Teaching for cultural competence: Preferred strategies of baccalaureate nursing faculty

The purpose of this two phase descriptive correlational study was to investigate the characteristics of BSN faculty person prototypes from selected nursing programs in the State of Florida as defined by preferred teaching strategies to promote cultural competence in prelicensure nursing students.;In Phase 1 of this study, the Cultural Competence Teaching Strategy Q sample (CCTS-Q) was developed as the basis for a Q-sort. Data from the CCTS-Q were subjected to R-factor analysis and alpha reliability testing ( n = 242) to establish estimates of construct validity and internal consistency reliability. The internal consistency estimates for data from the five subscales indicated acceptable alpha reliability. Factor subscales were named Awareness, Knowledge, Exposure, Education, and Skill.;Phase 2 sought to determine if BSN faculty clusters (i.e., person prototypes) could be identified by their preferences for specific cultural competence teaching strategies using Q-methodology and if these grouped faculty could be further described by cultural competence scores and selected demographic factors. Person prototypes of faculty teaching BSN students in selected programs in Florida were clearly delineated as belonging to one of 5 factors that were referred to by descriptive labels based on preferred teaching strategies. The five factors were labeled Experiential Learning, Shaping Attitudes, Interactive Learning, Applying Knowledge, and Exploring Attitudes. Evaluation of IAPCC-R scores and demographic data indicated that faculty groups with higher levels of cultural competence had more years of experience teaching and a higher percentage of professional interactions with people of a different culture.