A Proposed Teaching Model to Improve Cultural Competency Care for Undergraduate Korean Nursing Students.
10.5977/jkasne.2014.20.3.424
- Author:
Kyung Sook CHOI
1
;
Sarah MORGAN
;
Vipavee THONGPRIWAN
;
So Young LEE
;
Myunghee JUN
Author Information
1. Department of Nursing, Chung-Ang University, Korea.
- Publication Type:Original Article
- Keywords:
Transcultural nursing;
Cultural diversity;
Lecture;
Teaching methods
- MeSH:
Cultural Competency*;
Cultural Diversity;
Curriculum;
Education, Nursing;
Humans;
Internet;
Korea;
Nursing;
Students, Nursing*;
Teaching;
Transcultural Nursing
- From:Journal of Korean Academic Society of Nursing Education
2014;20(3):424-434
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The aim of this study was to propose a teaching model to improve the cultural competence care of undergraduate Korean nursing students. METHODS: A literature review was performed from 2000 through 2014 using internet to identify studies that presented nursing curricula and teaching-learning strategies in Korea. We analyzed retrieved Korean seven articles using Campinha-Bacote's ASKED model in combination with reflective experiences of authors observing classrooms in the U.S. RESULTS: Six syllabuses presented information about cultural diversity nursing concepts in Korea. A traditional lecture focused on presenting contents about cultural knowledge by an instructor in the classroom was identified as a commonly used teaching strategy. We found that cultural competency related to cultural desire, awareness, and encounter was lacking. Thus, we developed teaching model based on the Korean nursing education contexts and combined with Campinha-Bacote model to improve cultural competency in nursing. CONCLUSIONS: The proposed teaching model shows promise as a strategy for improving the knowledge, attitudes, and skills related to cultural competent for undergraduate nursing students in Korea. However, evidences that this model improves nursing students' clinical practices reflecting cultural competent care are still lacking. Future research focusing on determining teaching methods and contents in clinical practices will be most effective.
