The impact of cultural immersion service learning on BSN graduates: A quasi-experimental evaluation
The cultural immersion service-learning model evaluated in this study sought to facilitate cultural consciousness of culturally congruent nursing care among predominantly White nursing students attending a university that was racially and culturally homogeneous. Evidence supports the use of cultural...
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Veröffentlicht in: | Nurse education in practice 2021-07, Vol.54, p.103099-103099, Article 103099 |
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description | The cultural immersion service-learning model evaluated in this study sought to facilitate cultural consciousness of culturally congruent nursing care among predominantly White nursing students attending a university that was racially and culturally homogeneous.
Evidence supports the use of cultural immersion service learning during undergraduate nursing programs in developing the skills necessary for effective transcultural healthcare; yet, little is known about its impact beyond the semester of the experience.
This project used a quasi-experimental design to determine if transcultural self-efficacy of BSN graduates among five campuses differed.
One campus of the five conducted a mandatory cultural immersion service-learning experience during the graduates’ junior year. From a population of 94 BSN graduates of which 30 (32%) graduates participated in the cultural immersion service-learning experience, 53 completed the Transcultural Self-Efficacy Tool. Eighteen (34%) of the graduates who participated in the cultural immersion service-learning experience participated in this study.
The transcultural self-efficacy was significantly greater in those graduates who participated in the cultural immersion service-learning experience; yet, no difference was found among graduates of the four campuses not offering the experience.
The cultural immersion service-learning experience seems to provide nursing students from racially and ethnically homogeneous communities with an experiential learning context which facilitates the development of transcultural self-efficacy.
•A CISL experience improved BSN graduates’ transcultural self-efficacy scores.•Compared to graduates without the experience, the effect size was.83.•The CISL experience provided students with an experiential learning context.•CISL experience shaped learners’ self-efficacy in providing culturally congruent care.•Culturally congruent care matters because it improves health outcomes for diverse peoples. |
doi_str_mv | 10.1016/j.nepr.2021.103099 |
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Evidence supports the use of cultural immersion service learning during undergraduate nursing programs in developing the skills necessary for effective transcultural healthcare; yet, little is known about its impact beyond the semester of the experience.
This project used a quasi-experimental design to determine if transcultural self-efficacy of BSN graduates among five campuses differed.
One campus of the five conducted a mandatory cultural immersion service-learning experience during the graduates’ junior year. From a population of 94 BSN graduates of which 30 (32%) graduates participated in the cultural immersion service-learning experience, 53 completed the Transcultural Self-Efficacy Tool. Eighteen (34%) of the graduates who participated in the cultural immersion service-learning experience participated in this study.
The transcultural self-efficacy was significantly greater in those graduates who participated in the cultural immersion service-learning experience; yet, no difference was found among graduates of the four campuses not offering the experience.
The cultural immersion service-learning experience seems to provide nursing students from racially and ethnically homogeneous communities with an experiential learning context which facilitates the development of transcultural self-efficacy.
•A CISL experience improved BSN graduates’ transcultural self-efficacy scores.•Compared to graduates without the experience, the effect size was.83.•The CISL experience provided students with an experiential learning context.•CISL experience shaped learners’ self-efficacy in providing culturally congruent care.•Culturally congruent care matters because it improves health outcomes for diverse peoples.</description><identifier>ISSN: 1471-5953</identifier><identifier>EISSN: 1873-5223</identifier><identifier>DOI: 10.1016/j.nepr.2021.103099</identifier><language>eng</language><publisher>Kidlington: Elsevier Ltd</publisher><subject>American Indian communities ; Campuses ; College students ; Consciousness ; Critical thinking ; Cultural Immersion Service Learning ; Culture ; Dialectics ; Evidence-based nursing ; Experiential learning ; Health care ; Knowledge ; Learning Theories ; Multiculturalism & pluralism ; Native North Americans ; Nursing ; Nursing care ; Nursing education ; Nursing Students ; Pedagogy ; Quasi-experimental methods ; Self-efficacy ; Service learning ; Students ; Teaching Methods ; Transcultural Self-Efficacy</subject><ispartof>Nurse education in practice, 2021-07, Vol.54, p.103099-103099, Article 103099</ispartof><rights>2021 Elsevier Ltd</rights><rights>2021. Elsevier Ltd</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c405t-4f4a3610be201d67115e4692c8fcec61ca791ceadcc6470ec0d24db48c485cb73</citedby><cites>FETCH-LOGICAL-c405t-4f4a3610be201d67115e4692c8fcec61ca791ceadcc6470ec0d24db48c485cb73</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.proquest.com/docview/2555958074?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,3548,12845,27923,27924,30998,45994,64384,64386,64388,72240</link.rule.ids></links><search><creatorcontrib>Alexander-Ruff, Julie H.</creatorcontrib><creatorcontrib>Ruff, William G.</creatorcontrib><title>The impact of cultural immersion service learning on BSN graduates: A quasi-experimental evaluation</title><title>Nurse education in practice</title><description>The cultural immersion service-learning model evaluated in this study sought to facilitate cultural consciousness of culturally congruent nursing care among predominantly White nursing students attending a university that was racially and culturally homogeneous.
Evidence supports the use of cultural immersion service learning during undergraduate nursing programs in developing the skills necessary for effective transcultural healthcare; yet, little is known about its impact beyond the semester of the experience.
This project used a quasi-experimental design to determine if transcultural self-efficacy of BSN graduates among five campuses differed.
One campus of the five conducted a mandatory cultural immersion service-learning experience during the graduates’ junior year. From a population of 94 BSN graduates of which 30 (32%) graduates participated in the cultural immersion service-learning experience, 53 completed the Transcultural Self-Efficacy Tool. Eighteen (34%) of the graduates who participated in the cultural immersion service-learning experience participated in this study.
The transcultural self-efficacy was significantly greater in those graduates who participated in the cultural immersion service-learning experience; yet, no difference was found among graduates of the four campuses not offering the experience.
The cultural immersion service-learning experience seems to provide nursing students from racially and ethnically homogeneous communities with an experiential learning context which facilitates the development of transcultural self-efficacy.
•A CISL experience improved BSN graduates’ transcultural self-efficacy scores.•Compared to graduates without the experience, the effect size was.83.•The CISL experience provided students with an experiential learning context.•CISL experience shaped learners’ self-efficacy in providing culturally congruent care.•Culturally congruent care matters because it improves health outcomes for diverse peoples.</description><subject>American Indian communities</subject><subject>Campuses</subject><subject>College students</subject><subject>Consciousness</subject><subject>Critical thinking</subject><subject>Cultural Immersion Service Learning</subject><subject>Culture</subject><subject>Dialectics</subject><subject>Evidence-based nursing</subject><subject>Experiential learning</subject><subject>Health care</subject><subject>Knowledge</subject><subject>Learning Theories</subject><subject>Multiculturalism & pluralism</subject><subject>Native North Americans</subject><subject>Nursing</subject><subject>Nursing care</subject><subject>Nursing education</subject><subject>Nursing Students</subject><subject>Pedagogy</subject><subject>Quasi-experimental methods</subject><subject>Self-efficacy</subject><subject>Service learning</subject><subject>Students</subject><subject>Teaching Methods</subject><subject>Transcultural Self-Efficacy</subject><issn>1471-5953</issn><issn>1873-5223</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kEtPwzAQhCMEEqXwBzhZ4sIlxXbsPBCXUvGSKjhQzpa72RRXaZLaSQX_nq3KiQMnW-NvZr0TRZeCTwQX6c160mDnJ5JLQULCi-IoGok8S2ItZXJMd5WJWBc6OY3OQlhzMvEsHUWw-ETmNp2FnrUVg6HuB29rkjbog2sbFtDvHCCr0frGNStG2v37K1t5Ww62x3DLpmw72OBi_OrQuw02PSXgztb0ThHn0Ull64AXv-c4-nh8WMye4_nb08tsOo9Bcd3HqlI2SQVfouSiTDMhNKq0kJBXgJAKsFkhAG0JkKqMI_BSqnKpclC5hmWWjKPrQ27n2-2AoTcbFwDr2jbYDsFITXOkVEoTevUHXbeDb-h3RGnqKeeZIkoeKPBtCB4r09F61n8bwc2-d7M2-97Nvndz6J1MdwcT0qo7h94EcNgAls4j9KZs3X_2H2pGjFM</recordid><startdate>202107</startdate><enddate>202107</enddate><creator>Alexander-Ruff, Julie H.</creator><creator>Ruff, William G.</creator><general>Elsevier Ltd</general><general>Elsevier Limited</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>ASE</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FPQ</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K6X</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>202107</creationdate><title>The impact of cultural immersion service learning on BSN graduates: A quasi-experimental evaluation</title><author>Alexander-Ruff, Julie H. ; 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Evidence supports the use of cultural immersion service learning during undergraduate nursing programs in developing the skills necessary for effective transcultural healthcare; yet, little is known about its impact beyond the semester of the experience.
This project used a quasi-experimental design to determine if transcultural self-efficacy of BSN graduates among five campuses differed.
One campus of the five conducted a mandatory cultural immersion service-learning experience during the graduates’ junior year. From a population of 94 BSN graduates of which 30 (32%) graduates participated in the cultural immersion service-learning experience, 53 completed the Transcultural Self-Efficacy Tool. Eighteen (34%) of the graduates who participated in the cultural immersion service-learning experience participated in this study.
The transcultural self-efficacy was significantly greater in those graduates who participated in the cultural immersion service-learning experience; yet, no difference was found among graduates of the four campuses not offering the experience.
The cultural immersion service-learning experience seems to provide nursing students from racially and ethnically homogeneous communities with an experiential learning context which facilitates the development of transcultural self-efficacy.
•A CISL experience improved BSN graduates’ transcultural self-efficacy scores.•Compared to graduates without the experience, the effect size was.83.•The CISL experience provided students with an experiential learning context.•CISL experience shaped learners’ self-efficacy in providing culturally congruent care.•Culturally congruent care matters because it improves health outcomes for diverse peoples.</abstract><cop>Kidlington</cop><pub>Elsevier Ltd</pub><doi>10.1016/j.nepr.2021.103099</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record> |
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subjects | American Indian communities Campuses College students Consciousness Critical thinking Cultural Immersion Service Learning Culture Dialectics Evidence-based nursing Experiential learning Health care Knowledge Learning Theories Multiculturalism & pluralism Native North Americans Nursing Nursing care Nursing education Nursing Students Pedagogy Quasi-experimental methods Self-efficacy Service learning Students Teaching Methods Transcultural Self-Efficacy |
title | The impact of cultural immersion service learning on BSN graduates: A quasi-experimental evaluation |
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