Building Internationally Educated Nursing Students' Intercultural Competence

Purpose: The purpose of this element of the symposium is to present the application of a model of intercultural competence (ICC) as a method of integrating complex, culturally-sensitive communication competencies in an internationally educated nurses’ (IENs) BScN curriculum.  The ICC model, developed by the researchers, was founded on the Delphi definition of intercultural competence, and expands on sociolinguistic competency. Intercultural competence is the ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitudes (Deardorff, 2008).

Methods:   The multi-dimensional ICC model was developed from this definition and in consideration of Ontario’s entry-level nursing standards. The ICC content has been incorporated into the curriculum in several ways. Pairs of recorded vignettes, associated with specific courses, show optimal and less optimal communication scenarios. They were designed to highlight application of competencies, promote discussion, contribute to student learning and support transition into the workforce. Vignettes are available to students on mobile devices to increase exposure to communication technology. Vignette development involved using literature, IEN focus groups, feedback from an advisory committee of local health agencies, and faculty and student experience. Feedback on the scenarios has allowed for improved integration into program courses, and for reflecting the realities of current challenges faced by IENs. Additionally, students will have the opportunity to demonstrate competence by producing their own vignettes.

Results: Initial research findings and the embedded program evaluation will be discussed. Later, vignettes and other student activities will be incorporated into personal electronic portfolios for continued review and reflection.  Learning outcomes will be measured through communication-focused Objective Structured Clinical Examination (OSCEs) and electronic portfolio artefacts.

Conclusion: Although used for IENs at this time, this model and activities developed from it have broader potential for addressing diversity and facilitating transition to the Canadian health care environment. Its use in all nursing programs and in interprofessional curricula would support improved communication.