Appraisal Journal

T Agus Iryandi
 Hello
ELSEVIER: Journal of Professional Nursing, 2018
Friends! 
Janice E. Farber.
Helen S. Breidegam School of Nursing, Moravian College, 1200 Main Street,
Bethlehem, PA 18018, United States of America

Cultural Competence of Baccalaureate Nurse Faculty:

Relationship to Cultural Experiences
Hay Guys! S u m m a r i e s The Study
Introducing and fostering cultural development only
in nursing students who are qualified and committed
and self-aware of their own cultural values ​and belief
s, unfortunately, there is limited research on factors
that influence cultural development in competencies
in the nursing faculty.
The journal Cultural Competence and Confidence
(CCC) used to discuss cultural experience and
transcultural self-efficacy (TSE), or self-confidence
 Keywords
• Transcultural self-efficacy
• Cognitive skills
• Affective skills
• Practical skills
• Cultural experiences
• Formalized education experiences
The health care professionals must have
competent knowledge, skills and attitudes Introduction
to care for patients who are different
culture. Cultural competence is the process
of learning transcultural skills in three
dimensions (cognitive, affective, and
practical), increasing Transcultural (TSE)
self-effectiveness, or self-confidence.
Cultural experience, both directly through
formal education, has been used as a
strategy to improve the cultural knowledge,
skills and attitudes of teaching staff.
 Methodology
1. Used the descriptive, correlational study examined cultural
experiences of 118 full-time nurse faculty in the United States
(U.S.).
2. Data were collected using a researcher developed demographic
questionnaire and the TSET Tool. The Scores based on
narrative and numerical responses.
3. This study utilized a stratified random sample of FT nurse faculty
who teach at least 50% of the time in baccalaureate programs
accredited by CCNE throughout the U.S.
4. All data were collected anonymously by SurveyMonkey®, over a
six-week period in June and July 2014.
 Result
Results indicate that nurse faculty are most confident about their
attitudes (8.61), and least confident about their transcultural
knowledge (7.39). Study results identified nurse faculty TSE as
influenced by cultural experiences within the U.S. (rs = 0.23, p <
.01), teaching transcultural nursing care concepts in courses (rs =
0.35, p < .01), and formalized preparation in training and workshops
(rs = 0.30, p < .01). In addition, nurse faculty lacked international
experiences abroad, teaching transcultural nursing care concepts,
and for-malized education training and workshops.
 Discussion

The results of this current study found that by the recent

emphasis on providing cultural care in healthcare has
generated initiatives to assess cultural competence and
promote culturally congruent care.
 Conclussion
The research supports that nurse faculty are inadequately prepared to
develop cultural competence in nursing students. By identifying
factors that affect TSE, nurse faculty may facilitate the achievement of
cultural competence in new nursing graduates moving into practice
environ-ments. As a result, culturally competent students transitioning
into practice may promote a more diverse, culturally competent
workforce of practicing nurses. The effective integration of cultural
competence in nursing practice requires nurse faculty commitment
and development in cultural competence for it is an evolution involving
many experi-ences and on-going self-reflection.
Thanks You 