Transcultural Self-Efficacy Perceptions of Baccalaureate Nursing Faculty: Teaching the Teachers

Monday, 18 November 2013: 3:35 PM

Carol Reece, DNP1
Faye Grund, PHDc2
Margaret Halter, PhD2
Mark Fridline, PhD3
(1)DwightSchar College of Nursing ; Department of Family, Ashland University, Mansfield, OH
(2)Ashland University, Mansfield, OH
(3)Akron University, Stow, OH

Learning Objective 1: Discuss the national priority to strengthen the cultural competence of our nursing workforce to reduce health disparities.

Learning Objective 2: Describe a faculty development program designed to improve transcultural self-efficacy among faculty.

Title of Abstract: Transcultural Self-Efficacy Perceptions of Baccalaureate Nursing Faculty: Teaching the Teachers


Critical self-reflection and dialogue among faculty to promote transcultural self-efficacy may prepare faculty to develop a culturally competent workforce to meet the changing healthcare needs of a diverse population.  Results of an educational initiative to increase the transcultural self-efficacy of a nursing faculty are described.

Background: Developing a culturally competent workforce to meet our changing healthcare demographic is a national priority (NEPQR, 2011). The American Association of Colleges of Nursing (2008) identified cultural competency a core curricular component.  Information is needed to understand how educational initiatives affect the transcultural self-efficacy of faculty.  


Faculty initiatives to develop expertise in cultural competency were implemented over an academic year. Initiatives included cultural symposia, presentations by a transcultural nursing expert, monthly education sessions, and incorporation of cultural content into the classroom, simulation, and clinical settings. Faculty (n = 34) completed Jeffrey’s (2010) Transcultural Self-Efficacy Tool –TSET in the Fall 2011 and Spring 2012. 


Statistical summaries were applied. Descriptive statistics demonstrated a change in the TSET outcomes.  Results demonstrated strong positive correlations between the overall and each subscales for each time point.  Regression analysis was completed to determine how each subscale contributed to the overall TSET score.  Analysis resulted with models where the subscale scores explained a significantly high percentage of variance in the overall total scores for each time point.

Conclusion: Understanding educational initiatives to increase faculty cultural self-efficacy is an important first step in the preparation of a culturally competent workforce to care for an increasingly diverse population.