Background: There are several metrics for determining cultural competency in nurses, but none of them apply to Filipino nurses caring for patients with mental health issues in the Philippines setting. Purpose: The goal of this study was to create a cultural competency tool for Filipino nurses (CCTFN) caring for patients with mental health issues in hospitals, communities, or schools. Methodology: A sequential exploratory design was used. The qualitative phase utilized a scoping review and guided interviews, followed by the quantitative phase involving the validity test by five experts and the reliability tests participated by 140 nurses in Zamboanga City. IBM SPSS Statistics 22.0 was used to examine the data. Results: The scoping review utilized PRISMA to search for eligible articles and the interviews resulted in an initial 51-item pool. The tool's content validity (S-CVI=0.992) was confirmed by a panel of experts. The inter-rater (ICC=0.773), inter-item (α =0.838) reliability, and exploratory factor analysis revealed four factors that accounted for 68.38 percent variance, resulting in 25 valid items. The four factors were “awareness on the Filipino concept of mental illness,” “attitudes towards fostering an efficient relationship between patient with mental health problems and self,” “skills in addressing cultural needs and issues of patients with mental health problems,” and “knowledge on socio-political factors affecting patients with mental health problems.” Conclusion/Implications for Practice Overall, the CCTFN was found to be valid and reliable. This tool can improve nursing care and inform training programs in the Philippines to improve mental health service provision and reduce stigma.
Cultural Competency ; Psychiatric Nursing

Introduction: Healthcare with its rapidly changing environment dictates that future professional nurses must demonstrate clinical and cultural competencies that meet the demands of relevant and quality nursing care. This study aimed to compare the cultural competency of students in the different year levels of the College of Nursing. Methods : This comparative study identified, analyzed, and explained the differences in the cultural competency of Level 1 to Level 4 students in the UERMMMCI College of Nursing in 2016. The mean scores of the different year levels in the Clinical Cultural Competency Questionnaire were compared. Results : The mean scores for knowledge, skills and attitude were 3.2, 3.4 and 3.6, respectively. There was no significant difference across year levels in any of the three domains. Race/ethnicity and length of stay in a foreign country was significantly associated with skills (p < 0.01) in Level 3 and Level 4 nursing students. Length of stay in a foreign country was significantly associated with attitude (p = 0.02) among freshmen nursing students. Conclusion There is no significant difference in the overall cultural competence and in the knowledge, skills and attitude in cultural competence of nursing students across year levels.
Cultural Competency ; Students, Medical

Cultural Competency ; Health ; Humans ; Internationality

Background: The COVID-19 pandemic focused public attention on the importance of responsible tourism. The purpose of this study was to characterise irresponsible tourist behaviour leading to deportation from the destination country Methods: A web-based search of media reports relating to deportations of tourists was conducted. Results: The most common reasons for deportation were related to indecent exposure or physical damage to sacred monuments and violations of COVID-19-related national public health rules. Other incidents resulted from social media posts and breach of environmental regulations. Conclusions The results of this study may inform future research efforts and targeted public awareness campaigns.
Deportation ; COVID-19 ; Cultural Competency

PURPOSE: The purpose of this study was to develop and evaluate the effect of a cultural competency promotion program for nurses in obstetrics-gynecology and pediatrics. METHODS: The cultural competency promotion program was developed through the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) steps. In this quasi-experimental study, 30 nurses in obstetrics-gynecology and pediatrics were assigned to the experimental group and 34 nurses were assigned to the control group. The experimental group received this program once a week for four weeks and each class lasted one hour. Data were analyzed using descriptive statistics, t-test, chi2-test and Fisher's exact test with the IBM SPSS Statistics version 21.0 program. RESULTS: After attending the program, cultural competency (t=8.30, p<.001) increased significantly in the experimental group compared to the control group. There were also significant differences between two groups in cultural awareness (t=7.53, p<.001), cultural attitude (t=6.41, p<.001), and cultural knowledge & skills (t=7.79, p<.001) as components of cultural competency. CONCLUSION: The results of this study indicate that this cultural competency program is effective and efficient for nurses in obstetrics-gynecology and pediatrics and can help nurses provide appropriate multicultural nursing care in multicultural society.
Cultural Competency* ; Nursing Care ; Pediatrics* ; Program Development

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+/-0.60 and that of community health practitioners 2.91+/-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.
Community Health Nursing ; Cultural Competency ; Surveys and Questionnaires

PURPOSE: This study aimed to describe the cultural competence among community health practitioners (CHPs). METHODS: A cross-sectional descriptive study design was used with a convenience sample of 257 CHPs. Data collection was conducted with a structured questionnaire, including Cultural Competence Assessment. Data were analyzed by t-test and ANOVA with the SPSS/WIN 17.0 program. RESULTS: Most participants reported a moderate level of cultural competence (M=3.0, SD=0.41). Scores for culturally competent behaviors were high (M=3.4, SD=0.48) and cultural knowledge scores were low (M=2.6, SD=0.54). Those CHPs who were living with their family, were working in rural area, and had more opportunities to contact with multicultural patients and experience abroad showed significantly higher cultural competence. CONCLUSION: The findings support the need for future education and training to enhance CHPs' cultural competence.
Community Health Nursing ; Cultural Competency ; Data Collection ; Humans ; Surveys and Questionnaires

PURPOSE: The purpose of this study was to identify cultural competence and factors influencing cultural competence of nursing students in South Korea. METHODS: Participants in this study were 248 nursing students who agreed to participate in the study. Data were collected during November and December, 2012 using structured questionnaires. Data were analyzed using PASW/WIN 20.0 program and included t-test, one-way ANOVA, Scheffe test, and multiple regression. RESULTS: The mean score for cultural competence in nursing students was 3.0 points out of a possible 5. Factors influencing cultural competence in nursing students were identified as being female (beta=-.23), third year (beta=.30), having foreign friends (beta=.29) and fluency (beta=.12). These factors explained 18% of cultural competence reported by nursing students (F=10.13, p<.001). CONCLUSION: The results of this study show the major factors influencing cultural competence in nursing students. Therefore, it is recommended that further cultural competence promotion programs for nursing students be considered directly along with ongoing transcultural experiences.
Cultural Competency* ; Female ; Friends ; Humans ; Surveys and Questionnaires ; Students, Nursing*

PURPOSE: This study was conducted to examine the effects of a multicultural course on nursing students' multicultural acceptability and competency. METHODS: The research design for this study was a non-equivalent control group, non-synchronized pre- and post-test. The experimental group (n=28) took 13 weeks of the multicultural course, while the control group (n=28) received only regular classes over the same period. Pre- and post-tests were done to identify the effects of the program. The data were collected using self-administered questionnaires and analyzed using the PASW 18.0 program. RESULTS: All indices of multicultural acceptability and competency in the experimental group were significantly higher than that of control group after the program, except for two: universality (a measure of multicultural acceptability) and multicultural awareness (a measure of multicultural competency). CONCLUSION: These results suggest that the multicultural course was effective in elevating the level of multicultural acceptability and competency among nursing students.
Cultural Competency ; Humans ; Nursing* ; Research Design ; Students, Nursing*

PURPOSE: This study is to develop the Cultural Competence Scale for Registered Nurses (CCS-RN) and to examine its validity and reliability. METHODS: The item pool was generated based on related scales, a wide review of the literature, and in-depth interviews with nurses according to Purnell's cultural competence model. Content validity was verified by nursing experts. Construct validity using exploratory factor analysis, convergent validity using correlation coefficients, discriminant validity, internal consistency reliability, and test-retest reliability were examined. RESULTS: The CCS-RN consists of a 35-item/7-factor solution with 54.1% of the total variance explained. The convergent validity of CCS-RN was supported. Cronbach's α was .94 for the total scale and ranged from .77 to .90 for the seven factors. Test-retest reliability was moderate. CONCLUSION: The evaluation of the psychometric properties of the CCS-RN shows that this scale is expected to be a valid and reliable measure of cultural competence among nurses. This scale may be useful for assessing nurses' own cultural competence and thus contribute to strengthening cultural competence.
Cultural Competency ; Humans ; Nurses ; Nursing ; Psychometrics ; Reproducibility of Results ; Weights and Measures