Xenophobia and intercultural sensitivity among nursing and midwifery students: a cross-sectional study

BACKGROUND: As healthcare settings become more culturally diverse, nursing and midwifery education needs to prepare students to provide culturally responsive care. Although intercultural sensitivity has received growing attention in health professions education, less is known about how it relates to negative attitudes such as xenophobia. This study examined levels of xenophobia and intercultural sensitivity among nursing and midwifery students and explored their relationships with selected sociodemographic and experiential characteristics. METHODS: This descriptive cross-sectional study was conducted with 472 nursing and midwifery students enrolled at a state university in Mardin, Türkiye. Data were collected using a sociodemographic questionnaire, the Xenophobia Scale, and the Intercultural Sensitivity Scale. The data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. RESULTS: The students had moderate xenophobia scores and relatively high intercultural sensitivity scores, with mean values of 51.83 ± 12.74 and 88.25 ± 12.63, respectively. No significant relationship was found between total xenophobia and total intercultural sensitivity scores. Weak positive correlations were found between xenophobia and the interaction responsibility (r = 0.105, p = 0.023) and interaction carefulness (r = 0.243, p < 0.001) subdimensions of intercultural sensitivity. Xenophobia scores differed significantly by age, academic year, geographic region, and frequency of intercultural interaction, although the effect sizes were small (η² = 0.02-0.04). In the regression analysis, desire to live abroad remained a significant predictor of higher xenophobia scores (B = 5.834, p < 0.001). CONCLUSIONS: Xenophobia and intercultural sensitivity do not appear to move together in a straightforward way among nursing and midwifery students. The findings suggest that being sensitive to cultural differences does not necessarily mean being free from xenophobic attitudes. Nursing and midwifery education may therefore benefit from addressing both aspects to better support the development of culturally responsive care.