Culturally competent practice in a pre-licensure baccalaureate nursing program in the United States: A mixed-methods study

Aim This study examined how one pre-licensure baccalaureate nursing program at a public university in the southeastern United States integrated concepts and issues of culture and culturally competent practice into its curriculum. Background Teaching and learning about culturally competent practice in pre-licensure nursing programs are essential to ensure a culturally competent health care workforce. Method A mixed-methods case study approach was used. Data were collected from student surveys (n = 111), student focus groups (three groups, n = 9), faculty interviews (n = 14), and school of nursing documents, including the mission statement, faculty and student handbooks, and course syllabi. Data were analyzed using descriptive statistics and content analysis. Results Findings provide evidence of cultural competence, barriers to deeper engagement with cultural issues, and suggestions for improvement. Conclusion These findings suggest teaching/learning strategies and curricular design issues that may lead to greater student and faculty member cultural understandings.