Date of Award

5-2010

Degree Type

Thesis

Degree Name

Master of Science in Nursing (MSN)

Department

Nursing

Graduate Faculty Representative

Chad Cross

First Committee Member

Nancy L. York, Co-Chair

Second Committee Member

Tish Smyer, Co-Chair

Third Committee Member

Yu Xu

Language

English

Number of Pages

80

Subject Categories

Education | Nursing

Abstract

The purpose of this exploratory research study was to examine the cultural competence of registered nurses returning to school for an RN to BSN program in Nevada. Campinha-Bacote's model, The Process of Cultural Competence in the Delivery of Healthcare Services, was used as a theoretical framework for the study. A secondary analysis of data collected as part of a Health Resources and Services Administration (HRSA) Grant was completed. Fifty-three RN to BSN students voluntarily completed the Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals- Revised (IAPCC-R) electronically in the learning management system of the first nursing course in the program. Approximately half (50.94%) of the RN to BSN students who responded to this study were culturally competent as determined by Campinha-Bacote's IAPCC-R (M = 75.3, SD = 7.59). The highest scores occurred in the "cultural desire" construct; lowest scores occurred in the "cultural knowledge" construct. Descriptive statistics were used to evaluate the data. The strongest correlation was found between IAPCC-R scores and age range. The nurses in the 20-30 year age range scored significantly higher than those in the 41-50 year range. No significant relationship was found between gender or race and cultural competency scores.