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Abstract：
OBJECTIVE: to evaluate the level of cultural competence of an undergraduate nursing students\' population from four European higher education institutions.
METHODS: a total of 168 nursing students from four different countries were included in our study. The study methodology involved a cross-sectional assessment of cultural competence among undergraduate nursing students from four European universities. Data collection included sociodemographic variables, as well as the following validated tools: the Intercultural Sensitivity Scale, the Cultural Competence Assessment Tool (student version) and the Cultural Awareness Scale.
RESULTS: our results indicated that students demonstrated a high level of intercultural sensitivity but a moderate level of cultural competence and cultural awareness. Variations existed among students from different countries, suggesting potential differences in educational approaches. Despite expectations that higher-level students would exhibit greater cultural competence, no significant differences were found by year of study, indicating a lack of effective integration of cultural competence into nursing curricula.
CONCLUSIONS: nurse educators should consider the students\' cultural competence before designing related study programmes. Training programmes related to cultural competence should include elements which have been associated with enhanced cultural competence, including language skills, cultural encounter, and opportunities for internationalisation.
METHODS: a total of 168 nursing students from four different countries were included in our study. The study methodology involved a cross-sectional assessment of cultural competence among undergraduate nursing students from four European universities. Data collection included sociodemographic variables, as well as the following validated tools: the Intercultural Sensitivity Scale, the Cultural Competence Assessment Tool (student version) and the Cultural Awareness Scale.
RESULTS: our results indicated that students demonstrated a high level of intercultural sensitivity but a moderate level of cultural competence and cultural awareness. Variations existed among students from different countries, suggesting potential differences in educational approaches. Despite expectations that higher-level students would exhibit greater cultural competence, no significant differences were found by year of study, indicating a lack of effective integration of cultural competence into nursing curricula.
CONCLUSIONS: nurse educators should consider the students\' cultural competence before designing related study programmes. Training programmes related to cultural competence should include elements which have been associated with enhanced cultural competence, including language skills, cultural encounter, and opportunities for internationalisation.
摘要：
目的：评估来自四个欧洲高等教育机构的本科护理专业学生的文化能力水平。
方法：共有来自四个不同国家的168名护生被纳入本研究。研究方法涉及对来自四所欧洲大学的护理本科生的文化能力进行横断面评估。数据收集包括社会人口统计学变量，以及以下经过验证的工具：跨文化敏感度量表，文化能力评估工具(学生版)和文化意识量表。
结果：我们的结果表明，学生表现出高水平的跨文化敏感性，但文化能力和文化意识处于中等水平。来自不同国家的学生之间存在差异，暗示教育方法的潜在差异。尽管期望更高水平的学生表现出更强的文化能力，研究年份没有发现显著差异，表明缺乏有效的文化能力融入护理课程。
结论：护士教育者在设计相关学习计划之前，应考虑学生的文化能力。与文化能力有关的培训计划应包括与增强文化能力有关的要素，包括语言技能，文化相遇,和国际化的机会。
方法：共有来自四个不同国家的168名护生被纳入本研究。研究方法涉及对来自四所欧洲大学的护理本科生的文化能力进行横断面评估。数据收集包括社会人口统计学变量，以及以下经过验证的工具：跨文化敏感度量表，文化能力评估工具(学生版)和文化意识量表。
结果：我们的结果表明，学生表现出高水平的跨文化敏感性，但文化能力和文化意识处于中等水平。来自不同国家的学生之间存在差异，暗示教育方法的潜在差异。尽管期望更高水平的学生表现出更强的文化能力，研究年份没有发现显著差异，表明缺乏有效的文化能力融入护理课程。
结论：护士教育者在设计相关学习计划之前，应考虑学生的文化能力。与文化能力有关的培训计划应包括与增强文化能力有关的要素，包括语言技能，文化相遇,和国际化的机会。
