Evaluating the effect of cultural competency training in Nursing Education: A Mixed-Methods Approach

Abstract

Background: The education of nurses requires essential cultural competency training because it provides students with the abilities needed to give fair services to patients from different cultural backgrounds in diverse healthcare environments. The recognized significance of culture competency training shows substantial variations when implemented throughout nursing programs, specifically in lower and middle-income countries, including Pakistan.
Aim: This research examined how students in their third and fourth year of nursing education at Swat, Pakistan, developed cultural competence through a structured educational program.
Methodology: The study utilized a mixed-methods research design that included pre-and post-training quantitative CCAT assessment protocols and post-training qualitative FGDs and interview assessments. This study enrolled 185 Bachelor of Science in Nursing students, 81.1% male and 18.9% female, in their third and fourth year. The research used convenience sampling as the enrollment method. The training period spanned six weeks and delivered content about cultural awareness, bias mitigation techniques, communication methods, and case-based simulation practices.
Results: All CCAT domains experienced marked positive changes based on group statistical analysis results (p < 0.0001 with mean score differences of knowledge 1.07, skills 1.12, and attitudes 0.95). Female nursing students obtained slightly better improvements compared to their male counterparts. Research participants indicated better empathetic abilities and communication skills during their training while they pointed to difficulties accessing support resources and few hands-on learning opportunities as fundamental barriers.
Conclusion: Nursing students acquire better readiness to provide patient care across diverse backgrounds through cultural competency training programs. To successfully implement cultural competency training, curriculum integration must be sustained while institutions offer support and practical learning opportunities.