Deck 18: Using the Culture Care Theory As the Organizing Framework for a Federal Project on Cultural Competence

Question 1

The Train-the-Trainer method for cultural competency education used which of the following
Approaches for continuation of the process over time?

A)one-on-one tutorials
B)cascade trainee-to-trainer
C)online continuing education modules
D)none of the above

Answer 1

B

Question 2

Cultural competence self-efficacy was measured by which of the following?

A)pre/post-test CE modules developed on a course-by-course basis
B)written self-evaluation assessments
C)pre/post-testing using Jeffreys' TSET tool
D)written faculty evaluations of student performance during clinical experiences

Answer 2

C

Question 3

The focus of the educational offerings was on the relationship between nurses' cultural
Competencies and which of the following?

A)healthcare client satisfaction
B)advancement on clinical career or educational ladders
C)improved NCLEX, GHESI, or GRE scores
D)the reduction or elimination of health disparities across the life span

Answer 3

D

Question 4

The Online Journal of Cultural Competence in Nursing and Healthcare (OJCCNH) was established for all of the following reasons except?

A)to facilitate the rate of dissemination at which new research and cultural competence
B)information could transpire
C)to encourage interaction between authors and readers
D)to make information available to nurses and other healthcare clinicians in remote or
E)developing areas of the world

Question 5

To facilitate the Train-the-Trainer teaching / learning process for both project faculty and participating faculty and nurses, each one was provided with which of the following?

A)a customized web link to the Cultural Competence Project library
B)a Cultural Competence Project toolkit
C)a specialized tutorial video / DVD to view as post-training support
D)a copy of Leininger & McFarland (2006), Culture care diversity and universality: A
E)worldwide nursing theory