Learning Objective #1: Discuss the current cultural competency of BSN program nursing faculty

Learning Objective #2: Describe factors that appear to influence the development of cultural competency

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This descriptive study used a pretest only design to measure the cultural competency of nursing faculty in randomly chosen BSN programs in the U.S. The sample of 170 faculty was also stratified into states with the largest and smallest immigrant populations. Campinha-Bacote's Inventory for assessing the Process of Cultural Competency among Healthcare Professionals-Revised (IAPCC-R), a 25-item Likert tool was used. Demographic data about the cultural content in the participants' own educational preparation and current program were also collected. Study findings indicated that nursing faculty scored in the culturally competent range on the IAPCC-R. Nursing faculty teaching in states with larger immigrant populations had significantly higher cultural competency scores than nursing faculty in states with fewer numbers of immigrants. Cultural immersion and working with people from other cultures in the classroom or work environment most influenced their comfort with diverse cultures. Data indicated that many faculty were not prepared academically by their own educations for the cultural content they were currently teaching. These findings may serve as a benchmark from which to measure the progression of cultural competency as nursing faculty serve an increasingly diverse student and client population.