• 한국엔터테인먼트산업학회논문지
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• 제15권6호
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• pp.105-113
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• 2021

본 연구는 간호대학생의 문화적 공감, 다문화 감수성과 문화적 역량의 상관관계를 파악하고자 시도되었다. 자료 수집은 D시 소재의 대학교 2~4학년 간호대학생 191명을 대상으로 수집하였으며 수집된 자료는 SPSS version 22.0 통계 프로그램을 이용하여 분석하였다. 간호 대학생의 문화적 공감 평균은 3.72±0.23점, 다문화 감수성 평균은 3.14±0.27점, 문화적 역량 평균은 3.10±0.32점이었다. 문화적 공감은 다문화 감수성(r=.63, p<.001), 문화적 역량(r=.57, p<.001)과 통계적으로 유의하게 양의 상관관계가 있는 것으로 나타났으며, 다문화 감수성 또한 문화적 역량(r=.41, p<.001)과 통계적으로 유의하게 양의 상관관계가 있는 것으로 나타났다. 본 연구의 결과는 간호 대학생들에게 다양한 문화적 경험을 제공할 수 있는 여러 프로그램의 개발 및 지원을 마련해야 함을 시사한다.

• 디지털융복합연구
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• 제14권12호
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• pp.345-355
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• 2016

다문화 사회에서 문화적 역량은 간호제공자에게 필수적으로 요구되는 능력으로, 본 연구는 간호대학생의 자아성찰, 비판적 사고성향 및 다문화 경험이 문화적 역량에 미치는 영향을 확인하고자 시도되었다. 연구 대상은 경기도에 소재한 일개 간호대학생 148명이며 문화적 역량에 미치는 영향을 확인하기 위해 상관관계 및 다중회귀분석을 실시하였다. 연구결과 자아성찰, 비판적 사고성향 및 다문화 경험과 문화적 역량 간에 정적 상관관계가 있었고, 비판적 사고성향(${\beta}=0.27$, p=.005)과 자아성찰(${\beta}=0.21$, p=.040)이 문화적 역량에 주요한 영향 요인으로 문화적 역량의 26%를 설명하는 것으로 확인되었다. 따라서 간호대학생의 문화적 역량 향상을 위해서 자아성찰과 비판적 사고성향을 향상시킬 수 있는 내용과 방법들을 융합적으로 다문화 교육 프로그램 개발 및 개선 시 포함할 것과 문화적 역량에 영향을 미치는 다양한 요인을 좀 더 탐색하여 이론적 모델을 수립하는 연구 수행을 제언하고자 한다.

• 한국콘텐츠학회논문지
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• 제14권7호
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• pp.334-345
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• 2014

연구의 목적: 본 연구는 간호대학생의 자기 효능감과 문화적 역량 정도, 문화적 교류 특성 및 자기 효능감과 문화적 역량의 관계를 확인하고자 하였다. 연구 방법: 본 연구의 대상자로 일 대학의 간호대학생 301명이 참여하였다. 자료 수집은 General Self-efficacy Scale, the Caffrey Cultural Competence Healthcare Scale(CCCHS), The Cultural Competence Assessment(CCA) 도구들을 통하여 설문조사하였다. 연구 결과: 본 연구 결과 자기 효능감과 문화적 역량 정도는 중간수준(자기 효능감: M=3.0, SD=0.38; 문화적 역량: M=2.8, SD=0.55)으로 나타났다. 그리고 간호대학생의 학년이 높을수록 외국인 친구가 있을수록 유의미하게 높은 자기 효능감과 문화적 역량 정도를 나타냈다. 더 나아가 자기 효능감과 문화적 역량의 상관성(r=.394, p < .001)은 통계적으로 유의한 순 상관관계가 있는 것으로 나타났다. 결론: 본 연구 결과를 토대로 간호대학생의 문화적 교류 및 자기 효능감 증진을 통하여 문화적 역량을 강화하여야 할 것으로 보인다.

• 한국콘텐츠학회논문지
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• 제14권11호
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• pp.337-346
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• 2014

본 연구는 간호 대학생을 대상으로 문화적 역량 정도와 자아존중감, 대인관계, 문화간 의사소통능력 간의 관계를 파악하고 문화적 역량에 영향을 미치는 요인을 규명하기 위해 시도된 서술적 횡단적 조사연구이다. 연구결과 자아존중감, 대인관계, 문화간 의사소통능력은 문화적 역량과 정적 상관관계가 있었다. 회귀분석 결과 자아존중감, 대인관계, 문화간 의사소통능력은 문화적 역량을 18.2% 설명하는 것으로 나타났다. 따라서 간호 대학생의 문화적 역량을 높이기 위한 적합한 교육이 필요하며, 자아존중감, 대인관계, 문화간 의사소통능력을 향상시킬 수 있는 프로그램이 개발되고 제공되어야 할 것이다. 후속 연구에서는 조사대상을 전국으로 확대하여 연구할 필요가 있으며, 문화적 역량에 영향을 미치는 요인들을 파악하고 각 요인들의 영향력을 조사하는 연구가 필요하다.

• 지역사회간호학회지
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• 제30권3호
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• pp.281-294
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• 2019

Purpose: This study is to develop the Cultural Competence Scale for Registered Nurses (CCS-RN) and to examine its validity and reliability. Methods: The item pool was generated based on related scales, a wide review of the literature, and in-depth interviews with nurses according to Purnell's cultural competence model. Content validity was verified by nursing experts. Construct validity using exploratory factor analysis, convergent validity using correlation coefficients, discriminant validity, internal consistency reliability, and test-retest reliability were examined. Results: The CCS-RN consists of a 35-item/7-factor solution with 54.1% of the total variance explained. The convergent validity of CCS-RN was supported. Cronbach's ${\alpha}$ was .94 for the total scale and ranged from .77 to .90 for the seven factors. Test-retest reliability was moderate. Conclusion: The evaluation of the psychometric properties of the CCS-RN shows that this scale is expected to be a valid and reliable measure of cultural competence among nurses. This scale may be useful for assessing nurses' own cultural competence and thus contribute to strengthening cultural competence.

• 성인간호학회지
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• 제27권4호
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• pp.472-479
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• 2015

Few instruments are available to measure nurses' perceptions of cultural competence in South Korea. Furthermore, the equivalence of factors between original and translated instruments has not been evaluated. The specific aims of this study were to identify the validity and reliability of a Korean version of the Cultural Awareness Scale (K-CAS) and to evaluate the equivalence of factors between the original CAS and the K-CAS. A total of 515 nursing students completed the 26-item K-CAS, 28-item Caffrey Cultural Competence in Healthcare Scale (CCCHS), and eight-item Openness to Diversity and Challenge Scale (ODCS). The K-CAS exhibited good reliability (${\alpha}=.83$) and construct validity by correlating with the CCCHS (r=.344, p<.001) and ODCS (r=.394, p<.001). Confirmatory factor analysis results of the K-CAS confirmed the same factor structure as the original CAS. The K-CAS could be a useful tool to assess the concept of cultural competence among nursing students and nurses.

• 대한간호학회지
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• 제43권5호
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• pp.690-696
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• 2013

Purpose: This study was done to examine the effects of a multicultural education program on nursing students' cultural competence, empathy, and self-efficacy. Methods: In this quasi-experimental study, the participants were assigned to an experimental group (n=40) or a control group (n=40). The data were analyzed using independent t-test, Chi-square or Fisher's exact test, and paired t-test with the SPSS windows 18.0 program. Results: After receiving the multicultural education program, the levels of cultural competence and self-efficacy in the experimental group were higher than in the control group. The level of empathy increased slightly in the experimental group while it decreased in the control group. Conclusion: The results of this study indicate that multicultural education is effective in raising the level of cultural competence and self-efficacy in nursing students. Thus, there is a need for continuous effort to integrate multicultural education programs in the nursing curriculum. Repeated study to test effects of these multicultural education programs should be also necessary.

• 한국간호교육학회지
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• 제19권4호
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• pp.580-593
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• 2013

Purpose: This study was conducted to develop and implement an educational program for cultural competence in nursing for nursing students, and to evaluate its effects on transcultural self-efficacy, intercultural communication competence, and state anxiety. Methods: A nonequivalent control group pretest-posttest design was used with an experimental group (n=22) and a control group (n=27). Outcome variables were measured by transcultural self-efficacy, intercultural communication competence, and state anxiety before and after the program. The experimental group participated in an educational course for cultural competence in nursing for 14 weeks while the control group did not participate in any course. Chi-square test, Fisher's exact probability test, t-test, MANCOVA, and ANCOVA were performed to analyze the data. Results: The experimental group showed significantly higher posttest scores in the transcultural self-efficacy score (F=19.76, p<.001, partial ${\eta}^2=.34$, observed power .99) and the intercultural communication competence score (F=17.56, p<.001, partial ${\eta}^2=.32$, observed power .98) than that of the control group. The experimental group showed a significantly lower state anxiety score (F=5.30, p=.027, partial ${\eta}^2=.12$, observed power .61) than that of the control group. Conclusions: This educational program was effective on nursing students' cultural competence. Therefore, it is suggested that this program be used for other nursing students. It is also necessary to evaluate its effects after a longer period.

• 대한간호학회지
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• 제43권5호
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• pp.626-635
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• 2013

Purpose: The purpose of this study was to examine the effects of a cultural competence improvement program for maternity nurses. Methods: A quasi-experimental study using a non-equivalent control group pre and posttest design was used. Participants were 67 maternity nurses caring for multicultural pregnant women in G city. The cultural competence improvement program was developed based on the 3-D Puzzle Model and was provided using case-based small group learning methods for the experimental group (n=31). The control group (n=36) did not receive any intervention. Data were collected using self-report structured questionnaires at two time points: prior to the intervention and after the intervention and were analyzed with descriptive statistics, ${\chi}^2$-test, and t-test. Results: Compared to the control group, the experimental group reported significant positive changes for cultural knowledge (t=6.39, p<.001), cultural awareness (t=3.50, p<.001), and cultural acceptance (t=4.08, p<.001). However, change in cultural nursing behaviors (t=0.92, p=.067) was not significantly different between the two groups. Conclusion: Findings from this study indicate that a cultural competence improvement program with case-based small group learning is a useful intervention strategy to promote multicultural maternity care. Further, strategies to improve cultural nursing behavior should be developed to promote culturally congruent nursing care.

• 여성건강간호학회지
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• 제30권2호
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• pp.107-116
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• 2024

Purpose: This study was conducted to develop a cultural competence scale for nurses regarding the lesbian, gay, bisexual, and transgender (LGBT) community and to test its validity and reliability. Methods: The study adhered to the 8-step process outlined by DeVellis, with an initial set of 25 items derived through a literature review and individual interviews. Following an expert validity assessment, 24 items were validated. Subsequently, a preliminary survey was conducted among 23 nurses with experience caring for LGBT patients. Data were then collected from a final sample of 322 nurses using the 24 items. Item analysis, item-total score correlation, examination of construct and convergent validity, and reliability testing were performed. Results: The item-level content validity index exceeded .80, and the explanatory power of the construct validity was 63.63%. The factor loadings varied between 0.57 and 0.80. The scale comprised five factors: cultural skills, with seven items; cultural awareness, with five items; cultural encounters, with three items; cultural pursuit, with three items; and cultural knowledge, with three items; totaling 21 items. Convergent validity demonstrated a high correlation, affirming the scale's validity. Internal consistency analysis yielded an overall reliability coefficient of 0.97, signifying very high reliability. Each item is scored from 1 to 6 (total score range, 21-126), with higher scores reflecting greater cultural competence in LGBT care. Conclusion: This scale facilitates the measurement of LGBT cultural competence among nurses. Therefore, its use should provide foundational data to support LGBT-focused nursing education programs.