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Cross-cultural experience, performan...

Talley, Louise Kathryn.

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Cross-cultural experience, performance feedback, model competence, and cultural self-efficacy: Analysis of a model.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cross-cultural experience, performance feedback, model competence, and cultural self-efficacy: Analysis of a model./
Author:	Talley, Louise Kathryn.
Description:	198 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-03, Section: B, page: 1277.
Contained By:	Dissertation Abstracts International63-03B.
Subject:	Health Sciences, Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3046325
ISBN:	0493603166

Cross-cultural experience, performance feedback, model competence, and cultural self-efficacy: Analysis of a model.
Talley, Louise Kathryn.

Cross-cultural experience, performance feedback, model competence, and cultural self-efficacy: Analysis of a model. - 198 p.

Source: Dissertation Abstracts International, Volume: 63-03, Section: B, page: 1277.

Thesis (Ph.D.)--Texas Woman's University, 2002.

The purpose of this cross-sectional, nonexperimental, survey design study was to test theorized sources of self-efficacy by examining factors which might explain the variance in a proposed model of perceived cultural self-efficacy in nursing students.{09}The convenience sample consisted of 351 nursing students enrolled in eight associate degree and baccalaureate degree programs in the Midwest. Stepwise multiple regression was used to measure relationships among cross-cultural experience, performance feedback in cultural diversity education, model competence, and perceived cultural self-efficacy. Cultural Self-efficacy was measured with the Bernal and Froman Cultural Self-efficacy Scale (CSES). Cross-cultural experience was operationalized as the sum of responses to seven questions which included the number of years the respondent lived outside the United States, the number of foreign languages spoken, the percentage of interactions with persons from a different cultural heritage and the percentage of patients from a different cultural heritage for whom care was provided. Performance feedback of cultural diversity education was measured with the Performance Feedback Scale (PFS). Evaluation and review from a panel of five nursing faculty with extensive transcultural experiences supported the construct and content validity of the PFS. Model competence was measured by the Model Evaluation Scale (MES).

ISBN: 0493603166Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

Cross-cultural experience, performance feedback, model competence, and cultural self-efficacy: Analysis of a model.
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100 1 $a Talley, Louise Kathryn. $3 1925189
245 1 0 $a Cross-cultural experience, performance feedback, model competence, and cultural self-efficacy: Analysis of a model.
300 $a 198 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-03, Section: B, page: 1277.
500 $a Adviser: Sally Northam.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2002.
520 $a The purpose of this cross-sectional, nonexperimental, survey design study was to test theorized sources of self-efficacy by examining factors which might explain the variance in a proposed model of perceived cultural self-efficacy in nursing students.{09}The convenience sample consisted of 351 nursing students enrolled in eight associate degree and baccalaureate degree programs in the Midwest. Stepwise multiple regression was used to measure relationships among cross-cultural experience, performance feedback in cultural diversity education, model competence, and perceived cultural self-efficacy. Cultural Self-efficacy was measured with the Bernal and Froman Cultural Self-efficacy Scale (CSES). Cross-cultural experience was operationalized as the sum of responses to seven questions which included the number of years the respondent lived outside the United States, the number of foreign languages spoken, the percentage of interactions with persons from a different cultural heritage and the percentage of patients from a different cultural heritage for whom care was provided. Performance feedback of cultural diversity education was measured with the Performance Feedback Scale (PFS). Evaluation and review from a panel of five nursing faculty with extensive transcultural experiences supported the construct and content validity of the PFS. Model competence was measured by the Model Evaluation Scale (MES).
520 $a Data analysis revealed that cross-cultural experience, performance feedback in cultural diversity, and model competence significantly explained 13.2% (p = .000) of the variance in perceived cultural self-efficacy. Results showed a statistically significant relationship with cross-cultural experience, performance feedback in cultural diversity education, model competence, and perceived cultural self-efficacy.
520 $a Findings suggest that three factors positively influence a nursing student's cultural self-efficacy: Cross-cultural experiences, cultural diversity education in their nursing programs that includes positive performance feedback from nursing faculty, and role modeling by culturally competent nurses.
590 $a School code: 0925.
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Health Sciences, Education. $3 1017921
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710 2 0 $a Texas Woman's University. $3 1017666
773 0 $t Dissertation Abstracts International $g 63-03B.
790 1 0 $a Northam, Sally, $e advisor
790 $a 0925
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3046325