Developing intercultural sensitivity levels of nursing students': A randomized controlled study improving intercultural sensitivity levels

Purpose: This study was conducted experimentally in a pretest-posttest control group design with the aim of enhancing the levels of intercultural sensitivity among nursing students. Method: A total of 303 students studying in the fourth year of the Nursing Faculty at Aydın Adnan Menderes University were considered as the population for this study. The sample of the study aimed to consist of 102 students, with 51 participants in the experimental group and 51 participants in the control group. However, considering possible dropouts, the study was planned to be completed with a total of 120 students, including 60 participants in the control group and 60 participants in the experimental group. Ultimately, the research was completed with a total of 117 students, including 60 in the control group and 57 in the experimental group. The research collected pretest, posttest, and follow-up data using the Introductory Information Form and the Intercultural Sensitivity Scale. During the implementation phase of the research, the nursing students in the experimental group were provided with intercultural sensitivity development training based on Leininger's Theory of Transcultural Nursing. At the beginning, end, and one month after the four-week online training, data were collected. o intervention was conducted for the control group within the scope of the study. After the completion of the research, all training topics were sent to the control group as videos. The data of the research were analyzed using the Statistical Package for the Social Sciences Version 21 (PASW Inc, Chicago, IL, USA) program. No significant differences were found among the groups in terms of personal, familial, and cultural characteristics. The normal distribution of the data was assessed using Gaussian curve, minimum and maximum score range, and Kolmogorov-Smirnov tests, confirming that the data followed a normal distribution. Descriptive statistics, Pearson's chi-square test, likelihood ratio, independent t-test, and repeated measures analysis of variance were used to analyze the research data. Values with p<0.05 were considered statistically significant. Institutional permission, ethical committee approval, permission for scale usage, and written consent from the participants were obtained before the implementation phase of the research. Results: Findings: When comparing the personal characteristics of the experimental and control group students, no significant differences were found based on marital status, gender, economic status, proficiency in foreign languages, and age (p>0.05). When comparing the family characteristics of the experimental and control group students, no significant differences were found based on mother's education level, father's education level, mother's employment status, father's employment status, and family type (p>0.05). When comparing the cultural characteristics of the experimental and control group students, no significant differences were found based on the geographical region where they grew up, place of residence during childhood, experience of being abroad, having friends from different countries/cultures, having neighbors/acquaintances from different countries, having friends from different nationalities, following foreign mass media, and willingness to live in a different culture (p>0.05). There was no significant difference in the total and subscale follow-up scores of the Intercultural Sensitivity Scale between the students in the experimental and control groups (p>0.05). In the comparisons of total and subscale scores of the Intercultural Sensitivity Scale before the training, after the training, and during the follow-up period for the experimental and control groups, it was found that after the training, the experimental group students had significantly higher scores in the Responsibility, Enjoyment subscales, and the total score of the Intercultural Sensitivity Scale compared to before the training, and the follow-up Respect subscale score was significantly higher compared to before the training (p<0.05). Conclusion: Based on the research findings, it can be said that the provided training enhanced the sense of responsibility regarding intercultural sensitivity. It is important to provide nursing students with educational interventions throughout their training that enhance their levels of intercultural sensitivity. Research studies focusing on developing intercultural sensitivity should be increased. Keywords: Education, Intercultural, Nursing, Sensitivity, Student