Phenomenological study of student nurses’ preparedness for delivering culturally competent care upon graduation
Cultural competence is an essential requirement for delivering appropriate care to patients from diverse cultural backgrounds. An analysis of the literature revealed notions of cultural competence was mainly from the United States (US). In contrast, the number of publications in this field from the United Kingdom (UK) was limited. This study has provided an opportunity to critically examine student nurses’ preparedness of cultural competence in their nursing training. Campinha-Bacote’s (2002) theory of cultural competence was adopted as a conceptual framework for this study. Data was collected through semi-structured interviews with ten student nurses recruited from one of the London universities. Data analysis was guided by Colaizzi’s (1978) 7-stage analysis framework. Four themes were generated. Firstly, student nurses’ level of cultural competence; secondly, no formal cultural competence training in nursing curricula; thirdly, four clinical factors impacted on student nurses’ cultural competence; finally, student nurses’ recommendations on cultural competence development. The study findings suggested the development of cultural competence was best achieved through a multi-faceted approach from universities, healthcare organisations, and individuals.
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