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_e _e _aDela Cruz, Ruth Arellano. _d _b4 _u _c0 _q16 |
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_a _aDeveloping a cultural diversity course in nursing using an electic model : _d _ba proposal / _n _cRuth Arellano Dela Cruz. _h6 _p |
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_3 _3 _a _d _b _c46 |
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_e _e _c28 cm. _axv, 114 pages _b |
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_3 _30 _b _aunmediated _2rdamedia |
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_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2007.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56 |
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_b _b _c _aABSTRACT: This paper proposed the development of a Cultural Diversity course for Filipino Nurses specifically in the undergraduate Nursing program. This study made use of Correlational method of Research. The subjects under this study were one hundred (100) Filipino nurses, of which fifty (50) are based in the Philippines and the other fifty (50) in the United States. Convenience Sampling was utilized for the respondents based abroad, while purposive sampling was used for the local respondents. The questionnaire utilized was based from the Clinical Cultural Competency and Culturally Linguistically Appropriate services (CLAS) by Kaiser Permanente Hospital. Findings of the study revealed that majority of the respondents are females, ages 41 and above working abroad, while those working in the Philippines are ages 31 and above. Both groups of respondents situated in the U.S. and in the Philippines, as to cultural Competency such as knowledge, skills and work situations are considered very relevant in order for them to cope with the cultural diversity of the place of work. Cultural components such as age, gender, civil status, religion, degree obtained, workplace and tenure showed significant relationship with cultural competency for both groups of respondents except age and civil status for those nurses working in the Philippines. Results, however, showed no significant differences among the Cultural Diversity Competency of nurses who are based in the United States and in the Philippines. 1. The socio-demographic profile showed that 44% of the Filipino nurses abroad belong to the age group of 41 and above; 14% belong to the group of 30 and below. Among the nurse respondents in the Philippines, 38% belong to the 30 and below while 12% belong to 41 and above. 2. The United States nurse respondents are culturally competent in terms of knowledge while the Philippine-based respondents are not culturally competent. 3. There is no significant correlation between the cultural components such as age, gender, civil status, religion, degree obtained, workplace and length of service to the cultural competency as perceived by nurses. 4. There are no significant mean differences among the cultural diversity competencies of nurses who are based in the Philippines. Likewise, knowledge, skills, and work encounters did not reveal any significant mean differences among the Filipino nurses based in the United States. Based on the findings and conclusions of the study, the following recommendations are submitted: 1. To increase awareness to programs that promote cultural diversity in terms of knowledge-read articles, attend research, conventions and seminars on cultural diversity and related topics, sharing thoughts. All these will become abundantly clear those strategic and comprehensive approaches to leveraging cultural diversity in the Nursing practice. 2. As for the skills, nurses should develop diversity and intercultural competencies that will allow them to recognize their personal and own cultural norms that will allow them to understand the patient's unique practices and point of view. These will enable them to adjust effectively their own behaviors to maximize the care for all patients regardless of age, gender, religion, sexual preference and health care beliefs and practices. 3. To enhance cultural competence in work encounter/ situation by opening new avenues for much more competent professional opportunity for future nurses wherever they may decide to pursue their career. 4. Those faculty who will teach cultural diversity must undergo training conducted by cultural diversity experts. It is highly encouraged that both students and faculty need to examine and recognize their personal and own cultural norms so they will both learn how to respect others' unique culture and beliefs aside from their own. 5. The attached proposed Cultural Diversity Courses in nursing using an Eclectic Model be tried on a point basis and evaluated later for its relevance or effectiveness. 6. For stakeholders to understand the current trends and needs for nursing education, that they may spearhead the introduction of cultural diversity oriented curriculum. _u |
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