Transcultural Caring in Nursing Education: Linking Knowledge, Attitudes, and Skills Toward Culturally Safe Practice with Indigenous Peoples in the Philippines

Cultural competence is a vital foundation of nursing practice, particularly when caring for Indigenous populations. This study assessed undergraduate nursing students’ knowledge, attitudes, and skills (KAS) in transcultural caring toward the Aeta community in Pampanga, Philippines. A descriptive quantitative design was employed among BSN students using a validated Cultural Awareness Survey. Data were analyzed through descriptive statistics, focusing on category means and interpretation across KAS dimensions. Findings revealed a high overall cultural competence mean (M = 5.00). Students demonstrated very high knowledge (M = 5.89) and highly positive attitudes (M = 5.44), reflecting effective curricular integration of transcultural concepts. However, skill levels were moderate (M = 3.67), particularly in independent behaviors such as consulting patients about cultural beliefs and respecting culturally influenced decisions. The disparity between strong cognitive–affective readiness and moderate behavioral skills underscores the need for experiential, reflective, and community-based learning. Integrating simulation, guided debriefing, and Indigenous-led engagement can bridge this gap. While students possess strong awareness and positive attitudes toward cultural diversity, curricula must further strengthen practice-based competencies to ensure culturally safe, responsive, and inclusive care for Indigenous communities.