An evaluation of the impact of an intercultural service learning experience on the development of transcultural self-efficacy of nursing students

dc.contributor.advisorMcNelis, Angela
dc.contributor.authorSchmidt, Lynn Marie
dc.contributor.otherDreifuerst, Kristina Thomas
dc.contributor.otherHorton-Deutsch, Sara
dc.contributor.otherLay, Kathy
dc.date.accessioned2016-01-08T18:24:23Z
dc.date.available2016-01-08T18:24:23Z
dc.date.issued2014-11-06
dc.degree.date2015
dc.degree.disciplineSchool of Nursing
dc.degree.grantorIndiana University
dc.degree.levelPh.D.
dc.descriptionIndiana University-Purdue University Indianapolis (IUPUI)en_US
dc.description.abstractThe increase in diverse populations with unique, culturally specific needs, along with the lack of diverse healthcare providers to deliver culturally competent care, has escalated the need for non-diverse practitioners to gain the knowledge, skills, and attitudes to deliver culturally competent care. Culturally competent care cannot be offered to patients unless nurses understand how cultural values, attitudes, and beliefs impact patients' response to care. Nurses must develop cultural competence to accurately access, develop, and implement effective nursing interventions. The purpose of this exploratory, quasi-experimental, pretest-posttest study was to explore the impact of an intercultural service learning experience (domestic or international) on pre-licensure nursing students' perceived development of transcultural self-efficacy. A convenience sample of senior semester nursing students enrolled in a private, faith-based, baccalaureate degree nursing program in the Midwest United States completed the Transcultural Self-Efficacy Tool (TSET), Cultural Competence Clinical Evaluation Tool-Student Version (CCCET-SV), and reflective journals. All students were immersed in an intercultural service learning experience. Eighteen students traveled domestically and 38 traveled internationally. The data revealed that there was not a statistical difference in TSET scores based on location of the intercultural experience. However, there was a statistically significant difference from pretest to posttest for perceived Cognitive, Practical, and Affective dimensions of transcultural self-efficacy, in change scores (pretest to posttest), and pretest to posttest for pre-licensure BSN students’ perceived clinical competence behaviors (culturally sensitive and professionally appropriate attitudes, values, and beliefs) following an intercultural service learning experience.en_US
dc.identifier.urihttps://hdl.handle.net/1805/8014
dc.identifier.urihttp://dx.doi.org/10.7912/C2/1270
dc.language.isoen_USen_US
dc.subjectCultural competenceen_US
dc.subjectIntercultural experienceen_US
dc.subjectNursing educationen_US
dc.subjectService learningen_US
dc.subjectTranscultural self-efficacyen_US
dc.subject.lcshCultural competence -- Medical careen_US
dc.subject.lcshTranscultural nursing -- Educationen_US
dc.subject.lcshNursing -- Social aspectsen_US
dc.subject.lcshMinorities -- Medical careen_US
dc.subject.lcshTranscultural medical careen_US
dc.subject.lcshHealth educationen_US
dc.subject.lcshNursing -- Educationen_US
dc.subject.lcshCultural pluralismen_US
dc.subject.lcshQualitative researchen_US
dc.titleAn evaluation of the impact of an intercultural service learning experience on the development of transcultural self-efficacy of nursing studentsen_US
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