J Nurs Educ. 2025 Mar;64(3):185-191. doi: 10.3928/01484834-20250108-01. Epub 2025 Mar 1.
ABSTRACT
BACKGROUND: Cultural competence is an integral component of undergraduate nursing education. However, there is a lack of consensus on the best way to develop students’ cultural competence. Although evidence supports short-term study abroad, few studies have used a mixed-methods theory-driven design.
METHOD: This convergent mixed-methods study measured the change in cultural competence among baccalaureate nursing (BSN) degree students enrolled in an immersive study abroad program. Quantitative data from the instrument were analyzed to compare pre- and postexperience cultural competence scores. Reflective journal transcriptions were analyzed using deductive content analysis.
RESULTS: Results showed a statistically significant improvement in postexperience scores compared with preexperience scores. Major themes included embracing diversity, transformative journeys, emotional engagement, cross-cultural experiences, and joyful appreciation.
CONCLUSION: This study emphasizes the effectiveness of theory-designed study abroad in enhancing BSN students’ cultural competence and analyzes the effects on the individual theoretical constructs of cultural competence. [J Nurs Educ. 2025;64(3):185-191.].
PMID:40048603 | DOI:10.3928/01484834-20250108-01
