Editor in chief Miguel Encarnacao discusses recent changes to CGaA and the magazine's strategic orientation. He also introduces the magazine's newest editorial board member, Seungyong Lee of the Pohang University of Science and Technology.

http://ieeexplore.ieee.org/iel7/38/6777425/06777438.pdf

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Health promotion and education research methodsusing the five-chapter thesis/dissertation model , Health promotion and education research methodsusing the five-chapter thesis/dissertation model , کتابخانه مرکزی دانشگاه علوم پزشکی تهران

Health promotion and education research methodsusing the five-chapter thesis/dissertation model

Nurses and other health care professionals are challenged to engage in the ongoing process of cultural competence development of self and others with a desired outcome goal of achieving cultural congruence in clinical, research, education, and workplace (CREW) settings. Jeffreys’ Cultural Competence and Confidence (CCC) model provides an evidence-based, easily applicable theoretical framework that has been a valuable cognitive map guiding educators, researchers, and learners worldwide. Gleaned from 25 years and over 70 studies incorporating the CCC model and/or one of its psychometrically validated questionnaires, this chapter traces the research steps underlying theory and instrument development, presents evidence-based updates, and shows the universal utility of the CCC framework for nursing education (and beyond) through TIME (theory, innovations, measurement, and evaluation). The chapter begins by introducing the 44 ANNUAL REVIEW OF NURSING RESEARCH CCC theory, its underlying assumptions, and an updated CCC visual diagram. A time-sequenced appendix traces initial questions, conceptualization, series of studies, and other scholarly work in theory development and evaluation that lead up to the present and future. Universal utility applications are highlighted through two approaches: a) aggregated studies grouped by study design, topic, and/or populations; and b) innovation spotlight exemplars featuring course and curricular enhancements, service-learning, cultural immersion, employee education, workshops, complementing and scaffolding activities, program evaluation, train-the-trainer, partnerships, and utility to new and/or prioritized topics, pedagogy, and technology. Appendices, figures, tables, and exhibit boxes provide easy to apply practical ideas and research recommendations as well as psychometric and other statistical details related to the CCC model, Transcultural Self-Efficacy Tool (TSET) and Cultural Competence Clinical Evaluation Tool (CCCET). INTRODUCTION Cultural competence and the achievement of cultural congruent care are imperative for nurses, other healthcare professionals, and society everywhere, especially amidst a rapidly changing world, shifting demographics, and cultural conflicts. Although “cultural competence and cultural congruence in nursing care are not new ideas” (Marion et al., 2016) the article “Implementing the New ANA Standard 8: Culturally Congruent Practice” introduces a new focus challenging nurses and other healthcare professionals to topple the status quo, raise the bar, and take action. Within a professional discipline, taking action means implementing evidence-based and theoretically supported actions. It requires commitment, connectedness, curiosity, depth and breadth of knowledge. It requires comprehensive understanding why theories, methodologies, and strategies worked or didn’t work at a depth and connectedness beyond superficial perusal of literature limited to the last few years. Process and details over time matter (Jeffreys, 2017). Notably the new ANA standard distinguishes between cultural competence and cultural congruence (Marion et al., 2016, ANA), an important detail that is frequently missed but one that was evident, prevalent, and visionary in Leininger’s seminal and lifetime work (Leininger, 1991; Leininger & McFarland, 2006; McFarland & Wehbe-Alamah, 2015, 2018). Simply stated, cultural competence is an ongoing process with the expected goal of achieving culturally congruent care. Cultural congruence is a tailored “fit” between an individual’s cultural values, beliefs, health practices, and care decisions and actions. Care and caring extend beyond clinical settings to research, education, and workplace Evidence-Based Updates and Universal Utility of Jeffreys’ Cultural Competence 45 arenas. Creating culturally safe environments where the diversity of diversity is embraced fits within this inclusive caring framework. Consequently, nurses and other healthcare professionals are challenged to engage in the ongoing process of cultural competence development of self and others with a desired outcome goal of achieving cultural congruence in clinical, research, education, and workplace (CREW) settings. Comprehensively understanding the multidimensional process, developing strategies for ongoing, optimal cultural competence development for diverse learners and settings, and achieving optimal outcomes can seem like a daunting and overwhelming task without an organizing framework and a valid way to measure and evaluate innovations and outcomes (Jeffreys, 2016a). The Cultural Competence and Confidence (CCC) model provides an evidence-based, easily applicable theoretical framework that has been a valuable cognitive map guiding educators, researchers, and learners worldwide (Douglas & Pacquiao, 2010; Jeffreys, 2016a; Loftin, Hartin, Branson, & Reyes, 2013; McFarland & Wehbe-Alamah, 2015, 2018; Sagar, 2014; Shen, 2015). The model’s most frequently requested corresponding questionnaire, the Transcultural Self-Efficacy Tool (TSET), has been psychometrically validated, translated, and incorporated within over 70 studies in a variety of settings. More recently, the Cultural Competence Clinical Evaluation Tool (CCCET) and the Clinical Setting Assessment Tool-Diversity and Disparity (CSAT-DD) expand and offer options aimed to measure providers’ cultural behaviors (care provision, assessment, sensitivity) and clientele characteristics and healthcare needs (Jeffreys, 2016a, 2016b). The purpose of this chapter is to trace the research steps underlying theory and instrument development, present evidence-based updates, and show the universal utility of the CCC theoretical framework for nursing education (and beyond) through TIME. The acronym TIME (theory, innovations, measurement, and evaluation) serves as a reminder that in a scholarly practice discipline: (a) evidence-based theory should guide innovations; (b) the development of innovations should incorporate valid measurement of outcomes (formative and summative) at the onset of innovation design; and (c) thorough evaluation of outcomes guides future decision and action. The chapter begins by introducing the CCC theoretical framework, its underlying assumptions, and an updated CCC visual diagram. A time-sequenced appendix traces the author’s initial questions, conceptualization, series of studies, and other scholarly work in theory development and evaluation that lead up to the present and future. Universal utility applications for clinical, research, education, and the workplace (CREW) settings are highlighted through two approaches: a) aggregated studies grouped by study design, topic, and/or populations; and b) innovation spotlight exemplars. Appendices, figures, tables, and exhibit boxes provide easy to apply practical 46 ANNUAL REVIEW OF NURSING RESEARCH ideas as well as psychometric and other statistical details for researchers and educators who want to know more. Ideas for future expansion conclude the chapter. OVERVIEW OF THE CCC THEORY AND MODEL Preparing nurses and other health professionals to provide quality health care in the increasingly multicultural and global society of the 21st century requires a comprehensive approach that emphasizes cultural competence education throughout professional education and professional life. Although several models have been proposed to describe the process of cultural competence (CampinhaBacote, 2003; Purnell, 2013) or the process of achieving culturally congruent care through the assessment of cultural diversity and universality (Leininger, 2002; McFarland & Wehbe-Alamah, 2015, 2018), Jeffreys’ CCC model focuses specifically on interrelating concepts that explain, describe, influence, and/or predict the phenomenon of learning (developing) cultural competence and incorporates the construct of transcultural self-efficacy (confidence) as a major influencing factor. Within the CCC theory, cultural competence is defined as a multidimensional learning process that integrates transcultural skills in all three dimensions (cognitive, practical, and affective) and involves transcultural self-efficacy. TSE is the perceived confidence for learning or performing transcultural skills needed for culturally congruent care. The term learning process emphasizes that the cognitive, practical, and affective dimensions of TSE and transcultural skill development can change over time as a result of formalized education and other learning experiences. The main goal of the model is to promote culturally congruent care through the development of cultural competence. TSE was proposed in 1994 as a new construct vital to the process of cultural competence and cultural congruence (Jeffreys, 1994) (Appendix A). A new, expanded focus advocates that cultural congruence extends beyond care directed towards healthcare consumers to include cultural congruence in clinical/community, research, education, and workplace (CREW) settings. The CCC model recognizes that despite the learning opportunities presented to students, nurses, and other healthcare professionals, some individuals persist at cultural competence development while others do not. According to Bandura (1986), self-efficacy perceptions and self-efficacy appraisal influence learning, motivation, persistence, and commitment to situation-specific tasks. Self-efficacy appraisal is an individualized process influenced by four information sources: actual performances (most powerful), vicarious experiences (observing role models), forms of persuasion (encouragement by others), and emotional arousal (Bandura, 1986). Inefficacious individuals may avoid tasks, lack Evidence-Based Updates and Universal Utility of Jeffreys’ Cultural Competence 47 motivation and commitment, and give up easily. Supremely efficacious (overly confident individuals) view tasks as unimportant, see no need to prepare, and may not see a need to perform the task. In contrast, individuals w

Evidence-Based Updates and Universal Utility of Jeffreys' Cultural Competence and Confidence Framework for Nursing Education (and Beyond) Through TIME.

Student success has been linked to a supportive academic environment and faculty involvement. The college experience can be stressful for any nursing student. Transgender nursing students experience the additional stress of being in the gender minority. This article focuses on the needs of the trans

Meeting the Needs of the Transgender Nursing Student.

/pdf/transcultural-self-efficacy-of-nursing-education-leaders-and-28cfsafrj0.pdf

Grace Hoyer

Papers

Transcultural self-efficacy of nursing education leaders and faculty related to non-binary sexual identities