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European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5-7 students took place at the participants' respective universities in Spain, Belgium, Turkey and Portugal. 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants' concept of culture; ethnocentricity emerged as a frequent element in the students' discourse. Theme 2, personal awareness, integrates the students' self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants' perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants' learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. The participants' perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

Background Critical reflection empowers nursing students understanding as they become caring health professionals. Clinical nursing staff must have cultural sensitivity and empathy to provide culturally relevant care that meets the needs of patients from diverse cultures and ethnicities. Currently, the nursing profession is facing a shortage of nurses, which challenges the quality of care in Taiwan and the global community. An important mission of education is to cultivate nursing students with the professional competence to provide appropriate care to patients and families. This study explored nursing students’ reflections on the meaning of caring in professional nursing. Method Data were collected from the written reflections of 32 who completed their basic professional nursing courses at a Taiwanese university. A reflective thematic analysis guided by Ray’s theory of Transcultural Caring Dynamics in Nursing and Health Care, highlighting the dimensions of caring, transcultural ethics, transcultural context, and universal sources (spirituality), was used to provide an understanding of how students viewed integrative patient-centred caring, and how they gained self-awareness and insights into their family relationships. Findings Four themes were derived from students’ reflective documents. The identified themes included building a caring experience to meet individuals’ physical and psychological needs; learning caring ethics by respecting individual’s integrity and rights; family, school peers, and communities affecting the caring experience, and exploring teaching and learning approaches to enhance the caring experience. Conclusions Findings from students’ reflections indicate that individual patient needs should be considered when providing appropriate nursing care. Additionally, multiple teaching–learning strategies demonstrated their effectiveness in enabling nursing students to develop self-awareness in seeking an understanding of culturally appropriate care decisions.

Background One of the facets of nursing care, as a holistic profession, is cultural care. Considering the role of culture in individuals’ health behaviors, nurses are recommended to be mindful of cultural care. Since nursing educators should be culturally competent to teach cultural care to students, this study aimed to determine the cultural competence of nursing educators of medical sciences universities in the 2nd regional planning in Iran. Methods The current research was a descriptive and survey study framed within Campinha-Bacote’s cultural competency model. All nursing educators of universities of medical sciences in the 2nd regional planning of Iran (Tabriz, Urmia, Ardabil, Khoy, Maragheh, Sarab, and Khalkhal) were considered as research units, and the cultural diversity questionnaire for nursing faculties (CDQNE-R) was sent to them. Out of 129 questionnaires sent, 84 were turned back. The data were analyzed by the SPSS 22 software. Results The results of this study showed that the research participants agreed with the subscales of cultural awareness, cultural knowledge, cultural skill, and cultural desire according to Sealey and Yates’ interpretation scale. Also, the research units cast doubts on the cultural encounter subscale. The mean scores of the participants’ responses to the questions of every subscale equaled 4.11, 3.52, 3.71, 3.38, and 3.93 for the subscales of cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire, respectively. Likewise, the mean scores of participants’ responses to the subscales of transcultural educational behaviors and general cultural competence equaled 3.90 and 3.73. Conclusions The nursing faculties participating in the present study agreed with the 4 sub-models of Campinha-Bacote cultural care and the presence of cultural competence criteria. Also, the research units had doubts about the cultural encounter subscale. This result means that the research participants were undecided about their level of participation in face-to-face interactions with people from different cultural, racial, and ethnic groups. According to the results of the study, it is important to hold transcultural nursing training workshops and courses to maintain and improve the level of cultural competence of nursing faculties at universities of medical sciences in the 2nd regional planning in Iran.

Preparing nurses and other health professionals to provide quality health care amid the increasingly multicultural and global society of the 21st century requires a new, comprehensive approach that emphasizes cultural competence education throughout professional education and professional practice. Written in response to this need, Teaching Cultural Competence in Nursing and Health Care is intended as a primary resource for educators and graduate students in academic settings, health care institutions, and professional associations. It is the only book that presents a research-supported conceptual model and a valid, reliable corresponding questionnaire to guide educational strategy design, implementation, and evaluation. Teaching Cultural Competence in Nursing and Health Care provides readers with valuable tools and strategies for cultural competence education that can easily be adapted by educators at all levels.

This qualitative study aimed to examine how undergraduate nursing students respond to a ChatGPT-integrated transcultural nursing course and its impact on their learning process. Integrating artificial intelligence (AI) into culturally diverse nursing education offers a promising approach to develop students’ cultural competence. In particular, AI-supported environments may help bridge the gap between theoretical knowledge and real-world cultural interactions. This qualitative study used a semi-structured interview conducted in June 2024, recruiting twenty-four volunteer nursing students who participated in the ChatGPT-Integrated Transcultural Nursing Course. The authors conducted face-to-face in-depth interviews with students who provided informed consent and the data were analyzed using a six-step thematic analysis. Among the 24 participants, 12 were female and 11 were international students. Of the international students, seven were female and four were male. The average duration of the interviews was 32 min. Three main themes emerged from the data: (i) opportunities in course design, (ii) cultural sensitivity and (iii) the role of ChatGPT. The primary conclusions showed that the course had a positive effect on nursing students' communication abilities. Students valued the inclusive, reflective learning environment that encouraged critical engagement and linked theory with real-life experiences, enhancing their cultural competence. •Demonstrates the potential of Generative AI in nursing education, particularly in transcultural nursing courses.•Shows that integrating ChatGPT enhances students' cultural awareness, knowledge, competence, communication, and critical thinking skills.•Highlights the role of AI in fostering an inclusive learning environment to prepare future nurses for culturally sensitive care.•Contributes to the discourse on AI-driven pedagogy, aligning with the evolving landscape of nursing education and policy.

The nursing literature examining effective methods to teach transcultural self-efficacy demonstrates inconsistent findings. This study evaluated the effectiveness of a nursing stand-alone culture course with concurrent field experiences compared with the standard integrated culture content in the curriculum in increasing transcultural self-efficacy in nursing students. This quasi-experimental, static-group comparison used the Transcultural Self-Efficacy Tool to measure outcomes. The treatment group consisted of first-semester nursing students (n = 53) enrolled in a pilot 2-credit culture course. The control group consisted of graduating senior nursing students (n = 19) who had culture integrated throughout the curriculum. The posttest of the first-semester students in the treatment group scored higher than either their pretest or the graduating senior students (control group). The stand-alone culture course had a greater positive effect than the integrated culture content on students' transcultural self-efficacy. [J Nurs Educ. 2018;57(10):609-613.].

This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course. A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores. The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0. The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.

Based on 2015 annual report of foreign spouse populations were above 507,266 people in Taiwan. Most of them (68%) came from Mainland China, 29% from south-east Asia. 92% of foreign spouses were female (2015). Therefore, a challenge arises for nursing students to provide care to clients with multiple cultural variations in Taiwan. The study objectives were to explore the related factors of cultural care competence and estimate the effects of a short-term reinforced cultural course. The study used a quasi-experimental design. All participants were investigated to measure that changed in cultural competence before and after the community practice period. Of 95 participants, 46 experimental group students engaged with 3 times workshops. The study was conducted from May to August in 2015 at Southern Taiwan. The study results showed a significantly improvement of transcultural nursing competence from comparing control group with experimental group by ANCOVA analysis (p < .05). The study approved that the cultural workshop along with the community health nursing practice curriculum might develop students' transcultural nursing competence. In the future, in order to providing cultural sensitively care, a sustained transcultural curriculum should be advocated at Nursing schools in Taiwan. •In order to develop the transcultural nursing competency, nursing students must be educated in essential transcultural knowledge, attitudes, and skills.•Community health nursing practices and transcultural nursing care curriculums are key approaches for cultivating the transcultural nursing competency.•The transcultural nursing competency should be constantly addressed on nursing education for providing clients with a culturally sensitive care in a globalized society.

Online learning formats are prevalent in current higher education. Given the changing student demographics and the drive for creativity in educating a technology-savvy student, it is imperative to incorporate innovative and alternative learning modalities to engage these students. This pilot study was designed as a quality improvement program evaluation comparing the effects of an online learning module with traditional classroom delivery of transcultural nursing content using a posttest two-group survey design in associate degree nursing students. The students' perceived knowledge and confidence were investigated after receiving the lecture for both the online and in-class groups. Data analysis revealed the online cohort perceived themselves as more knowledgeable concerning the ways that cultural factors influence nursing care, but not more confident in providing culturally competent care. Due to the students' perceived knowledge gain, this pilot study supports the use of online learning modules as being more effective than the traditional classroom delivery of transcultural nursing content. [J Nurs Educ. 2017;56(6):368-372.].