Promoting nursing students’ transcultural self‐efficacy to care for Burmese refugees using a set of educational strategies

BACKGROUND Educators must respond to changing societal demographics with revised curricula that facilitate student transcultural self-efficacy to care for diverse client populations. PROBLEM A Midwest University was situated in a community wherein the Burmese Chin refugees were predominant arrivals, and the least known. OBJECTIVES This project examined the change in mean scores for transcultural self-efficacy for nursing cohorts following their engagement in educational strategies focused on the Burmese Chin culture. METHODS The project was a pre-post design. The Transcultural Self-Efficacy Tool (TSET) was used to measure students' self-efficacy. INTERVENTIONS Nursing students completed a set of educational strategies intentionally staged over 5 weeks of a semester. RESULTS There was a significant increase in mean change from pre- to post for each of the three domains of the TSET, cognitive (1.3), practical (1.4), and affective (0.7) (p