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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Student perceptions of cultural competence content in the curriculum.
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Student perceptions of cultural competence content in the curriculum.

机译：学生对课程中文化能力内容的理解。

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摘要

The 31-item Blueprint for Integration of Cultural Competence in the Curriculum (BICCC) was used as an organizing framework and an evaluative tool to survey student perceptions of inclusion of cultural-specific content in undergraduate and graduate courses. Quantitative and qualitative data were used to complete this survey, which provided definitive information about the strengths and deficiencies of the curriculum initiative. Findings show that faculty made considerable progress with the curriculum integrative efforts. With responses of sometimes to quite often on the BICCC survey, 90% of the master's, 87% of senior, and 25% of first-semester freshmen participants reported a sufficient level of teaching in response to the survey items on aspects of culture and health. For all cohorts, the survey showed that content related to critique of health disparities research and theoretical formulation about culture, health, and nursing were not sufficiently addressed. Open-ended comments showed that freshmen reported a solid foundation of culturally related courses in arts and humanities courses; seniors disclosed a high level of knowledge about aspects of culture competence; and master's participants had high levels of self-awareness about values, cultural beliefs, and challenges of cross-cultural communication. The BICCC provided substantial information for faculty to address areas of omission, deficiency, and redundancy in the cultural competence education.
机译：课程中包含31个项目的文化能力整合蓝图（BICCC）被用作组织框架和评估工具，用于调查学生对本科和研究生课程中文化特定内容的理解。使用定量和定性数据来完成此调查，该调查提供了有关课程计划的优缺点的确定信息。调查结果表明，教师在课程整合方面取得了长足的进步。在BICCC调查中，有时反馈非常频繁，硕士，硕士和研究生的90％，87％和25％的第一学期新生对文化和健康方面的调查项目表示了足够的教学。对于所有队列研究，调查显示，对健康差异研究的批判以及有关文化，健康和护理的理论表述都没有得到充分解决。不限成员名额的评论表明，新生报告了在艺术和人文学科中文化相关课程的坚实基础;老年人透露出有关文化能力方面的高水平知识;主人的参与者对价值观，文化信仰和跨文化交流的挑战具有高度的自我意识。 BICCC为教师提供了大量信息，以解决文化能力教育中的遗漏，不足和多余之处。

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