جستجوی مقالات مرتبط با کلیدواژه « شایستگی فرهنگی » در نشریات گروه « پزشکی »

The hijab is a significant subject in cultural sociology. It is explored across various disciplines, including social sciences, psychology, and religion. This research aims to assess students’ responses at Ilam University of Medical Sciences in Ilam City towards the national coverage pattern. This study employed a qualitative and grounded theory approach, focusing on all female students at Ilam University of Medical Sciences. Participants were selected using purposive sampling, and data was gathered using semi-structured interviews. The collected data was then analyzed using a qualitative content analysis approach. Interview data from the respondents was analyzed and categorized into the following themes: Pluralistic Coverage, Selective Coverage, Revision of Coverage Policy, and Cultural Resistance. The results showed a revision in hijab policies manifested through the formulation of related rules, the re-politicization of the hijab, the implementation of cultural programs, and the avoidance of over-regulation. The findings indicated that the students’ responses to national clothing patterns were critical, suggesting that revising cultural clothing-related policies could improve these patterns.

Respecting the rights of patients is one of the care priorities that should be paid attention to by nurses. In this regard, cultural nursing interventions are one of the effective ways to preserve and promote it. This study was conducted to determining the effect of implementing care based on cultural competence on the attitude towards respecting patients' rights among nurses working in Ayatollah Taleghani Hospital, Kermanshah.

The present study was a semi-experimental study with a pre-test-post-test design and a control group, the research community of which was formed by nurses working at Ayatollah Taleghani Hospital in Kermanshah in the first half of 1400. 60 nurses who met the entry criteria entered the study through available sampling and were randomly classified into two test and control groups. To collect data, the nurses' demographic information form and the attitude questionnaire toward respecting patients' rights were used, which were completed by the participants before and two months after the implementation of the intervention. The intervention group received skills based on cultural competence, including its concepts and components, dimensions, principles and prerequisites, and practical skills to increase it during one month in four sessions in person and virtually. Data were analyzed with SPSS version 20 statistical software and using descriptive and inferential statistical tests.

There was no statistically significant difference between the intervention and control groups in terms of demographic characteristics. The attitude towards respecting patients' rights in nurses before the intervention was 43.50 ± 7.11 in the nurses of the test group and 42.10 ± 4.10 in the nurses of the control group, which did not have a statistically significant difference (p=0.73). However, after the intervention, it reached 49.96 ± 6.93 in the test group and 42.00 ± 4.39 in the control group, which was significant in the test group (P<0.001).

Considering the effectiveness of training and implementation of care based on cultural competence in the attitude toward respecting the rights of patients in nurses, it is suggested that health trustees and nursing managers use the results of this research to preserve and respect the rights of patients and empower nurses in the field of cultural competence.

Cultural competence is defined as the ability of individuals and organizations to provide health services in accordance with cultural, social, and linguistic needs of the patients. Today, cultural competence is one of the important and necessary topics in the field of health. This study endeavored to examine cultural competence among dental students of Islamic Azad University of Isfahan.

In this cross-sectional study, among 590 undergraduate and postgraduate dental students of Azad University of Isfahan, applying a stratified sampling method, 150 students were surveyed using an online questionnaire (Medical Science Graduates' Cultural Competency Questionnaire) in the academic year 2021. The standard questionnaire includes 50 items and 8 components. The results were analyzed using Kruskal-Wallis, Kruskal-Wallis post hoc test, Mann-Whitney U test and Spearman correlation coefficient.

Among the respondents, 52.7% were females, and the mean age of the students was 24.8±4.1 years. The mean score of cultural competence among all students was 3.15±0.63, which was above average. There was a significant difference between cultural competence of students and its dimensions in three stages of basic sciences (2.95±0.65), pre clinic/clinic (2.95±0.67) and postgraduate levels (3.55±0.32). The highest level of cultural competence was found among postgraduate students (p<0.001). There was no significant relationship between students' gender and their cultural competence (p>0.05). However, a significant relationship was found between age and cultural competence (p<0.001 and r=0.37).

Regarding the low level of cultural competence among undergraduate dental students, and considering the importance of cultural competence to deal with the patients, it is necessary to design educational programs to promote cultural competence among students, especially undergraduate dental students.

Measuring the learning environment is one of the necessities to improve the quality of students' learning. Therefore, in the curriculum planning based on competence, it is necessary to use the measurements to ensure the quality of education. Nowadays, international centers pay special attention to the issue of cultural competence, and since the beginning of the 1960s, they have investigated the theoretical foundations and definitions of the issue and have designed various models for quantitative and qualitative evaluation of cultural competence in world’s reputable medical sciences universities. Despite that the international scientific community has addressed this issue and in spite of the cultural diversity in Iran, it was only in the last few years that some review articles have emphasized the necessity of cultural competence in medical education and some studies have investigated and evaluated the learning environment using international tools.Also, reviewing the studies on new teaching approaches in Iran shows that although cultural competence is not considered in clinical education and they are not academically trained in the field of culturally competent care, the medical team fulfill the cultural needs of their patients based on their cultural intelligence and initiative. In this situation, only a small part of this culture would be officially transferred to students during the curriculum hours, and the acceptable values, beliefs and behaviors would be transferred through the covert curriculum.Accordingly, considering its importance and necessity, it is recommended that this issue should be taken into consideration in clinical education approaches, especially new approaches, and quantitative and qualitative studies should be used to measure and improve the education of this important notion.Therefore, the purpose of this research is to evaluate the cultural competence status of medical graduates in Tehran in order to provide a model that is appropriate for the background and context of Iran’s universities.

This research is descriptive and analytical. The data collection tool in this research was a valid and reliable researcher-made questionnaire. The first part of the questionnaire included demographic information and the second part had 64 valid and reliable questions in 4 main subgroups as: cultural awareness, cultural knowledge, cultural skills and transcendental motivation. This questionnaire was conducted on a statistical sample of 800 graduates of medical sciences, working in hospitals and medical centers in Tehran, using random sampling method. Quantitative data was analyzed using SPSS-24 and internal correlation, independent t-test and analysis of variance were analyzed.

Out of 800 questionnaires, 542 were returned, of which 507 questionnaires were thoroughly completed; which is an acceptable 67% return rate. Also, 82.6 percent of the respondents were women which indicates that women cooperate more in filling out the questionnaires as they participate more in the activities and were more in number.Cronbach's alpha coefficient for the whole instrument (64 questions) was 0.96. The highest value for the domain of transcendental motivation was 0.89 and the other domains were 0.88.The results of the independent t-test show that although there is no significant difference between male and female medical students regarding the status of cultural competence, the average scores of men were higher than women in the domains of transcendental motivation, knowledge and cultural skill. But women had a higher score in the domain of cultural awareness. Also, the results of the independent t-test based on marital status show that there was a significant difference between the average scores in 4 domains (transcendental motivation, cultural awareness, knowledge and skills) in which the average scores of married people were higher than single respondents.The results of the one-way ANOVA analysis showed that there is no significant difference between cultural competencies based on the university, but there is a significant difference in accordance to age, field of study, degree, work experience andworkplace. According to age, in all the 4 domains, the average score increases while aging. Also, based on the field of study, the average of 3 domains (cultural awareness, knowledge and skills), nursing students had a higher average, and in the domain of transcendental motivation, midwifery and then nursing students had a higher average than other fields. Finally, the average score increases with the increase in work experience.The final average of the questionnaire was calculated as 3.92+0.48 out of 5, in which the highest score was for the domain of transcendental motivation with a score of 4.15+0.48 out of 5, followed by awareness and skill; the knowledge domain had the lowest average with a score of 3.68±0.59 out of 5. According to the averages obtained in different domains, the general statue of cultural competence of medical students in Tehran is higher than average and is acceptable.In the field of the transcendental motive, respecting values and beliefs, giving priority to humanity and paying attention to God's consent had the highest average, and to enjoy serving different people had the lowest average. In the domain of cultural awareness, the awareness of one's own cultural beliefs and attitudes had the highest average, and familiarity with the differences in health behaviors of different cultures had the lowest average; in the domain of cultural knowledge, knowing spiritual and religious beliefs had the highest average, and knowing common methods of traditional treatments, knowing the history of traditions and knowing the nutritional beliefs of different cultures had the lowest average. In the domain of cultural skills, serving without bias and practicing communication skills had the highest average, and generating new knowledge had the lowest average.

This study showed that the graduates' evaluation of the cultural competence of the educational environment is positive, therefore, it is recommended to emphasize using appropriate methods to enhance the factors that have positively affected the evaluation of students.

Cultural humility is a life-long process which has a crucial role in enabling nurses to establish respectful intercultural relationships. Considering the importance of education in the formation of interaction-related skills, and the necessity of educational planning based on the related macro policies, this study was conducted with the aim of investigating how to pay attention to cultural humility in the official documents of nursing education upstream documents in Iran.

The present study, which has been conducted using a qualitative approach and a directed content analysis method, has reviewed the document of transformation and innovation in medical education and nursing undergraduate curriculum. The semantic units were extracted after studying the documents repeatedly, and categorized based on Furanda's conceptual model. Then, based on the conceptual and logical correlation, the possibility of placing these categories in the main categories existing in the matrix, or the formation of new categories was investigated.Ethical Considerations:Trustworthiness in quoting the documents and unbiasedness, have been observed in all the stages of this study, including reviewing texts and documents, dataextracting, analyzing, reportingand publishing the data.

Out of the 302 extracted codes, 122 codes were excluded due to the general nature. The remaining codes, considering the number of assigned codes, were respectively placed in the supportive interaction, openness, egoless, self-awareness, self-reflection, and criticismcategories, which are among the features of cultural humility. Some codes were not placed in the above conceptual categories, but were separately placed in the attention to spiritualitycategory. Only 52 codes were extracted from the practical part of the course curriculum, i.e. the course outlines.

The findings indicate that although the existing documents have implicitly addressed the concept of cultural humility in their macro goals, but it has not been given clear and practical attention in the executive parts of the program. Moreover, some of the features of the concept of cultural humility, which are among the crucially important features of nurses, have been neglected. Therefore, it is recommended that the policymakers and the authorities pay more attention to putting achieving this important feature, nurses' cultural humility, into practice in the upstream documents.

Cultural competence is one of the main components of health care. Attention to cultural competence is essential to reduce healthcare inequalities and identify potential for improving healthcare delivery. The aim of this study was to investigate cultural competence and its related factors in health care providers working in comprehensive health centers affiliated with Tehran University of Medical Sciences (TUMS).

In this descriptive, cross-sectional study, 250 health care providers working in health centers affiliated with TUMS were selected using the convenience sampling method in 2020. The demographic characteristics form and the cultural competence scale for health workers (CCSN) were used to collect the data. Data were analyzed using descriptive and inferential statistical tests (t-test and ANOVA) through the SPSS software version 16 at a significance level of 0.05.

The mean total score of cultural competence in health care providers was 162.66±28.41 (range: 33-231). According to the findings, the mean score of cultural competence for all dimensions was desirable. The mean score of cultural competence had a statistically significant relationship with intra-ethnic marriage (P>0.005) and work experience (P=0.012) while no statistically significant difference was observed with other demographic variables.

The study results showed that cultural competence in health care providers was at the desirable level. These results may be useful for managers and planners in the development and management of human resources and quality assurance of health services delivery.

Cultural competence, which is the ability to respond to cultural diversity within health care systems. The aim of this article was to identify the factors affecting the cultural competence of physicians and nurses of government organizations in the health sector of Iran.

To analyze the research literature, the Meta-synthesis method was used, then using the opinions of 10 organizational experts with a questionnaire, the two-stage Delphi method was used to finalize the model.

In the first phase, with a systematic review of 198 documents, which after refinement reached 32 and by reviewing these studies, we obtained 7 effective indicators and 26 sub-indicators affecting cultural competence, which in a questionnaire of 10 experts In the first round, the Kendall coefficient is ./512  It was obtained by removing a factor that had less credibility from the experts' point of view, as well as correcting 3 other factors, and finally in the second round of Delphi, the number ./704 It was found that it indicates the high validity of these indicators.

Indicators of cultural diversity, cultural attitude, cultural desire, cultural humility, humanistic competence, educational readiness and organizational support are the seven final indicators. The application of the extracted model of cultural competence in public health can be a tool for Assessing and prioritizing the cultural competence of medical staff in the public sector of Iran and its results should be the basis for taking managerial measures for organizational reform and improvement.

Objective (s):

despite the efforts made by biomedical investigators in the past three decades to develop an appropriate model and measurement for cultural competence for health care professionals, a comprehensive cultural competencies of medical graduates and its components does not exist in Iran. Therefore, the main aim of the present study was to develop a model for identifying the necessary cultural competencies among graduates of medical sciences.

This was a qualitative study. First we reviewed the literature. Then, semi-structured interviews were conducted with 15 key informants on the field of cultural competence of medical graduates. Finally, a focus group discussion was conducted with the presence of five experts and the findings were obtained.

The initial model with the central component of transcendent motivation and three main components of awareness, knowledge, and cultural skills was achieved. Finally, a matrix in three levels of individual (human), university (graduate) and medical professions and three horizontal levels of emotional domain (transcendental motivation), cognitive domains (cultural knowledge and knowledge in general), and behavioral domain (cultural skills).

The current model can be used to assess the cultural competencies of graduates of various medical sciences in Iranian universities (while modifying the educational curriculum in universities).

cultural competence is considered as the main and basic component of professionalism and has unique and special place in the medical sciences due to the cultural diversity of its clients. The goal of this research was surveying of the effectiveness of the experienced curriculum in developing of students’ cultural competency in Shiraz University of Medical Sciences. 

  The research method used was descriptive - correlational. The population of this research consisted of all students of Shiraz University of Medical Sciences. Among them, 366 participants were selected by stratified random sampling method based on the faculty. The research tools consisted of the experienced curriculum effectiveness questionnaire of Mohammadi and Moltaji (1391) and a researcher-made cultural competency questionnaire, which used after evaluating the validity and reliability.

1- The quality of the curriculum experienced is above Mean and is below the optimal level. 2- Cultural competency in the three dimensions of cultural awareness, cultural knowledge, and cultural skill is higher than the Mean and the cultural encounters dimension is below the Mean criterion and all dimensions of cultural competency are lower than the desired level. 3- There is a significant relationship between experienced curriculum and cultural competency (awareness, knowledge, skill). 4- Elements of experienced curriculum (content, duty, quality and goals) are significant and evaluation is non-significant predictor for cultural competency. 

According to the results, it would be possible to create a situation for students to achieve the highest level of cultural awareness, cultural knowledge and cultural skill with designing a high quality curriculum in any dimension and items and improving students’ cultural exposure performance by providing appropriate and group assignments.

Interdiction: 

Cultural competence is an important component for rehabilitation students as they have a particular job position in health centers in dealing with people of different cultures. The purpose of this study is to assess the cultural competencies of students at the School of Rehabilitation Sciences at Shiraz University of Medical Sciences, Shiraz, Iran.

The present study was quantitative in terms of nature, applied in terms of objective, and descriptive-survey in terms of data collection. The statistical population of this study included all the students of the School of Rehabilitation Sciences, Shiraz University of Medical Sciences. There were 350 students studying at this school in 2018, 184 of whom were selected using stratified sampling method using Cochran formula. The data was collected using Standard Cultural Competence Questionnaire. The validity of the questionnaire was confirmed by the professors and experts and its reliability was approved using Cranach’s alpha of 0.871. For data analysis, correlation test, single sample t-test, and repeated measures analysis of variance (ANOVA) test were used to compare the mean of cultural competence dimensions.

Results: 

Cultural competencies amongst the students were in a good condition. This means that the merits of cultural knowledge and cultural sensitivity were above the average level and the merit of cultural skills was at a moderate level. Moreover, the competency in cultural skills was the dominant competency among the students of Rehabilitation Sciences of Shiraz University of Medical Sciences. Another finding of this study regarding the prioritization of these competencies also showed that cultural skills were the most important and cultural sensitivity was the least important in terms of ranking.

Conclusion:

 It is imperative that the medical practitioners take the necessary measures to increase the cultural competence of the students of the rehabilitation sciences by organizing workshops to promote students' cultural competency.

Since cultural competency is an important issue for health care professionals. The aim of this study was to develop and validate a questionnaire to assess the cultural competency for medical graduates.

first an item pool was s generated. Then the content and face validity was assessed by a panel of 15 experts familiar with clinical education and cultural competence. The structural validity of the questionnaire was assessed using the information obtained from 542 medical students working in medical centers in Tehran by exploratory factor analysis. The reliability of the questionnaire was assessed by examining internal consistency. Data were analyzed using SPSS software version 24.

Out of 103 items generated after content validity 64 items remained. The structural validity of the questionnaire as assessed by the exploratory factor analysis led to removing 14 items. The final version of the questionnaire contained 50 items tapping into 8 factors that jointly explained 53.45% of variance observed. The Cronbachchr('39')s alpha coefficient for the whole questionnaire was 0.96 and for the 8 factors ranged from 0.88 to 0.89.

The findings suggest that the Medical Science Graduateschr('39') Cultural Competency Questionnaire is a valid and reliable measure that can be used as an instrument to assess the cultural competency of medical students.

Today, cultural competence is one of the important issues in the field of health because the most important factors in the development and development of the health system are the human resources with the necessary cultural competence along with other specialized competencies. Despite the importance of this term, it seems that due to the lack of consensus in the concept of cultural competence in medical education, a single and clear definition of it is not provided. The main objective of the present study was to study the comprehensive concept of cultural competence and its levels in medical education.
 

In this qualitative study, we first reviewed the international documents and articles through a library method. Then, in the second step, a semi-structured interview was conducted with 15 key informants on the field of cultural competence of medical graduates. In the third step, the results of the focus group meeting with the presence of 5 experts were discussed and the following findings were obtained.

In the definition that was presented using the analysis of the results of the interviews and also inspired by the research background and the final summary of the professorschr('39') meeting, it was stated  that "the competent graduate of medical sciences in terms of cultural competence is the one who has the ability to interact effectively with people who have different cultures (including the patient, his associates and colleagues) to provide more effective health care". Accordingly, cultural competence is classified into three levels of individual (human), university (graduate) and medical profession (multicultural understanding for university graduates).

Since cultural competence in Iran can be an appropriate response to the diversity of ethnicity and culture in society, it is suggested to provide a comprehensive concept of cultural competence in medical education programs in order to provide appropriate patterns of cultural competence in graduates. Medical science will also be addressed.

Culture is a behavioral pattern that grows over time as a mental consequence through social and religious structures and artistic manifestations. Culture encompasses the values, beliefs, and norms of a particular group, which are learned and shared to guide thinking, decision-making, and actions in modeling approaches. Historically, the Iranian community has a multi-ethnic, cultural, linguistic, and religious context, which is also observed among the clients of the healthcare system. With the integration of the global economy, the number of the clients from various cultural backgrounds and characteristics of health, cultural activities, health needs, and expectations has also increased in all industrialized countries. In addition, the growth of international exchanges and number of manpower transfers and migration, the need for nursing with cultural knowledge has been created. A culturally qualified nurse has acquired a strong foundation in cultural attitudes, cultural knowledge, and cultural skills. Nurses are often equipped with all the influential factors in cultural competence to provide care to a wide variety of patients with diverse cultural backgrounds. Therefore, such nurses are able to assess the cultural needs of the clients, plan an appropriate care program, and provide skilled cultural care under any circumstances. Care is the foundation of the nursing profession and considered an important component of the quality health care that meets the health needs of patients. The care behaviors of nurses encompass all their actions, cognitions, feelings, thoughts, perceptions, movements, gestures, looks, and actions by which the client is cared for, and these behaviors must be ethical. The differences in the care behaviors of nurses from one institution to another or one country to another have led nursing researchers to investigate the influential factors in the motivations and determinants of care behaviors. In addition, the process of nursing care provision is influenced by the conditions of their work environment and community culture. Given the importance of care as the most important component of nursing practices, the cultural differences in Iran, and the facts that patients from different cities with different cultures refer to medical centers in large cities (including Tehran) due to the lack of adequate medical facilities and nurses should have the necessary information about the cultural, social, and ethnic status of patients as part of the nursing profession for the planning of nursing care, the present study aimed to assess the correlation between the cultural competence of nurses and their care behaviors in the teaching medical centers affiliated to Iran University of Medical Sciences in 2019.

This cross-sectional, correlational study was performed with the participation of the nurses working in the teaching medical centers affiliated to Iran University of Medical Sciences in Tehran, Iran. In total, 200 nurses were selected via multistage cluster sampling. At the first stage, the medical centers were divided into two categories of general and specialized, and in the next stage, three centers were selected from among the general medical centers, and three centers were selected from among the specialized centers randomly. The sample size of treatment center was divided by the proportion of the nurses, and based on random allocation in each treatment center, the samples were selected from the nurses. Data were collected using a self-report demographic form, the cultural competence questionnaire by Perng and Watson, and the caring behaviors inventory (CBI-42) in a self-report manner during November 2019-January 2020. Data analysis was performed in SPSS version 16. To achieve the specific goals and accurate responses to the research questions, we used descriptive statistics (tables), central indicators (mean), dispersion indices (standard deviation), and inferential statistics (independent t-test, ANOVA, and Pearsonchr('39')s correlation-coefficient). The significance level was set at P<0.05, and it was assumed that due to the sufficient sample size, the study population had normal distribution.

The mean score of the cultural competence of the nurses was 66.27 ± 15.02, and the mean score of the care behaviors of the nurses was 5.28 ± 0.43. The highest mean score of cultural competence belonged to the cultural sensitivity dimension (60.50), and the lowest mean score belonged to the cultural knowledge dimension (56.25). The lowest mean score of the care behaviors belonged to the dimension of respecting others (5.09), and the highest mean score was observed in the dimension of professional knowledge and skills (5.43). In general, a weak, significant correlation was observed between the cultural competence of the nurses and their care behaviors. In addition, significant correlations were observed between all the dimensions of the care behaviors and cultural competence (P<0.05), except for the dimensions of cultural knowledge, skills, and sensitivity (P=0.058). The findings also indicated that the emergency department nurses had higher cultural competence, and the married nurses had better care behaviors.

Cultural competence is a major foundation of clinical nursing, and more attention to cultural competence plays a pivotal role in better and more competent patient care. According to the results, the cultural competence level of the nurses had a weak, significant correlation with their care behaviors. Therefore, it could be concluded that enhancement in one of these factors leads to the improvement of the other. Considering that each of these factors is an important component of nursing care, their improvement through academic and in-service training could enhance the provision of nursing care to the patients, while also facilitating the relationship of nurses with patients.

The Shortage of organ donation is the main goals of nursing education. Therefore, the purpose of this research was to designation the relationship of cultural competence, health and social support with the attitude toward organ donation was mediated by social responsibility.
In A descriptive survey research, the statistical sampling were includes 369 persons residing in the provinces of northwest (Zanjan, Ardebil, West Azerbaijan and East) organ donation cards in 1395 who were selected by simple random sampling method. For gathering the data, organ donation attitude questionnaire of Tihana et al, cultural competence questionnaire of Perng and Watson, Keyz social health questionnaire, Gasemipor and Ganje social protection questionnaire and social responsibility’ scale of Mergler and Shield were used. The data were analyzed by using Pearson correlational coefficient and bootstrap through software SPSS and amos-22. (P The results indicated the model was fitted and direct relationship of cultural competence (p=0, 002, β=0, 27), social health (p=0, 000, β=0, 70), social protection (p=0, 000, β=0, 57) and social responsibility (p=0, 001, β=0, 60) with Attitude with organ donation were significant. The indirect relationship of cultural competence (p=0, 05, β=0, 35), social health (p=0, 000, β=0, 35), social protection (p=0, 001, β=0, 36), with mediating of social responsibility were significant (P According to the findings of this study, it seems that with the reinforcement of cultural competence, social health, social protection and social responsibility of Individuals and particular, patients and entourage, Individual group training by nurses, can be increased positive attitudes toward organ donation and organ transplantation needs to be fixed.

The concept of cultural competence is defined as the ability to interact effectively with people from different cultures. Achieving cultural competence is an important issue in educating students; however, no study was found in the literature regarding the cultural competence among nursing students in Iran. The current study aimed to determine the cultural competence of senior nursing students in north-west Iran.
Material & This descriptive study is based on a model of cultural competence. A total of 212 senior nursing students were assessed using a cultural competence questionnaire. These students included all senior nursing students of Tabriz, Maragheh, Urmia, Khoy, and Ardabil Universities of Medical Sciences, with respect to the inclusion and exclusion criteria. The data were analyzed using SPSS-13 software program.
The total cultural competence mean score was 73.69±12.1. According to the guidelines of the scale used to determine the level of cultural competence among nursing students, components of cultural incompetence, awareness, competence, and proficiency are classified under “cultural awareness” level.
Using specific active learning methods such as simulation seems appropriate to enable nursing students to develop their level of cultural competence.

Cultural competence, health and social support, and moral courage have basic role in promoting the culture of organ donation. This study aimed to determine the relationship between cultural competence and health and social support in attitudes to organ donation with the mediation of moral courage.
The study was a descriptive study based on the structural model which was conducted on 369 people having organ donation cards and residing in the provinces of North West (Zanjan, Ardebil, East and West Azerbaijan) in 2016. The participants were selectd by simple random sampling method. For gathering the data, Organ Donation Attitude Questionnaire of Tihana and Izvorni, Cultural Competence Questionnaire of Perng and Watson, Keyes’ Social Health Questionnaire, Ghasemipour and Jahanbakhsh Ganje Social Support Questionnaire, and Moral Courage Scale of Sekerka were used. The data was analyzed using Pearson correlational coefficient and Bootstrap.
The results indicated that the model was fitted and the direct relationships between cultural competence (P=0.044, r=0.15), social health (P=0.001, β=0.62), social social support (P=0.049, β=0.13), and moral courage (P=0.019, r=0.22) with attitudes to organ donation were significant. The indirect relationships between cultural competence (P=0.001, β=0.25), social health (P=0.001, β=0.25), and social support (P=0.002, β=0.23) with mediating of moral courage were also significant.
According to the findings of this study, it seems that strengthening the cultural competence, social health, social support, and moral courage by individual and group training, can increase people's positive attitudes towards organ donationand obviate the need to transplantation.

The cultural competence, responsibility and ethical beliefs are influential factors in providing quality services by nurses and pay an important role in patient's right. The purpose of this research was to illustarte a predictive model of patient's right based on cultural competence, responsibility and ethical beliefs. The research method was correlational study conducted in 2016 among 300 nurses in west Azerbaijan in 2016, selected by multistage cluster sampling. For gathering the data, the Perng and Watson’s nurses’ cultural competence questionnaire, and the Mergler and Shield responsibility questionnaire as well as the Mahmoudi and et al questionnaire on ethical beliefs and Scale rights of patients were used. The data were analyzed by using Pearson correlational coefficient and bootstrap through SPSS software and amos-22. The results indicated that the model was fitted and has direct effect in cultural competence (0.11), responsibility (0.57) and ethical beliefs (0.24) on nurse’s attitude with the rights of patients were significant. The indirect effects of cultural competence (0.03) and responsibility (0/03) with mediating of forming the model of ethical beliefs were significant. In conclusion, %65 of the variance in nurses’ attitudes to the patient's rights was determined by the variables of this research model. Due to the direct and indirect effects of cultural competence, responsibility and ethical beliefs on the attitudes of nurses towards patient's rights, it is important to increase cultural competence relationship and responsibility with nurses’ attitudes towards patient’s rights by focusing on ethical beliefs.

Cultural diversity among patients is of the issues affecting nurses in clinical settings. Therefore, the cultural competence of nurses is essential to communicate effectively with patients and improve their health. This study was designed to evaluate the cultural competence among nurses employed in the hospitals affiliated with Ilam University of Medical Sciences, Iran, in 2014.
This cross-sectional study was conducted on nurses working in hospitals of Ilam University of Medical Sciences, in which 215 nurses selected by convenience sampling. Data were collected using Moulder's cultural competence questionnaire by self-assessment method, and then analyzed using descriptive tests, t-test and Spearman correlation coefficient via the SPSS 18 software.
Moral Considerations: Informed consent was obtained from the participants for attending and conducting research, after complete description of the research objectives and assuring that the information is completely confidential and has no effect on their professional evaluation process.
Findings: 55.81% of female participants had a bachelor's degree (95.34%) with 2 to 5 years of work experience (45.58%). Average score of cultural competence of nurses was at a moderate level (115.03±25.56). The results also showed the highest average score of cultural competence in terms of preparation for cultural care (50.16±13.16) and the lowest average for attitudes towards cultural care (12.69±2.50). In addition, there was significant difference in the scores of cultural competence between females and males (P=0.001), so that the level of cultural competence was higher in females compared with males. A significant correlation was found between cultural competence and years of work experience (P=0.040), so that the level of cultural competence improved with increasing work experience.
The cultural competence of nurses in this study was reported at the moderate level. Thus, according to the importance of culture in health and social relations, planning toward promotion of cultural competence among nurses is essential.

Clinical education is one of the principal elements of nursing education. Cultural competency as one of the clinical education outcomes is an important issue in medical and nursing education by it health care providers can gain the ability of working efficiently. Cultural competency can be achieved by implementation and purposeful utilization some learning strategies and processes. The purpose of this article is an overview of utilization of new teaching approaches in clinical education of nursing students and getting information about achieving to learning outcomes, particularly in the cultural competence field.
This was a review article. Persian databases, including Magiran, IranMedex, SID and Irandoc were searched using keyword's clinical training, nursing, innovative teaching methods, clinical education. A total of 62 articles were collected, then 26 relevant articles were included in the final analysis
Among related studies, six concept maps, six clinical education related, four varieties of mentorship approaches, three blended clinical teaching, and two computer-based approach were reviewed and the rest were other approaches.
The results showed that cultural competency is a missing component in nursing education. Considering the importance and necessity of cultural competency, it is recommended that clinical education approaches particularly innovative strategies should use. The qualitative and quantitative methods should use for assessment and improvement of education of this important component.