Date of Conferral
2023
Degree
Ph.D.
School
Nursing
Advisor
Mary Verklan
Abstract
Integration of an inclusive educational environment requires nursing faculty to embrace a transformational change in academics. The cultural interactions of an educator teaching in an urban district may differ from the relations experienced by a rural nurse educator. The purpose of this quantitative study, guided by Bandura’s social cognitive theory, was to determine whether there is a difference between the cultural self-efficacy scores of nurse faculty teaching in a rural location compared to those in an urban location as well as whether the demographics of age, ethnic background, and years in the nursing profession predict cultural self-efficacy scores. Nursing faculty in seven southeastern states were asked to complete the Culturally Responsive Teaching Self-Efficacy Scales, which were distributed through social media; 68 participants responded. Independent t-test results showed no statistically significant difference between the cultural self-efficacy scores of nurse faculty teaching in a rural location compared to an urban location. Evaluation of the second research question, multiple regression results showed denoted ethnic background as the only one of three variables that significantly predicted the cultural self-efficacy scores. Further research is needed to expand the scope and composition of the participants and to enhance professional development for nursing faculty, regardless of location. Positive social change can occur in the health care system through the training of nursing students caring for diverse patient populations.
Recommended Citation
Morris, Denise Rene, "Comparison of Cultural Self-Efficacy Between Urban and Rural Nurse Educators" (2023). Walden Dissertations and Doctoral Studies. 14362.
https://scholarworks.waldenu.edu/dissertations/14362
