The Relationships Among Personality, Intercultural Communication, and Cultural Self-Efficacy in Nursing Students

護理學生之性格、不同文化間交流以及文化自我效能

陳頌恩(Joanne Chung-Yan Chan) ； 施寶怡(Po-Yi Sy)

《The Journal of Nursing Research》 24卷4期 (2016/12) Pp. 286-290

https://doi.org/10.1097/jnr.0000000000000157

摘要

背景 護士為不同文化背景之病人提供跨文化護理的機會日增，但有關護理學生的性格、不同文化間交流及文化自我效能之關係則鮮有研究。目的 此研究探討護理學生於性格、不同文化間交流以及文化自我效能三方面的關係，亦會對一年級生和三年級生的不同文化間交流以及文化自我效能作出比較。方法 這是一個橫斷式問卷研究。總共有126名中國藉護理學生填妥問卷，問卷當中包括三方面的計量：不同文化間交流、文化自我效能（文化概念、跨文化的護理功能以及對南亞裔人士的文化知識）和性格。結果 研究結果顯示不同文化間交流與性格之親和性（r = .22, p ＜ .05）、經驗開放性（r = .20,p ＜ .05）和盡責性有正面關聯（r = .18, p ＜ .05）。文化概念的自我效能則與親和性（r = .18,p ＜ .05） 及不同文化間交流（r = .49, p ＜ .01） 有正面關聯。跨文化的護理功能的自我效能與不同文化間交流（r = .36, p ＜ .01）、親和性（r =.31, p ＜.01）、情緒穩定性（r = .25,p ＜ .01）、經驗開放性（r = .32, p ＜ .01）、外向性（r = .19, p ＜ .05）和盡責性（r = .20,p ＜ .05）有正面關聯。對南亞裔人士的文化知識的自我效能與親和性（r = .20, p ＜ .05）與不同文化間交流（r = .27, p ＜ .01）有正面關聯。一年級生和三年級生於不同文化間交流、文化概念的自我效能、跨文化的護理功能的自我效能及對南亞裔人士的文化知識的自我效能沒有顯著差別。結論／實務應用 在篩選學生進入護理系時可加入性格評估，而護理教育者應以加強學生的文化自我效能以及不同文化間交流為目標。

關鍵字

文化自我效能 ； 不同文化間交流 ； 性格 ； 護理學生

並列摘要

Background: The demand for nurses to provide transcultural nursing care is rising. However, little is known about the relationships among the dimensions of nurse personality, intercultural communication, and cultural self-efficacy in the provision of this care. Purpose: The aims of this study were to examine the associations among personality, intercultural communication, and cultural self-efficacy in nursing students and to compare intercultural communication and cultural self-efficacy between first-year and third-year nursing students. Method: One hundred twenty-six Chinese students completed a questionnaire that consisted of three scales that were designed to measure intercultural communication, cultural self-efficacy (cultural concepts, transcultural nursing functions, and cultural knowledge related to South Asians), and personality, respectively. Results: Intercultural communication correlated positively with the three subscales of personality, agreeableness (r = .22, p G .05), openness (r = .20, p G .05), and conscientiousness (r = .18, p G .05). Self-efficacy in cultural concepts correlated positively with agreeableness (r = .18, p G .05) and intercultural communication (r = .49, p G .01). Self-efficacy in transcultural nursing functions correlated positively with intercultural communication (r = .36, p G .01), agreeableness (r = .31, p G .01), emotional stability (r = .25, p G .01), openness (r = .32, p G .01), extraversion (r = .19, p G .05), and conscientiousness (r = .20, p G .05). Self-efficacy in cultural knowledge related to South Asians correlated positively with agreeableness (r = .20, p G .05) and intercultural communication (r = .27, p G .01). No significant difference was found between first-year and third-year students in terms of intercultural communication, self-efficacy in knowledge of cultural concepts, self-efficacy in the skills needed to perform key transcultural nursing functions, or self-efficacy in the cultural knowledge related to South Asians. Conclusions/Implications for Practice: Personality assessments should be included in the nursing student recruitment process. Furthermore, nurse educators should focus greater attention on enhancing the cultural self-efficacy and intercultural communication skills of their students.

並列關鍵字

cultural self-efficacy ； intercultural communication ； personality ； nursing students

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