.: ORİJİNAL ARAŞTIRMA
Hemşirelik Öğrencilerinin Kültürel Zekâ Düzeylerinin Değerlendirilmesi
Assessment of Cultural Intelligence Levels of Nursing Students
Turkiye Klinikleri J Nurs Sci. 2020;12(4):574-83
doi: 10.5336/nurses.2019-66553
Makale Dili: TR
Tam Metin
ÖZET
Amaç: Bu çalışma, hemşirelik öğrencilerinin kültürel zekâ düzeylerini değerlendirmek için yürütülmüştür. Gereç ve Yöntemler: Tanımlayıcı nitelikteki bu araştırma, hemşirelik bölümünde okuyan 462 öğrenciyle gerçekleştirilmiştir. Veriler, bilgi formu ve Kültürel Zekâ Ölçeği kullanılarak toplanmış; verilerin tanımlayıcı istatistikleri frekans, yüzde, ortalama, standart sapma ve medyan, minimum, maksimum olarak verilmiştir. İstatistiksel karşılaştırmalar için ANOVA, Kruskal-Wallis, Mann-Whitney U ve t-testi kullanılmıştır. Bulgular: Öğrencilerin, Kültürel Zekâ Ölçeği toplam puan ortalaması 3,46±0,63; üst biliş puan ortalaması 3,86±0,92; biliş puan ortalaması 2,91±0,84; motivasyon puan ortalaması 3,63±0,83; davranış puan ortalaması ise 3,65±0,80'dir. Erkek öğrencilerin bilişsel kültürel zekâları; birinci sınıf, sağlık meslek lisesi mezunu, demokratik aileye sahip öğrencilerin üst bilişsel kültürel zekâları; Karadeniz Bölgesi dışında diğer bölgelerden gelen ve çalışan öğrencilerin motivasyonel kültürel zekâları ile hemşirelik okumaktan memnun olan öğrencilerin davranışsal kültürel zekâları yüksektir. Annesinin eğitim düzeyi üniversite olan öğrencilerin toplam, ortaokul/lise olan öğrencilerin bilişsel kültürel zekâları yüksektir. Ayrıca kültürel zekâ ile ilgili eğitim/ders alan öğrencilerin oplam ve bilişsel kültürel zekâları; kendini kültürel olarak duyarlı bulan öğrencilerin tüm alt boyutlarda kültürel zekâları yüksektir (p<0,05). Sonuç: Hemşirelik öğrencilerinin, kültürel zekâ düzeyleri yüksektir ve annelerin eğitim düzeyleri, konuya ilişkin eğitim alma ve kültürel duyarlılığa sahip olma durumları, öğrencilerin kültürel zekâ düzeylerini genel olarak etkilemektedir.
Anahtar Kelimeler: Hemşirelik; kültür; kültürel zekâ; öğrenciler
Amaç: Bu çalışma, hemşirelik öğrencilerinin kültürel zekâ düzeylerini değerlendirmek için yürütülmüştür. Gereç ve Yöntemler: Tanımlayıcı nitelikteki bu araştırma, hemşirelik bölümünde okuyan 462 öğrenciyle gerçekleştirilmiştir. Veriler, bilgi formu ve Kültürel Zekâ Ölçeği kullanılarak toplanmış; verilerin tanımlayıcı istatistikleri frekans, yüzde, ortalama, standart sapma ve medyan, minimum, maksimum olarak verilmiştir. İstatistiksel karşılaştırmalar için ANOVA, Kruskal-Wallis, Mann-Whitney U ve t-testi kullanılmıştır. Bulgular: Öğrencilerin, Kültürel Zekâ Ölçeği toplam puan ortalaması 3,46±0,63; üst biliş puan ortalaması 3,86±0,92; biliş puan ortalaması 2,91±0,84; motivasyon puan ortalaması 3,63±0,83; davranış puan ortalaması ise 3,65±0,80'dir. Erkek öğrencilerin bilişsel kültürel zekâları; birinci sınıf, sağlık meslek lisesi mezunu, demokratik aileye sahip öğrencilerin üst bilişsel kültürel zekâları; Karadeniz Bölgesi dışında diğer bölgelerden gelen ve çalışan öğrencilerin motivasyonel kültürel zekâları ile hemşirelik okumaktan memnun olan öğrencilerin davranışsal kültürel zekâları yüksektir. Annesinin eğitim düzeyi üniversite olan öğrencilerin toplam, ortaokul/lise olan öğrencilerin bilişsel kültürel zekâları yüksektir. Ayrıca kültürel zekâ ile ilgili eğitim/ders alan öğrencilerin oplam ve bilişsel kültürel zekâları; kendini kültürel olarak duyarlı bulan öğrencilerin tüm alt boyutlarda kültürel zekâları yüksektir (p<0,05). Sonuç: Hemşirelik öğrencilerinin, kültürel zekâ düzeyleri yüksektir ve annelerin eğitim düzeyleri, konuya ilişkin eğitim alma ve kültürel duyarlılığa sahip olma durumları, öğrencilerin kültürel zekâ düzeylerini genel olarak etkilemektedir.
Anahtar Kelimeler: Hemşirelik; kültür; kültürel zekâ; öğrenciler
ABSTRACT
Objective: This study was undertaken to assess nursing students' cultural intelligence levels. Material and Methods: This descriptive study was done with 462 students who studied at nursing school. The data were collected with information form and Cultural Intelligence Scale and descriptive statistics of the data were given as frequency, percentage, mean, standard deviation and median, minimum, maximum. ANOVA, Kruskal-Wallis, Mann-Whitney U and t-test were used for statistical comparisons. Results: Total average score of the students' cultural intelligence scale was 3.46±0.63, average metacognitive score was 3.86±0.92, average cognitive score was 2.91±0.84, average motivational score was 3.63±0.83, average behavioral score was 3.65±0.80'dir. Male students' cognitive cultural intelligence was high; those students who were first year students, graduated from vocational health high schools and had democratic family demonstrated higher metacognitive cultural intelligence; those students who came from other geographical regions (not Black Sea Region) and worked showed higher motivational cultural intelligence and those students who were pleased with studying nursing had higher behavioral cultural intelligence. Students whose mothers' educational level was university degrees demonstrated higher total score whereas those whose mothers' educational level was secondary school/high school had higher scores in cognitive cultural intelligence. Besides, total and cognitive cultural intelligence scores of those students who received training/course about cultural intelligence were higher while cultural intelligence in total and all subdimensions of those who regarded themselves as culturally sensitive were higher (p<0.05). Conclusion: Nursing students' cultural intelligence level was high and educational status of mothers, whether or not students received training/course about cultural intelligence and whether or not students had cultural sensitivity affected their cultural intelligence levels in general.
Keywords: Nursing; culture; cultural intelligence; students
Objective: This study was undertaken to assess nursing students' cultural intelligence levels. Material and Methods: This descriptive study was done with 462 students who studied at nursing school. The data were collected with information form and Cultural Intelligence Scale and descriptive statistics of the data were given as frequency, percentage, mean, standard deviation and median, minimum, maximum. ANOVA, Kruskal-Wallis, Mann-Whitney U and t-test were used for statistical comparisons. Results: Total average score of the students' cultural intelligence scale was 3.46±0.63, average metacognitive score was 3.86±0.92, average cognitive score was 2.91±0.84, average motivational score was 3.63±0.83, average behavioral score was 3.65±0.80'dir. Male students' cognitive cultural intelligence was high; those students who were first year students, graduated from vocational health high schools and had democratic family demonstrated higher metacognitive cultural intelligence; those students who came from other geographical regions (not Black Sea Region) and worked showed higher motivational cultural intelligence and those students who were pleased with studying nursing had higher behavioral cultural intelligence. Students whose mothers' educational level was university degrees demonstrated higher total score whereas those whose mothers' educational level was secondary school/high school had higher scores in cognitive cultural intelligence. Besides, total and cognitive cultural intelligence scores of those students who received training/course about cultural intelligence were higher while cultural intelligence in total and all subdimensions of those who regarded themselves as culturally sensitive were higher (p<0.05). Conclusion: Nursing students' cultural intelligence level was high and educational status of mothers, whether or not students received training/course about cultural intelligence and whether or not students had cultural sensitivity affected their cultural intelligence levels in general.
Keywords: Nursing; culture; cultural intelligence; students
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