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Monday, 18 November 2013
Learning Objective 1: 1. To identify a variable with the greatest influence on MGPA.
Learning Objective 2: 2. To disseminate findings from a data analysis of a student assignment assessing MGPA.
Educational institutions around the world are searching to find effective ways to maximize opportunities for students to learn to care for a diverse cultural population in the contemporary healthcare system. The healthcare professionals face many challenges without proper academic training (knowledge), clinical preparation (skill), and self-awareness. ). Andrulis (2010) contented despite calls for cultural competent care from many professional organizations, the multicultural competence interventions are overlooked. Helping students to self-assess multicultural knowledge will hopefully increase the students’ awareness of factors influencing the development of multicultural competence. As defined by Pederson (2004), Multicultural Grade Point Average (MGPA) includes assessment of awareness, knowledge, and skill. The purpose of this retrospective review was to attempt to identify the variable with the greatest influence on the MGPA. Method: Retrospective data review with descriptive, bivariate correlation analysis. The sample included undergraduate nursing students (N=45) from a private southeastern health sciences college who were enrolled in a health promotion classes in 2010. The students’ self-perception of MGPA was assessed based on survey including 54 questions and a 4-point grading-scale ranging from 0 to 3 where 0 indicated no awareness, knowledge, and skills and 3 indicated the highest levels. A waiver of informed consent was requested. Results: Descriptive statistic for awareness (µ 1.825, SD 0.390), knowledge (µ 1.499, SD 0.400), skill (µ 1.606, SD 0.427), and MGPA (µ 1.639, SD 0.353). Bivariate correlation analyses among awareness, knowledge, and skill followed by analysis of the pairs indicated significant positive linear correlation. The variables skill and MGPA indicated the strongest positive relationship (0.904). Discussions: Educators should develop objectives and design instructional strategies to promote the development of multicultural skills. New pedagogical approaches such as multicultural case studies and simulation are necessary to cultivate skills that will prepare students to provide culture-centered and competent care in an increasingly diverse society.