From Knowledge to Practice: Design,Implementation,and Evaluation of an Evidence-Based Educational Module to Increase Cultural Awareness in Nursing Students

Abstract

Background: Educational programs for health-care providers increasingly implement culturally sensitive care. Clear methods for educating students in cultural awareness are still lacking. Research indicates that simply increasing knowledge on ethnicity, culture, or migration does not improve culturally sensitive behavior and can foster stereotypes. To overcome barriers like othering, a form of micro-racism, enhanced critical self-awareness is essential for health-care providers. Aim: A 4h module on culturally sensitive care was designed, implemented, and evaluated, with the aim of increasing nursing students’ self-awareness about othering, racism, and exclusion in health care. Methods: This article describes (1) the content of the module, led by the Johari Window model and the needs and insights from nursing students and health-care providers, (2) implementation of the module, and (3) subsequent evaluation among 34 participants. Results: The survey findings were categorized into six themes: Understanding Differences and Prejudices, Applying Knowledge in the Context of Nursing Practice, Acquiring Insights through Interpersonal Engagement, Strengths of the Sessions, Weaknesses and Areas for Improvement, and Overall Impressions. The participants evaluated the module positively, identifying success factors (e.g., enhanced self-reported awareness of their own positionality) and working points (e.g., imbalance in interaction among students and time constraints). Conclusion: The study describes the design, implementation, and evaluation of a module that successfully increases nursing students’ self-reported cultural competence and self-awareness, enhancing understanding of health-care inequalities and fostering open communication for more inclusive care.