• Journal of Korean Academy of Nursing Administration
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• v.18 no.1
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• pp.76-86
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• 2012

Purpose: As Korea has been rapidly transformed to be a multicultural society, it becomes essential for nurses to develop cultural competency. The purpose of this descriptive study was to assess the cultural competency level of general hospital nurses and to examine its contributing factors adopting ecological model. Method: A convenience sample of 327 nurses from six general hospitals in Seoul metropolitan area was recruited between November 14 to 28, 2011. Cultural competency was measured using the Korean version of the Caffrey Cultural Competence in Healthcare Scale (CCCHS) and Cultural Competence Assessment(CCA). Hierarchical multiple regression analysis was performed to assess the influence of intrapersonal, cultural-experience, and organizational factors on cultural competency. Results: Mean cultural competency in this study was 2.57(${\pm}0.43$). Cultural competency was associated with job position (p=.044) at the intrapersonal level. At the cultural experience level, foreign language classes experience (p=.005), fluency in a foreign language (p=.000), experience of working with foreign health care professionals (p=.000) were associated cultural competency. At the organizational level, training program (p=.000), job description (p=.002), health education materials (p=.016), insufficient job control (p=.000), and interpersonal conflicts (p=.011) showed significant difference. Foreign language class experience, foreign language fluency, experience of working with foreign health care professionals, and job control were the most consistent predictors of cultural competence and explained 20.4% of the total variance in the proposed ecological model. Conclusions: The findings suggest that to enhance cultural competency in general hospital nurses, cultural experience and organizational factors need to be more fully considered than intrapersonal factors.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.3
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• pp.69-78
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• 2023

Purpose : Establishing competency in person-centered care is crucial for providing high-quality nursing care in diverse clinical settings and adapting to changing roles in different situations. This study aimed to explore the level of transcultural self-efficacy, cultural empathy, and person-centered care competency among nursing students, as well as identify the factors influencing their person-centered care competency. The findings will serve as fundamental data to enhance person-centered care competency. Methods : A questionnaire consisting of items on general characteristics, person-centered care competency, transcultural self-efficacy, and cultural empathy was administered to 175 nursing students in G city. Data were collected from March 5, 2023, to March 20, 2023. The collected data were analyzed using the SPSS 23.0 program. Pearson's correlation coefficients were used to examine the correlation among transcultural self-efficacy, cultural empathy, and person-centered care competency. Multiple regression analysis was employed to determine the factors influencing person-centered care competency. Results : The person-centered care competency scores were above the average level and varied according to department satisfaction (F=13.79, p<.001), subjective well-being (t=3.34, p=.015), and interpersonal relations (F=5.74, p=.001). Person-centered care competency exhibited a significant positive correlation with cultural empathy (r=.51, p<.001) and transcultural self-efficacy (r=.49, p<.001). Regression analysis confirmed that cultural empathy (β=.39, p<.001) and transcultural self-efficacy (β=.22, p<.001) were influential factors for nursing students' person-centered care competency, with the model explaining 37 % of the variance. Conclusion : Cultural empathy and transcultural self-efficacy are significant factors influencing the person-centered care competency of nursing students. It is crucial to encourage nursing students to develop person-centered care competency by fostering cultural empathy and transcultural self-efficacy. Further research is needed to identify additional factors affecting person-centered care competency among nursing students. Additionally, the development of education programs aimed at enhancing person-centered care competency is necessary.

• Journal of Korean society of Dental Hygiene
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• v.18 no.3
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• pp.385-397
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• 2018

Objectives: The study was a cross-sectional research to examine dental hygiene students' multi-cultural experiences, emotional intelligence and cultural competency and to understand the correlations among them. Methods: The study was conducted from September $1^{st}$ to October $31^{st}$ 2016, based on the survey of 449 students in the department of dental hygiene at 7 Universities. The questionnaire consisted of 57 questions including general characteristics (n=7), multi-cultural experiences (n=7), emotional intelligence (n=16) and cultural competency (n=27). Results: Each score of students' emotional intelligence and cultural competency is 3.43 and 3.01 respectively in 5-point scale. An analysis of correlations between emotional intelligence and cultural competency shows that the higher the emotional intelligence, the higher the cultural competency (r=0.342). The factors affecting the cultural competency include use of emotions (${\beta}=0.327$, p<0.001), control of emotions (${\beta}=0.254$, p=0.001), frequency of multi-cultural media (${\beta}=0.221$, p<0.001) and experience of multi-cultural class (${\beta}=0.221$, p=0.002). The modified explanatory power in this model is 28.2% (F=10.856, p<0.001). Conclusions: There was a positive correlation between emotional intelligence and cultural competency, and the contacts with multi-culture and experience of class are identified as the affecting factors. Dental hygiene students should acquire theoretical experiences regarding the multi-culture through curriculum or continuous educations and it is necessary to promote such educations in order to develop and apply the programs for the enhancement of emotional intelligence.

• Perspectives in Nursing Science
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• v.12 no.2
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• pp.106-114
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• 2015

Purpose: This study aimed to identify the relationship between empathic ability and cultural competency in university nursing students. Methods: This correlational study involved 139 second- and third-year nursing students. They completed a 3-part questionnaire comprising items assessing general characteristics (9), empathic ability (30), and cultural competency (27). Results: The mean scores for empathy and cultural competency were 106.0 and 78.7, respectively. Empathy did not differ significantly by general characteristics. However, cultural competency significantly differed by foreign language skill. Additionally, a significant correlation was found between the nursing students' empathic ability and cultural competency. Conclusion: Nursing students' empathic ability and cultural competency need to be enhanced to ensure the provision of high-quality nursing services to foreign patients.

• Research in Community and Public Health Nursing
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• v.27 no.2
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• pp.163-172
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• 2016

Purpose: This study was conducted to investigate the relationship between cultural competency and the importance of nurses' qualities perceived by undergraduate nursing students. Methods: Researchers developed two tools for this study after reviewing the related literature and conducting research team workshops: questionnaire of cultural competency and the importance of nurses' qualities. 200 nursing students were recruited in convenient sampling to respond to these questionnaires. Of nurses' 10 qualities, major affecting factors on the cultural competency were identified by stepwise multiple regression analysis. Results: The nursing students perceived technical nursing skills and professional nursing knowledge as nurses' most important qualities. However, 'having a passion for patient care', 'demonstrating strong nursing profession's code of ethics' and 'teaching and research ability' were found as significant influencing factors on the variance of the cultural competency. These three factors explained 16% of the total variances of the cultural competency (F=13.98, p<.001). Conclusion: The educational strategies to improve cultural nursing competency need to incorporate students' expectations for the professional nurses' roles. Also, further studies need to develop reliable and valid measurement tools for cultural competency.

• Research in Community and Public Health Nursing
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• v.23 no.3
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• pp.286-295
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• 2012

Purpose: The purpose of this study was to investigate the level of cultural competency of visiting nurses and community health practitioners and explore factors that are related with their cultural competency. Methods: The subjects of this study were 113 visiting nurses and 103 community health practitioners working in Gangwon-do. Data were collected using a structured questionnaire on May 24, 2011. The SPSS/WIN 17.0 program was used for data analysis. Results: The average score for cultural competency of visiting nurses was $2.76{\pm}0.60$ and that of community health practitioners $2.91{\pm}0.51$. Most of subjects received no multicultural education (78.0% for nurses, 85.7% for community health nurses). Factors influencing cultural competency were number of service experience for multicultural clients and participation of multicultural education. Conclusion: It is necessary to develop systematic educational programs to enhance the cultural competency of nurses.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.2
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• pp.183-193
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• 2013

Purpose: The purpose of this study aimed to describe the empathy and cultural competence and to find the relationship between the empathy and cultural competence in Korean nursing students. Methods: A total of 276 nursing students participated in this study. Data collection was conducted through the use of questionnaires which were constructed to include an Interpersonal Reaction Index, the Caffrey Cultural Competence in Healthcare scale, and Cultural Competence Assessment. Results: Empathy and cultural competency of participants in this study were shown to have moderate levels (Empathy: M=3.5, SD=0.41; Cultural competency: M=2.7, SD=0.42). And the nursing students who exhibited more frequent interaction with foreigners and willing to have multicultural education were found to have significantly higher empathy and cultural competence. There was a significant positive correlation between empathy and cultural competency(r=.189, p<.001). Conclusion: The findings suggest that nursing students need to enhance empathy and cultural competence.

• Journal of Korean Public Health Nursing
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• v.37 no.2
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• pp.233-246
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• 2023

Purpose: The purpose of this study was to investigate the level of cultural competency and cultural nursing competence educational needs of public health nurses (PHNs) and community health practitioners (CHPs) and to uncover the difference between the two groups. Methods: The subjects of this study were 217 PHNs and 165 CHPs. Data were collected using a structured questionnaire. Descriptive statistics, an independent two-sample t-test, the x² test, one-way ANOVA, and the Scheffé test were used for data analysis. Result: There was no statistically significant difference between the cultural competency of CHPs (4.27±1.00) and that of PHNs (4.10±1.07) which were at a moderate level. Among the subareas, cultural awareness and sensitivity were above average, but cultural skills and knowledge showed relatively low scores. There was no statistically significant difference between the cultural nursing competence educational needs of CHPs (3.85±0.65) and PHNs (3.90±0.70) and these were at a relatively high level. Among the subareas, knowledge of key concepts, cultural communication, and attitudes and skills were above average. Conclusion: The results of this study highlight the need to develop and implement educational programs to enhance the cultural competency of PHNs and CHPs nationwide using various teaching-learning methods.

• Journal of Digital Convergence
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• v.14 no.12
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• pp.657-665
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• 2016

In this study, we identified the components of cultural competency in college students according to their multicultural experiences. We collected the data from 663 college students located in Gyeonggi-do in September, 2016. Using the SPSS/WIN 21.0 version, we analyzed the data with descriptive statistics, t-test, and ANOVA. Our results are as follows. The average of cultural competency is 3.48 points, In the components of cultural competency, cultural awareness is highest at an average of 3.78 points, followed by cultural attitude which has an mean value of 3.73 points. Also, the cultural competency based on the multicultural experience, it is significantly higher when the subjects contact with multicultural people and take a class related to multiculture than the subjects who don't have those kind of experiences. This results indicate that it is necessary to develop various programs for college students' multicultural experiences, because those multicultural experiences improve students' cultural competency.

• Research in Community and Public Health Nursing
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• v.29 no.4
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• pp.450-466
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• 2018

Purpose: The purpose of this study is to identify trends in research on cultural competency of nursing students and nurses in Korea and to provide suggestions for future studies. Methods: A literature search was conducted with 432 papers published between 1985 and 2016 from five electronic databases and other sources using such key words as 'cultural competency', 'cultural nursing', 'multi-cultural competency', 'nursing students', 'nurses', etc. Results: The research design of 86 nursing researches on the cultural competence of nurses and nursing students analyzed in this study was 90.7% in quantitative research, 9.3% in qualitative research, and 2.3% in mixed research. Cultural competence was the most measured concept. A total of 41 papers (47.7%) out of 86 papers were used to measure cultural competence. Ten different tools were used various instruments of cultural competency were used in 41 papers. In 11 experimental studies, new methods such as role playing, case study, four stage 3D puzzle model, newspaper reading, and writing reflection note were used other than traditional method of lecture. Conclusion: The overall findings of this study suggest that future research should include more well-designed experimental studies, qualitative studies and repeated studies to confirm the effects of findings from previous studies. Development of effective and highly diverse teaching methods is recommended to increase cultural competency. Supporting systems and funding are required to help activate research of nurses.