Cultural competency of nursing and health education faculty
Cultural competency in the delivery of health care and education has been an expectation of accreditation and approval boards for health education and nursing programs. Only one published study of nursing faculty cultural competency and no studies of health education faculty cultural competency were found in the literature. This descriptive study used a pretest only design to measure and compare the cultural competency of nursing and health education faculty teaching in randomly chosen BSN and BS programs in the U.S. The sample also was stratified into states with the largest and smallest immigrant populations.
Campinha-Bacote's Cultural Competency Care Model provided the conceptual framework for the study. The model constructs were measured using Campinha-Bacote's Inventory for Assessing the Process of Cultural Competency among Healthcare Progessionals-Revised (IAPCC-R), a 25-item tool that employed a 4-point Likert scale. Demographic data about cultural content in the faculty member's own educational preparation and current program also were collected.
Study findings indicated that nursing faculties were more culturally competent than health education faculties, as measured by the IAPCC-R. Nursing faculty teaching in states with larger immigrant populations had significantly higher cultural competency scores than nursing faculty teaching in states with fewer numbers of immigrants. There were no differences in cultural competency scores for health education faculty when stratified by the state's immigrant population.
Both faculty groups reported that cultural immersion and working with people from other cultures in the classroom or work environment most influenced their comfort with diverse cultures. Data collection indicated that many health education and nursing faculty were not prepared academically by their own educations for the cultural content they were currently teaching. These findings may serve as a benchmark from which to measure the progression of cultural competency as nursing and health education faculty serve an increasingly diverse student and client population.