Development for a concept mapping multicultural education program for Mother and Baby Unit nurses: a quasi-experimental study in South Korea

PURPOSE

This study aimed to develop a multicultural education program for Mother and Baby Unit (MBU) nurses by using concept mapping, and to evaluate its effectiveness in enhancing the nurses' cultural competence and multicultural acceptance.

METHODS

This study utilized the ADDIE model (which comprises the Analysis, Design, Development, Implementation, and Evaluation stages) to design and implement a concept mapping-based multicultural education program for MBU nurses in a quasi-experimental pre- and post-test design. This program was structured into five sessions, each incorporating the use of concept maps to facilitate self-reflection and critical thinking. All sessions were conducted using the online Zoom platform, allowing participants to engage without restrictions on time or location. A total of 53 nurses participated, with 26 assigned to the experimental group and 27 to the control group. The program's effectiveness was assessed through changes in cultural competence and multicultural acceptance, measured using validated scales.

RESULTS

The results demonstrated significant improvements in both cultural competence and multicultural acceptance in the experimental group compared to the control group, supporting the hypotheses that such educational interventions can enhance nurses' ability to provide culturally appropriate care.

CONCLUSION

Concept mapping fosters self-reflection and critical thinking, effectively increasing MBU nurses' cultural competence and multicultural acceptance. This study offers a practical framework for integrating multicultural education into nursing training, ultimately improving care for foreign mothers and reducing the challenges faced by MBU nurses.

Adaptation Process of Korean Fathers within Multicultural Families in Korea

This study aimed to develop a grounded theory regarding the associations between factors identified in the adaptation process of 11 fathers of multicultural families. Participants were recruited purposively and data were collected through in-depth interviews. Data analysis was performed alongside data collection, following Strauss and Corbin's grounded theory method. The following 11 categories were derived from the data: (1) a reluctantly formed multicultural family, (2) finding happiness amid confusion, (3) cultural differences, (4) economic difficulties, (5) social prejudice and alienation, (6) restrictions on the use of local services, (7) facing multiple obstacles, (8) people who provided strength and support, (9) accepting differences and moving forward, (10) growth with family, and (11) being made to stay. The core category was identified as "struggling to protect the family with a double burden." This theory described the adaptation process of being a father in a multicultural family and participants' reactions to the circumstances around it. Based on this theory, health policies should be developed to support not only the expansion of medical facilities in island and rural areas but also the activation of self-help groups. Future research should include the development of web-based prenatal management and parental education in immigrants' native languages.

Effect of a mobile app-based cultural competence training program for nurses: A pre- and posttest design

BACKGROUND

Importance of providing culturally competent nursing care and cultural competence training for nurses has increased due to diversification of the cultural backgrounds of patients in South Korea. Currently there is little cultural competence training provided to nurses in South Korea.

OBJECTIVES

This study aimed to develop and evaluate a mobile app-based cultural competence training program for nurses working at a tertiary teaching hospital in South Korea.

DESIGN

A one group pre- and posttest intervention design.

SETTINGS

A tertiary teaching hospital in South Korea.

PARTICIPANTS

A total of 49 nurses participated in the study.

METHODS

A mobile app-based cultural competence training program for nurses was developed using the five stages of the ADDIE instructional model. Cultural competence scores were compared between pre- and posttest using the paired t-test. The differences in cultural competence scores between pre- and posttests were also compared by participant characteristics using analysis of variance, the Kruskal-Wallis test, and the Mann-Whitney-Wilcoxon test.

RESULTS

The mean total score of the nurses increased significantly after participating in the program, from 63.00 to 81.06 (p < 0.001). Comparisons of differences in cultural competence scores between pre- and posttests by participant characteristics revealed that the improvement in cultural competence was greater in those with no experience abroad for longer than 1 month compared to those who had experience abroad for longer than 1 month (p < 0.001) and in those who had never cared for a foreign patient compared to those who had cared for more than three foreign patients per week (p < 0.05).

CONCLUSIONS

The mobile app-based cultural competence training program developed in this study was demonstrated to be effective in improving the cultural competence of nurses in South Korea. Our novel training program can be applied as on-the-job training to improve the cultural competence of nurses.

Experience of migrant care and needs for cultural competence training among public health workers in Korea

OBJECTIVE

This study explored the experiences of public health workers (PHWs) providing health care for migrants living in Korea and clarified needs for cultural competence training.

DESIGN AND SAMPLE

Twenty-six PHWs from five public health centers in Gwangju city, South Korea, participated in this exploratory qualitative study.

METHODS

Five semi-structured focus group interviews of PHWs were conducted from September to December 2016. A directed content analysis approach was conducted using four categories: perceived characteristics of migrants, interaction between PHWs and migrants, interaction between PHWs and organizations/systems, and cultural competence training needs.

RESULTS

PHWs perceived that migrants lacked autonomy in health decisions and awareness of health behaviors. PHWs experienced difficulties in communicating and in establishing trusting relationships. They found clients hard to reach and easy to miss, a lack of continuity in health care programs, and inadequate human and material resources. They preferred passive teaching methods to activity-based simulation. PHWs believed essential training should be provided through e-learning to all PHWs, including management.

CONCLUSION

PHWs reported experiencing multiple challenges from a lack of preparedness for culturally competent care and their clients' vulnerability. Development of cultural competence training is suggested through e-learning that reflects the PHWs' experiences and provides systematic support.