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

Abstract

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. Results from analysis of variance and covariance demonstrated that none of the demographic variables predicted change; semester was the sole predictor, lending additional support that (a) the educational interventions throughout the four semesters influenced TSE changes and (b) all students regardless of background benefit (and require) formalized cultural competence education. Implications for nurse educators conclude the article.