Table 2 Evaluating subscales among nursing educators of medical sciences universities in 2nd regional planning of Iran

Cultural awareness

7. I am aware that biological variations exist in different cultural, racial, and ethnic groups.

A

10. When I care for a client, I consider how the difference between our perceptions of health, illness, and preventive health could affect the outcome of my care.

A

28. I teach my students that the client’s culture is a determining factor in the client’s perception of health and illness and in his or her adherence to the prescribed treatment regimen.

A

31. I encourage my students to examine their attitudes, preconceived notions and feelings toward members of other cultural/racial/ethnic groups.

A

36. I teach my students that when working with clients who are culturally, racially, or ethnically different they should become familiar with indigenous beliefs and practices.

A

37. I believe that failure to explore my own culture’s influence on the way I think and behave may lead me to impose my own values and beliefs on my clients.

A

38. What I believe about health, illness, and preventative care is influenced by my culture.

A

40. I accept that male-female roles may vary among significantly among different cultures and ethnic groups.

A

Cultural knowledge

5. I am knowledgeable about variations in drug metabolism among specific cultural groups.

U

11. I am knowledgeable about the biological variations that exist among specific cultural, racial, and ethnic groups.

A

14. I am knowledgeable about diseases that have a high incidence among cultural/racial/ethnic groups in our service area.

U

16. I require that students be knowledgeable about diseases that have a high incidence among clients in our service area from diverse cultural, racial, and ethnic groups.

A

17. I have a clear understanding of the differences in meaning of the following terms; acculturation, assimilation, and socialization.

U

21. My students are expected to demonstrate knowledge of their client’s world views, beliefs, and practices by incorporating this knowledge in their plans of care.

A

22. I am knowledgeable about diseases that are common in the countries of origin of recent immigrants in our service area.

U

29. I am knowledgeable about the socio-economic and environmental risk factors that contribute to the major health problems of culturally, ethnically, and racially diverse populations served by my nursing program.

A

32. I know the prevailing beliefs, customs, norms, and values of the cultural/racial/ethnic groups, other than my own, residing in our service area.

A

35. I am knowledgeable about the population percentages of the major ethnic groups living in my service area.

U

39. I have a clear understanding of the differences in meaning of the following terms; immigrant, alien resident, and citizen.

A

Cultural skill

1. I feel confident in using a variety of cultural assessment tools in the health care setting.

U

8. I use the appropriate communication style and protocol to communicate with clients who are of different cultural/racial/ethnic backgrounds.

A

9. My students are required to seek information on acceptable behaviors, courtesies, customs, and expectations that are unique to the culturally, racially, and ethnically diverse groups served by our program.

A

12. I am knowledgeable of keywords and phrases needed to communicate effectively with the major groups with limited English language proficiency that are served by our program.

A

18. I am confident that I possess the necessary skills and experience to select and work with appropriate translators as needed to care for clients with limited English language proficiency

A

33. I teach my students to recognize presenting signs and symptoms as they are manifested in individuals who are culturally, racially, and ethnically diverse.

A

34. The cultural assessment tool that I use elicits information about clients’ dietary practices, health beliefs, and social organization.

U

Cultural encounter

3. I am involved socially with cultural/racial/ethnic groups different from my own, outside of my teaching role and health care setting.

A

13. I seek out clinical opportunities for my students to care for clients who are culturally, racially, and ethnically diverse.

A

15. I am in contact with individuals who provide health services to groups that are culturally, racially, and ethnically diverse.

U

20. I attend holiday celebrations within culturally, racially and ethnically diverse communities.

U

23. I have spent extended periods of time (i.e. at least seven consecutive days) living among people from cultural/racial/ethnic groups different from my own.

U

Cultural desire

30. I patronize businesses on my service area that are owned by people who are culturally, racially, and ethnically diverse.

A

2. I make time to include cultural competence in my course content.

A

4. Caring for clients who are culturally, racially, or ethnically diverse is a challenge that I welcome.

A

6. I avail myself of professional development and training opportunities to enhance my knowledge and skills in the provision of health care services to culturally, racially, and ethnically diverse groups.

A

19. My students are required to seek information on acceptable behaviors, courtesies, customs, and expectations that are unique to the culturally, racially, and ethnically diverse groups served by our program.

U

24. I screen books, movies, and other media sources for negative cultural, racial, or ethnic stereotypes before using them in my course or sharing them with clients cared for by me or by my students.

U

25. I am personally and professionally committed to providing nursing care that is culturally competent.

A

26. I am personally and professionally committed to teaching how to provide nursing care that is culturally competent.

A

27. I advocate for the review of my program’s mission statement, goals, policies and procedures to ensure that they incorporate principles and practices that promote cultural and linguistic competence.

 A

(Transcultural) intercultural educational behaviors

2. I make time to include cultural competence in my course content.

A

9. My students are required to seek information on acceptable behaviors, courtesies, customs, and expectations that are unique to the culturally, racially, and ethnically diverse groups served by our program.

A

13. I seek out clinical opportunities for my students to care for clients who are culturally, racially, and ethnically diverse.

A

16. I require that students be knowledgeable about diseases that have a high incidence among clients in our service area from diverse cultural, racial, and ethnic groups.

A

21. My students are expected to demonstrate knowledge of their client’s world views, beliefs, and practices by incorporating this knowledge in their plans of care.

A

24. I screen books, movies, and other media sources for negative cultural, racial, or ethnic stereotypes before using them in my course or sharing them with clients cared for by me or by my students.

U

26. I am personally and professionally committed to teaching how to provide nursing care that is culturally competent.

A

28. I teach my students that the client’s culture is a determining factor in the client’s perception of health and illness and in his or her adherence to the prescribed treatment regimen.

A

31. I encourage my students to examine their attitudes, preconceived notions and feelings toward members of other cultural/racial/ethnic groups.

A

33. I teach my students to recognize presenting signs and symptoms as they are manifested in individuals who are culturally, racially, and ethnically diverse.

A