Aim: This study examined how one pre-licensure baccalaureate nursing program at a public university in the southeastern United States integrated concepts and issues of culture and culturally competent practice into its curriculum.
Background: Teaching and learning about culturally competent practice in pre-licensure nursing programs are essential to ensure a culturally competent health care workforce.
Method: A mixed-methods case study approach was used. Data were collected from student surveys (n = 111), student focus groups (three groups, n = 9), faculty interviews (n = 14), and school of nursing documents, including the mission statement, faculty and student handbooks, and course syllabi. Data were analyzed using descriptive statistics and content analysis.
Results: Findings provide evidence of cultural competence, barriers to deeper engagement with cultural issues, and suggestions for improvement.
Conclusion: These findings suggest teaching/learning strategies and curricular design issues that may lead to greater student and faculty member cultural understandings.
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| http://dx.doi.org/10.5480/11-574.1 | DOI Listing |
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