• Journal of Korean Clinical Nursing Research
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• v.22 no.1
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• pp.68-77
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• 2016

Purpose: The present study was done to identify the relationship of cultural competence, self efficacy and job stress of nurses working on wards for foreign patients. Methods: The participants were 133 clinical nurses who agreed to participate in the study and were working on wards for foreign patients in three general hospitals in Seoul. A structured questionnaire that covered the three tested constructs was conducted between Dec. 15, 2014 and Jan. 15, 2015. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, and Pearson correlation coefficients with SPSS/WIN 21.0 program. Results: Cultural competence was found to have a significant positive correlation with self efficacy (r=.464, p<.001) and self efficacy had a significant negative correlation with job stress (r=-.397, p<.001). Conclusion: The findings of the study suggest that programs designed to nourish cultural sensitivity and cultural skills need to be developed in order to promote cultural competence. The results also suggest that in these programs to improve self efficacy and reduce job stress should be considered.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.1
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• pp.38-47
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• 2019

Purpose: The purpose of this study was to investigate the influence of cultural competence on nursing professionalism among nursing students in South Korea. Methods: A sample of 218 nursing students in three universities answered a self-report questionnaire. Descriptive statistics, t-test, ANOVA, Mann-Whitney U-test, Kruskal-Wallis test, Pearson's correlation analyses, and hierarchical multiple regression were used to analyze the data. Results: There were significant differences in cultural competence depending on the use of foreign language, having foreign friends, frequency of interaction with foreigners, multi-cultural education experiences, and level of demand for multicultural education. There were significant differences in nursing professionalism depending on grade level, satisfaction with major choice, college life satisfaction, and foreign language learning experience. There was a significant positive correlation between cultural competence and nursing professionalism. Lastly, significant predictors of nursing professionalism included satisfaction with major choice (${\beta}=.22$, p=.004), cultural awareness (${\beta}=.22$, p=.007) and cultural experience (${\beta}=.17$, p=.026). The regression model explained 20.2% of nursing professionalism. Conclusion: In order to establish desirable nursing professionalism, strategies for enhancing cultural awareness and cultural experiences in nursing education courses are needed both inside and outside the curriculum.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.37-52
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• 2011

The purposes of this study were to review developmental stages of acculturation, to establish dimensions and components of intercultural communicative competence, and to suggest teaching methods in the elementary school based on the dimensions and the components of the stages. In order to achieve these purposes, theoretical research on the nature of intercultural communicative competence and teaching methods of intercultural dimensions and components was carried out in terms of developmental stages of acculturation. The stages of acculturation have relation to cognitive domain, affective domain, and cultural awareness. In the domain of cognitive development, the models such as Cummins (1981), Wong-Fillmore (1983), and Ausubel (1968) were presented. In the affective domain of second language research, the models of Gardener and Lambert (1972), Maslow (1954), and Bloom (1974) were argued. Modifying the models of Ausubel, Cummins, Wong-Fillmore, the dimensions and components of intercultural communicative competence were established. In addition, it was suggested that cultural syllabus and lesson plan based on tourist and survivor stage should be considered.

• Women's Health Nursing
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• v.30 no.2
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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.

• Journal of Korean Critical Care Nursing
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• v.14 no.1
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• pp.40-49
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• 2021

Purpose : This study identified the factors affecting the clinical competence of emergency unit nurses caring for foreign patients. Methods : This study utilized a descriptive correlation design. Participants were 112 emergency unit nurses working in different hospitals designated as the government's emergency medical centers and agencies in 2018. The collected data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple linear regression analysis. Results : Subjects' clinical competence showed positive relationships with cultural competency (r=.45, p<.001) and intercultural communication (r=.53, p<.001). Factors that affect the clinical competence of subjects showed intercultural communication (β=0.38, p=.001). Conclusion : It is necessary to develop programs to improve intercultural communication, factors that influence clinical competence of emergency unit nurses, and apply them to practical fields.

• Iberoamérica
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• v.13 no.1
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• pp.351-388
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• 2011

Many global business failures have been ascribed to a lack of intercultural competence, especially to a lack of an adequate conceptualization and definition of intercultural competence, focusing instead on the knowledge, skills, and attributes that appear to be its antecedents. Intercultural competence should be perceived as multifaceted important components of global management capabilities. Depending on the related concepts of intercultural competence, such as global mindset, intercultural sensitivity, and cultural intelligence, dynamic aspects of intercultural competence as learning process are suggested. Also, the domain of intercultural competence in the context of global management or business comprised three dimensions - perception management, relationship management, and self management. Each dimension is characterized by facets that further delineate aspects of intercultural competence. With respect to the domain of intercultural competence, appropriateintercultural training methods should be designed. In practice, human resource managers may benefit from gaining knowledge about which measures to use for identifying employee's weakness in intercultural competence in order to create appropriate training programs.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.1
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• pp.100-109
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• 2018

Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.

• Journal of the Korean Society of School Health
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• v.23 no.2
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• pp.192-199
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• 2010

Purpose: Multi-cultural families are increasing highly in Korea. Health care professionals and students majoring in health and welfare need to develop their cultural competence for quality of life from multi-cultural families. This study was to be conducted by examining the level of culture knowledge, empathy, and cultural sensitivity of university students majoring in health and welfare. Methods: Convenience sampling method was used and 408 students from 3 universities were evaluated for final analysis. Data collection was conducted through the use of questionnaires. Results: The score of cultural knowledge of students was very low. Empathy and cultural sensitivity showed middle range. There was a significant correlation between cultural knowledge and empathy, empathy and cultural sensitivity. However, there was no significant correlations between cultural knowledge and cultural sensitivity. Conclusion: An understanding of multi-cultural enables health and welfare providers to specialize service in cross- cultural situations of multi-cultural families in Korea. Ways to improve cultural competence for students majoring in health care and welfare is needed.

• Journal of dental hygiene science
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• v.18 no.1
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• pp.24-31
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• 2018

This study investigated the effects of critical thinking and empathy on the cultural competence of dental hygienists and students. A total of 529 dental hygiene students were randomly sampled and included as subjects. PASW Statistics for Windows ver. 18.0 was used to obtain the following results. Among the critical thinking sub-domains, cognitive integration was the highest and the lowest. Empathic ability had the highest acceptance factor among the sub-domains. Cultural competence was the highest among the sub-domains, while cultural knowledge was the lowest. According to their general characteristics, subject age, grade, religion, and economic level influenced the cultural capacity. Cultural awareness and sensitivity were high when there were foreign visiting experiences. Cultural awareness, sensitivity, skills, and knowledge were high when subjects had experienced multicultural education (p<0.05). Cultural awareness, sensitivity, skill, experience, and knowledge were correlated with critical thinking and cultural competence, among which cultural sensitivity showed the highest correlation (p<0.001). There was a correlation between cultural awareness and sensitivity, skill, and experience among the empathy and cultural competency sub-domains (p<0.001). The factors influencing cultural awareness included intellectual integration, openness, prudence, and perspective-taking (p<0.001). The factors influencing cultural sensitivity included intellectual integration, openness, and empathic concern (p<0.001). The factors influencing cultural skill included intellectual integration, creativity, and conductivity (p<0.001). The factors influencing cultural experience included prudence, objectivity, perspective-taking, and personal distress (p<0.001). Finally, the factors influencing cultural knowledge included creativity and conductivity (p<0.001). The results indicate that dental hygiene students should be equipped with cultural competence to enhance critical thinking and empathy required by the modern society and optimized dental hygiene courses should be provided for multicultural subjects.

• Journal of Korean Academy of Nursing
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• v.43 no.5
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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.