ABSTRACT
BACKGROUND: The purpose of this study was to identify the level of cultural competence and effects of the experiences of multicultural education and multicultural contact on cultural competence among Korean nursing students.METHODS: This study involved 233 nursing students from two colleges. Data collection was conducted through questionnaires about the experiences of multicultural education, multicultural contact, and cultural competence.RESULTS: The main results were as follows. Cultural competence of participants was found to be moderate(M=3.45, SD=0.45). Among the experiences of multicultural education and multicultural contact, grade level, multicultural in-class education, multicultural education in non-cultural class, multicultural education in extra-curricular programs, the experience of caring for foreign patients, and acquiring multicultural information from mass-media were variables with a statistically significant correlation with cultural competence.CONCLUSION: When developing a program to enhance cultural competence, it is necessary to develop level-specific programs considering the differences by grade level, encourage extra-curricular activities, and construct systematic educational programs applying various teaching methods.
Subject(s)
Humans , Cultural Competency , Data Collection , Education , Nursing , Students, Nursing , TeachingABSTRACT
Abstract Prior research has documented meaningful differences between school performance of immigrant and native students. Multicultural education has been associated with academic failure of foreign students. The aim of this study was to examine the impact of a set of psychosocial variables on the perceived academic achievement of first generation immigrant adolescents from public secondary schools in Northern Spain. Results showed that 46% of the variability in foreign students' perceived academic performance was explained by home-school cultural dissonance. We also explored the impact of acculturation orientation to separation, perception of discrimination from teachers, school adjustment, and psychological well-being in academic performance. Any multicultural education context should take into account psychosocial adjustment, given its influence on academic performance of all students.
Resumen Se han hallado diferencias significativas entre el rendimiento académico de los inmigrantes y el de los estudiantes nativos. Sin embargo, hay una escasa evidencia acerca de los aspectos psicosociales de este fenómeno. El objetivo de este estudio fue examinar el impacto de un conjunto de variables psicosociales: disonancia cultural y orientaciones de aculturación en el rendimiento académico percibido de adolescentes inmigrantes de primera generación de centros de Educación Secundaria en el Norte de España. Los resultados mostraron que alrededor del 46% de la variabilidad en el rendimiento era explicada por la disonancia cultural entre escuela y hogar. Cualquier contexto de educación multicultural ha de tomar en consideración el ajuste psicosocial, dada su influencia en el rendimiento académico de los estudiantes.