Journal of Educational Evaluation for Health Professions

Research article

Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study: Kyung Eui Bae, Geum Hee Jeong; J Educ Eval Health Prof. 2023;20:35. Published online December 4, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.35

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Purpose
This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course.
Methods
A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores.
Results
The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0.
Conclusion
The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.

Citations

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Salud, Ciencia y Tecnología.2025; 5: 1789. CrossRef
Qualitative evaluation of a ChatGPT-integrated transcultural nursing course for a diverse group
Ecem Çi̇çek Gümüş, İlknur Dolu
Nurse Education in Practice.2025; 87: 104491. CrossRef
Factors Influencing Nurses’ Person-Centered Care: A Cross-sectional Descriptive Study
Heesun Jang, Young A Kim
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Brief report

Comparing ChatGPT’s ability to rate the degree of stereotypes and the consistency of stereotype attribution with those of medical students in New Zealand in developing a similarity rating test: a methodological study: Chao-Cheng Lin, Zaine Akuhata-Huntington, Che-Wei Hsu; J Educ Eval Health Prof. 2023;20:17. Published online June 12, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.17

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Abstract PDF Supplementary Material

Learning about one’s implicit bias is crucial for improving one’s cultural competency and thereby reducing health inequity. To evaluate bias among medical students following a previously developed cultural training program targeting New Zealand Māori, we developed a text-based, self-evaluation tool called the Similarity Rating Test (SRT). The development process of the SRT was resource-intensive, limiting its generalizability and applicability. Here, we explored the potential of ChatGPT, an automated chatbot, to assist in the development process of the SRT by comparing ChatGPT’s and students’ evaluations of the SRT. Despite results showing non-significant equivalence and difference between ChatGPT’s and students’ ratings, ChatGPT’s ratings were more consistent than students’ ratings. The consistency rate was higher for non-stereotypical than for stereotypical statements, regardless of rater type. Further studies are warranted to validate ChatGPT’s potential for assisting in SRT development for implementation in medical education and evaluation of ethnic stereotypes and related topics.

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Review

The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: a scoping review: Elio Arruzza, Minh Chau; J Educ Eval Health Prof. 2021;18:3. Published online February 24, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.3

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Purpose
Cultural competence in healthcare assists in the delivery of culturally sensitive and high-quality services. This scoping review aims to provide an overview of the available evidence and to examine the effectiveness of classroom-based intervention strategies used to enhance the cultural competence of undergraduate health science students.
Methods
A comprehensive and systematic literature search was undertaken in databases, including Cochrane Library, Medline, and Emcare. Articles were eligible if they employed an experimental study design to assess classroom-based cultural competency education for university students across the health science disciplines. Two reviewers independently screened and extracted relevant data pertaining to study and participant characteristics using a charting table. The outcomes included knowledge, attitudes, skills, and perceived benefits.
Results
Ten studies were analysed. Diverse approaches to cultural education exist in terms of the mode, frequency, and duration of interventions. For the knowledge outcome, students who experienced cultural education interventions yielded higher post-test scores than their baseline cultural knowledge, but without a significant difference from the scores of students who did not receive interventions. Data relating to the skills domain demonstrated positive effects for students after experiencing interventions. Overall, students were satisfied with their experiences and demonstrated improvements in confidence and attitudes towards culturally competent practice.
Conclusion
Across health science disciplines, cultural competency interventions were shown to be effective in enhancing knowledge acquisition, performance of skills, attitudes, and student satisfaction. Future research is necessary to address the significant absence of control arms in the current literature, and to assess long-term effects and patient-related outcomes.

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Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study
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Research article

Effects of a cultural nursing course to enhance the cultural competence of nursing students in Korea: Hae Sook Park, Hee Jung Jang, Geum Hee Jeong; J Educ Eval Health Prof. 2019;16:39. Published online December 27, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.39

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Purpose
With Korea’s recent rapid change into a multicultural society, cultural competence is being emphasized as a core nursing competency. This study investigated the effects of a cultural nursing course that aimed to enhance the cultural competence of nursing students in Korea.
Methods
This was a single-group pre- and post-comparison study. The subjects were 69 nursing students at Dongyang University who attended a cultural nursing course in 2015, of whom 62 students responded to the survey. The 13-week cultural nursing course was held for 2 hours a week. The methods of the course included small group activities, discussions and presentations, experiential learning, reflective activities, and lectures. Nursing students’ cultural competence was measured pre- and post-course with the Cultural Competence Scale for Korean Nurses, which contains 33 items scored on a 7-point Likert scale.
Results
After completing the cultural nursing course, students’ total cultural competence scores increased, as did their scores in each category (cultural awareness, cultural knowledge, cultural sensitivity, and cultural skills) (P<0.001). There was no significant difference in cultural competence by gender (P<0.001).
Conclusion
This cultural nursing course was found to be effective in enhancing the cultural competence of nursing students. Therefore, the educational program developed in this study can be extended to other university-level nursing programs in Korea.

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Enhancing Cultural Competence in Undergraduate Nursing Students: An Integrative Literature Review of Strategies for Institutions of Higher Education
Khumoetsile Daphney Shopo, Vistolina Nuuyoma, Leonard Chihururu
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Motivational Needs, Instructional Competence and Problem-Solving Skills of Teachers in Relation to Performance: Basis for Training Program
Carlo Villaflor, Avelino Santillan, Ma. Quincy Dones
Psychology and Education: A Multidisciplinary Journal.2025; 42(7): 972. CrossRef
Intercultural sensitivity among nursing students: a latent profile analysis
You-Ran Liu, Yan Wang, Tengfei Liang, Shumei Zhuang, Xi Wang, Jie Wang, Hui Xie
BMC Nursing.2025;[Epub] CrossRef
Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study
Mahdiyeh Sarvarizadeh, Sakineh Miri, Fatemeh Darban, Jamileh Farokhzadian
BMC Nursing.2024;[Epub] CrossRef
Determinants of attitudes towards refugees and intercultural sensitivity of nursing students: A descriptive and correlational study
Ayşegül Akca, Sultan Ayaz-Alkaya
Nurse Education Today.2023; : 105772. CrossRef
Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study
Kyung Eui Bae, Geum Hee Jeong
Journal of Educational Evaluation for Health Professions.2023; 20: 35. CrossRef
Development and Evaluation of Cultural Competence Course on Undergraduate Nursing Students in Vietnam
Trang-Thi-Thuy Ho, Jina Oh
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Identifikacija merskih instrumentov za merjenje kulturnih kompetenc pri medicinskih sestrah in študentih zdravstvene nege
Liridon Avdylaj, Sabina Ličen
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Organisational and staff-related effects on cultural competence in the hospital setting: a cross-sectional online survey of nursing and medical staff
Liane Schenk, Pia-Theresa Sonntag, Patricia Beck, Zohra Khan, Lisa Peppler, Meryam Schouler-Ocak
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Brief Report

Effectiveness of pre-admission data and letters of recommendation to predict students who will need professional behavior intervention during clinical rotations in the United States: Chalee Engelhard, Rebecca Leugers, Jenna Stephan; J Educ Eval Health Prof. 2016;13:26. Published online June 27, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.26

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Abstract PDF

The study aimed at finding the value of letters of recommendation in predicting professional behavior problems in the clinical portion of a Doctor of Physical Therapy program learning cohorts from 2009-2014 in the United States. De-identified records of 137 Doctor of Physical Therapy graduates were examined by the descriptive statistics and comparison analysis. Thirty letters of recommendation were investigated based on grounded theory from 10 student applications with 5 randomly selected students of interest and 5 non-students of interest. Critical thinking, organizational skills, and judgement were statistically significant and quantitative differentiating characteristics. Qualitatively, significant characteristics of the student of interest included effective communication and cultural competency. Meanwhile, those of nonstudents of interest included conflicting personality descriptor, commitment to learning, balance, teamwork skills, potential future success, compatible learning skills, effective leadership skills, and emotional intelligence. Emerged significant characteristics did not consistently match common non-professional behavior issues encountered in clinic. Pre-admission data and letters of recommendation appear of limited value in predicting professional behavior performance in clinic.

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The Vital Role of Professionalism in Physical Medicine and Rehabilitation
Julie K. Silver, Sara Cuccurullo, Lyn D. Weiss, Christopher Visco, Mooyeon Oh-Park, Danielle Perret Karimi, Walter R. Frontera, Talya K. Fleming, Glendaliz Bosques, Saurabha Bhatnagar, Anne Felicia Ambrose, Vu Q.C. Nguyen
American Journal of Physical Medicine & Rehabilitation.2020; 99(4): 273. CrossRef

Research Article

Cultural competency in the physician assistant curriculum in the United States: a longitudinal study with two cohorts: Barbra Beck, Matthew H. Scheel, Kathleen De Oliveira, Jane Hopp; J Educ Eval Health Prof. 2014;11:2. Published online January 27, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.2

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189 Download
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Abstract PDF

Purpose
Many Physician Assistant (PA) programs have recently integrated cultural competency into their curricula. However, there is little evidence tracking the longitudinal effectiveness of curricula on culture competency. This study tested whether amount of exposure to a cultural competency curriculum affected self-assessments of cultural awareness among two cohorts of students.
Method
Cohort 1 and Cohort 2 students completed a cultural awareness survey at the beginning of the program and retook the survey at three intervals during the first year.
Results
Regression analyses confirmed significant linear relationships (two-tailed α < .05) between responses and interval number on all questions for each cohort, with exception of Question 8 for Cohort 2.
Conclusion
Results from Cohort 2 replicated those from Cohort 1 suggesting that cultural awareness among PA students benefits from repeated exposure to lessons on cultural competency. Schools attempting to develop or expand cultural awareness among students should consider integrating cultural competency training throughout the PA curriculum.

Citations

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Short- and Long-Term Outcomes of Student Field Research Experiences in Special Populations
Amr S. Soliman, Robert M. Chamberlain
J Canc Educ.2015;[Epub] CrossRef

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