An Enhanced Cultural Competence Curriculum and Changes in Transcultural Self-Efficacy in Doctor of Nursing Practice Students

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Abstract

Purpose: The Doctor of Nursing Practice (DNP) degree is the most advanced clinical leadership role in nursing. Curricula prepare these students to design, implement, evaluate, and continuously improve high-quality culturally specific health care delivery and outcomes. Design: Guided by the cultural competence and confidence model, the Transcultural Self-Efficacy Tool was used to assess the impact of an enhanced cultural competence curriculum on transcultural self-efficacy perceptions of DNP students (n = 54). Method: The study used a pre–post paired t test, nonexperimental design. Findings: A significant gain from pre- to postmeasure in students’ overall transcultural self-efficacy was demonstrated. Discussion: Changes in DNP students’ transcultural self-efficacy were identified after completing an enhanced cultural competence curriculum. Conclusions: Transcultural self-efficacy may be influenced by formal education and learning experiences of DNP students. Implication for Practice: Educational outcomes research can demonstrate the impact of a DNP programs curriculum on meeting national and professional goals for culturally competent nursing practice.

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