Innovating Cultural Competence Education for Nurses

Objective

To improve cultural competency levels of registered nurses on the Mother/Baby unit by educating nurses.

Background

Demographics are shifting in the U.S. with an increase in minority populations. Research has revealed insufficient education or a complete absence of education, resulting in nurses that are not equipped to adequately care for culturally diverse patients.

Methods

The Evidence-Based Practice Improvement (EBPI) Model guided the development and implementation of the project. A cultural competence education module was developed utilizing resources from the U.S. Department of Health and Human Services. Outcomes were measured using a pretest/posttest design tool, the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals- Revised (IAPCC-R) to assess cultural competency levels.

Results

A paired sample t-test was used to determine if there was a significant change between pretest and posttest scores in 14 participants. Scores significantly increased (p=0.002) from 73.57 at pretest to 81.64 at posttest. Items were summed to create subscales scores for awareness, desire, skill, knowledge and encounters. Scores significantly increased for all constructs, though knowledge did not significantly increase.

Conclusion

Cultural competence education increased the overall cultural competency levels of registered nurses on the Mother/Baby unit.

Implication for Nurses

Culturally competent education has been associated with improved awareness, desire, skill and encounters, which in turn supports patient-centered care.