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Beiranvand S, gholami M, Hasanvand S, Mokhayeri Y. The effects of blended learning on nursing students' cultural competence and empathy: a quasi-experimental study. JMED 2025; 18 (4) : 6
URL: http://edujournal.zums.ac.ir/article-1-2557-en.html
URL: http://edujournal.zums.ac.ir/article-1-2557-en.html
1- Nursing Department, Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran , shorangizbiranvand@yahoo.com
2- Nursing Department, Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
3- Shahid Rahimi Hospital, Lorestan University of Medical Sciences, Khorramabad, Iran
2- Nursing Department, Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
3- Shahid Rahimi Hospital, Lorestan University of Medical Sciences, Khorramabad, Iran
Abstract: (6 Views)
Background & Objective: Along with the recent trend of globalization, nursing students need to have high cultural competence to provide nursing care services to patients with diverse cultural backgrounds. The purposes of this study were to explore the effects of blended learning on nursing students' cultural competence and empathy.
Materials & Methods: In this pretest-post-test quasi-experimental study with control group, 65 senior third-year undergraduate nursing students were selected using whole enumeration sampling. They were divided into two groups: intervention (n = 30) and control (n = 35) non-randomly. Content of the blended learning program was based on the framework of the Campinha-Bacot cultural competence model. The intervention group completed the educational course that had three parts (face-to-face lecture, storytelling, and case-based learning). It was carried out once weekly for three weeks, with each session lasting 2 hours. A two-hour in-person workshop using a lecture method was held according to the approved undergraduate nursing curriculum. The outcomes, including cultural competence and empathy, were measured using the Perng and Watson’s (2012) Cultural Capacity Scale and the Jefferson Scale of Empathy Health Profession Students before and two weeks after the intervention. The data were analyzed using descriptive statistics, independent t-test, paired t test and ANCOVA analysis with Stata-17 software.
Results: Most of the participants were single (n = …, 95%), male (54%) and in the sixth semester of the bachelor of nursing ((n = …, 56%). An analysis of covariance (ANCOVA) between the groups showed a statistically significant difference between the changes in the mean scores of all subscales of cultural competence and cultural competence total score (F = 22.19, p < 0.001, mean difference and standard deviation 14.96 ± 9.31). No significant difference was found for the changes in the mean scores of all subscales and the empathy total score in two groups (F = 1.19, p = 0.31 mean difference and standard deviation -2.45 ± 14.36).
Conclusion: The findings of this study showed that the blended learning program may be effective in improving cultural competence among nursing students. It is recommended that nursing program managers add multicultural educational programs into curricula they use.
Materials & Methods: In this pretest-post-test quasi-experimental study with control group, 65 senior third-year undergraduate nursing students were selected using whole enumeration sampling. They were divided into two groups: intervention (n = 30) and control (n = 35) non-randomly. Content of the blended learning program was based on the framework of the Campinha-Bacot cultural competence model. The intervention group completed the educational course that had three parts (face-to-face lecture, storytelling, and case-based learning). It was carried out once weekly for three weeks, with each session lasting 2 hours. A two-hour in-person workshop using a lecture method was held according to the approved undergraduate nursing curriculum. The outcomes, including cultural competence and empathy, were measured using the Perng and Watson’s (2012) Cultural Capacity Scale and the Jefferson Scale of Empathy Health Profession Students before and two weeks after the intervention. The data were analyzed using descriptive statistics, independent t-test, paired t test and ANCOVA analysis with Stata-17 software.
Results: Most of the participants were single (n = …, 95%), male (54%) and in the sixth semester of the bachelor of nursing ((n = …, 56%). An analysis of covariance (ANCOVA) between the groups showed a statistically significant difference between the changes in the mean scores of all subscales of cultural competence and cultural competence total score (F = 22.19, p < 0.001, mean difference and standard deviation 14.96 ± 9.31). No significant difference was found for the changes in the mean scores of all subscales and the empathy total score in two groups (F = 1.19, p = 0.31 mean difference and standard deviation -2.45 ± 14.36).
Conclusion: The findings of this study showed that the blended learning program may be effective in improving cultural competence among nursing students. It is recommended that nursing program managers add multicultural educational programs into curricula they use.
Article number: 6
Article Type : Orginal Research |
Subject:
Education
Received: 2025/08/6 | Accepted: 2025/11/19 | Published: 2025/11/19
Received: 2025/08/6 | Accepted: 2025/11/19 | Published: 2025/11/19
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