CULTURAL COMPETENCE AMONG NURSING FACULTY AND STAFF UTILIZING AN EDUCATIONAL COURSE TO PROMOTE DIVERSITY, EQUITY, AND INCLUSION INDIVIDUALLY AND WITHIN THE BACCALAUREATE NURSING PROGRAM

Nurse educators play a pivotal role in fostering cultural competence among nursing students. The purpose of this quasi-experimental project was to provide an educational course to help nursing faculty and staff identify implicit bias, develop cultural competence, and recognize the importance of incorporating diversity, equity, and inclusion into practice. A pretest-posttest design collecting demographic data and the Healthcare Provider Cultural Competence Instrument (HPCCI) was given to 21 participants, the course was six-hours and delivered over two days. Participants were asked the day of, before the intervention, to complete the instrument and immediately after the intervention on the second day. Varying levels of awareness, level of education, and years of work experience did not show a significant difference in cultural competence using the HCPP Inventory. A Wilcoxon test was conducted to evaluate whether faculty and staff showed increased cultural competence after the educational intervention. The results indicated a significant difference in Scale 4 Practice Oriented (p < .018) and Scale 5 Self-Assessment (p