Content area
Background
Cultural competence is an integral component of undergraduate nursing education. However, there is a lack of consensus on the best way to develop students' cultural competence. Although evidence supports short-term study abroad, few studies have used a mixed-methods theory-driven design.
Method
This convergent mixed-methods study measured the change in cultural competence among baccalaureate nursing (BSN) degree students enrolled in an immersive study abroad program. Quantitative data from the instrument were analyzed to compare pre- and postexperience cultural competence scores. Reflective journal transcriptions were analyzed using deductive content analysis.
Results
Results showed a statistically significant improvement in postexperience scores compared with preexperience scores. Major themes included embracing diversity, transformative journeys, emotional engagement, cross-cultural experiences, and joyful appreciation.
Conclusion
This study emphasizes the effectiveness of theory-designed study abroad in enhancing BSN students' cultural competence and analyzes the effects on the individual theoretical constructs of cultural competence. [J Nurs Educ. 2025;64(3):185–191.]
Details
Patients;
Competence;
Nurses;
Nursing Education;
Reflection;
Learning Processes;
Cultural Background;
Nursing Students;
Mixed Methods Research;
Study Abroad;
Evidence;
Simulation;
Cultural Pluralism;
Beliefs;
Student Participation;
Validated Programs;
Cultural Awareness;
Holistic Approach;
Lifelong Learning;
Individual Needs;
Medical Care Evaluation