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...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Nurse education in practice 2021-07, Vol.54, p.103099-103099, Article 103099
Hauptverfasser: Alexander-Ruff, Julie H., Ruff, William G.
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 103099
container_issue
container_start_page 103099
container_title Nurse education in practice
container_volume 54
creator Alexander-Ruff, Julie H.
Ruff, William G.
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
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2540522445</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><els_id>S1471595321001359</els_id><sourcerecordid>2555958074</sourcerecordid><originalsourceid>FETCH-LOGICAL-c405t-4f4a3610be201d67115e4692c8fcec61ca791ceadcc6470ec0d24db48c485cb73</originalsourceid><addsrcrecordid>eNp9kEtPwzAQhCMEEqXwBzhZ4sIlxXbsPBCXUvGSKjhQzpa72RRXaZLaSQX_nq3KiQMnW-NvZr0TRZeCTwQX6c160mDnJ5JLQULCi-IoGok8S2ItZXJMd5WJWBc6OY3OQlhzMvEsHUWw-ETmNp2FnrUVg6HuB29rkjbog2sbFtDvHCCr0frGNStG2v37K1t5Ww62x3DLpmw72OBi_OrQuw02PSXgztb0ThHn0Ull64AXv-c4-nh8WMye4_nb08tsOo9Bcd3HqlI2SQVfouSiTDMhNKq0kJBXgJAKsFkhAG0JkKqMI_BSqnKpclC5hmWWjKPrQ27n2-2AoTcbFwDr2jbYDsFITXOkVEoTevUHXbeDb-h3RGnqKeeZIkoeKPBtCB4r09F61n8bwc2-d7M2-97Nvndz6J1MdwcT0qo7h94EcNgAls4j9KZs3X_2H2pGjFM</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2555958074</pqid></control><display><type>article</type><title>The impact of cultural immersion service learning on BSN graduates: A quasi-experimental evaluation</title><source>Applied Social Sciences Index &amp; Abstracts (ASSIA)</source><source>ScienceDirect Journals (5 years ago - present)</source><source>ProQuest Central UK/Ireland</source><creator>Alexander-Ruff, Julie H. ; Ruff, William G.</creator><creatorcontrib>Alexander-Ruff, Julie H. ; Ruff, William G.</creatorcontrib><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><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 &amp; 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 &amp; 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. ; Ruff, William G.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c405t-4f4a3610be201d67115e4692c8fcec61ca791ceadcc6470ec0d24db48c485cb73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>American Indian communities</topic><topic>Campuses</topic><topic>College students</topic><topic>Consciousness</topic><topic>Critical thinking</topic><topic>Cultural Immersion Service Learning</topic><topic>Culture</topic><topic>Dialectics</topic><topic>Evidence-based nursing</topic><topic>Experiential learning</topic><topic>Health care</topic><topic>Knowledge</topic><topic>Learning Theories</topic><topic>Multiculturalism &amp; pluralism</topic><topic>Native North Americans</topic><topic>Nursing</topic><topic>Nursing care</topic><topic>Nursing education</topic><topic>Nursing Students</topic><topic>Pedagogy</topic><topic>Quasi-experimental methods</topic><topic>Self-efficacy</topic><topic>Service learning</topic><topic>Students</topic><topic>Teaching Methods</topic><topic>Transcultural Self-Efficacy</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Alexander-Ruff, Julie H.</creatorcontrib><creatorcontrib>Ruff, William G.</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index &amp; Abstracts (ASSIA)</collection><collection>Nursing &amp; Allied Health Database</collection><collection>Health &amp; Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>British Nursing Database</collection><collection>British Nursing Index</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>British Nursing Index</collection><collection>ProQuest Health &amp; Medical Complete (Alumni)</collection><collection>Nursing &amp; Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health &amp; Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Research Library</collection><collection>Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing &amp; Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Nurse education in practice</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Alexander-Ruff, Julie H.</au><au>Ruff, William G.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The impact of cultural immersion service learning on BSN graduates: A quasi-experimental evaluation</atitle><jtitle>Nurse education in practice</jtitle><date>2021-07</date><risdate>2021</risdate><volume>54</volume><spage>103099</spage><epage>103099</epage><pages>103099-103099</pages><artnum>103099</artnum><issn>1471-5953</issn><eissn>1873-5223</eissn><abstract>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.</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>
fulltext fulltext
identifier ISSN: 1471-5953
ispartof Nurse education in practice, 2021-07, Vol.54, p.103099-103099, Article 103099
issn 1471-5953
1873-5223
language eng
recordid cdi_proquest_miscellaneous_2540522445
source Applied Social Sciences Index & Abstracts (ASSIA); ScienceDirect Journals (5 years ago - present); ProQuest Central UK/Ireland
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
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-11T20%3A29%3A25IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20impact%20of%20cultural%20immersion%20service%20learning%20on%20BSN%20graduates:%20A%20quasi-experimental%20evaluation&rft.jtitle=Nurse%20education%20in%20practice&rft.au=Alexander-Ruff,%20Julie%20H.&rft.date=2021-07&rft.volume=54&rft.spage=103099&rft.epage=103099&rft.pages=103099-103099&rft.artnum=103099&rft.issn=1471-5953&rft.eissn=1873-5223&rft_id=info:doi/10.1016/j.nepr.2021.103099&rft_dat=%3Cproquest_cross%3E2555958074%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2555958074&rft_id=info:pmid/&rft_els_id=S1471595321001359&rfr_iscdi=true