturally diverse undergraduate nursing students. The TSET is a questionnaire designed to measure students' confidence for performing general transcultural nursing skills among diverse client populations. Using the most recent imputation techniques for missing data, researchers demonstrate how common exploratory factor analysis (CEFA)--(as opposed to principal components analysis)--can (and should be) used in examining the factorial composition of the tool.