A longitudinal study of cultural competence among health science faculty.

The purpose of this study was to measure the process of cultural competence over time in a group of Health Science Faculty teaching nursing and other allied health students. Faculty (n=28) were administered the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals (IAPCC) prior to a cultural competence workshop, immediately after the workshop, and again at three months, six months and 12 months. The mean scores increased significantly with each administration of the IAPCC from the pretest administration (52.

The impact of cultural diversity forum on students' openness to diversity.

As the population demographics for the United States (U.S.) shift towards increasing diversity, it is essential that nurses provide culturally competent care.

An evaluation study of a mentoring program to increase the diversity of the nursing workforce.

Focus group methodology was used to evaluate faculty mentors (n = 10) and student mentees (n = 30) perceptions of a formal mentoring program. Prior to implementing the mentoring program, faculty preparation involved cultural competence and mentor workshops. Overall, both mentors and mentees had positive perceptions of the program.

The experiences of students with English as a second language in a baccalaureate nursing program.

Teaching nursing students with English as a second language (ESL) can be a challenge for nursing faculty in many English speaking countries. This qualitative study purported to answer the research question, "How do students with ESL describe their experiences in a nursing program"? to develop a better understanding of the reasons for their course failure. Seidman's Model of in-depth interviewing (1998) consisting of three successive interviews with the same participant was used.

The experiences of international nursing students in a baccalaureate nursing program.

International students, especially those with English as a second language (ESL), can have difficulty adjusting to university life in the United States and successfully completing the demands of a nursing program. The purpose of this qualitative study was to explore the perceptions and experiences of international nursing students in a baccalaureate nursing program. Eight female Nigerian nursing students aged 25 to 48 who had been in the United States from 5 to 20 years were interviewed.