Cultural competency of graduating US Bachelor of Science nursing students

TLDR

Cultural competence is a required standard for U.S. nursing accreditation and approval boards. The study assessed whether four distinct BSN curricula effectively cultivate culturally competent graduates. Four geographically diverse graduating cohorts completed the IAPCCC‑R before and after coursework, with curricula ranging from Leininger and Campinha‑Bacote models to an integrated approach and a dedicated two‑credit culture course.

Abstract

Cultural competence in the delivery of nursing care is an expectation of accreditation and approval boards for nursing in the United States. This study evaluated the effectiveness of four different nursing program curricula in developing culturally competent new graduates. Four methodologically and geographically diverse groups of graduating BSN students in the United States were given the Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals-Revised (IAPCCC-R®) prior to graduation and after completion of course work. A variety of curricular methods for achieving cultural competency were included. Two programs utilise a theory or a model developed by recognised transcultural expert nurses, Madeline Leininger and Josepha Campinha-Bacote. One program utilised an integrated approach employing no specific model. One program utilised a free-standing two credit culture course within the curriculum, taught by nursing faculty with strong cultural preparation. Results indicate that these 212 graduating nursing students scored only in the culturally aware range, as measured by the IAPCC-R©, regardless of what program model they attended.