Abstract
-
Purpose
Person-centered care is essential to improving patient outcomes, yet the factors that influence it require further investigation. This study examines the relationships among nurses’ compassion competence, cultural competence, intercultural communication skills, and person-centered care, and it identifies key predictors of person-centered care.
-
Methods
A descriptive survey was conducted among 191 nurses from two general hospitals using convenience sampling between April 1 and April 22, 2024. Data collection included measures of compassion competence, cultural competence, intercultural communication skills, and person-centered care. Statistical analyses involved descriptive statistics, the independent t-test, analysis of variance, Pearson’s correlation coefficient, and stepwise multiple regression.
-
Results
Of the 191 participants, 172 (90.1%) were females and 19 (9.9%) were males, with an average clinical experience of 8.89 years. Person-centered care showed significant positive correlations with compassion competence (r=.58, p<.001), cultural competence (r=.62, p<.001), and intercultural communication skills (r=.63, p<.001). Key predictors of person-centered care included intercultural communication skills (β=.29, p=.001), compassion competence (β=.27, p<.001), cultural competence (β=.20, p=.024), and non-shift work status (β=.12, p=.031). The model explained 47.9% of the variance in person-centered care (F=44.76, p<.001).
-
Conclusion
In this study, person-centered care among nurses was influenced by compassion competence, cultural competence, intercultural communication skills, and work type. Further research is warranted on the delivery of person-centered care among nurses who provide care to patients from diverse cultural backgrounds.
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Key Words: Communication; Cultural competency; Empathy; Nursing care; Patient-centered care
INTRODUCTION
In Korea, 20,431 multicultural marriages were recorded in 2023, representing a 17.2% increase (3,003 cases) from the previous year and indicating a steady rise in multicultural families [
1]. Moreover, the proportion of foreign residents relative to the total population has consistently remained below 5% since 2019 [
2]. These demographic changes, together with increasing cultural diversity among patients, require nurses to deliver the highest quality care to individuals from diverse cultural backgrounds [
3]. As frontline caregivers, nurses are obligated to provide equitable and culturally sensitive person-centered care to all patients [
4].
Person-centered care emphasizes the whole person and contributes to improving patient satisfaction and health outcomes by delivering nursing care that respects and harmoniously reflects each patient’s unique needs [
5]. Compassion, cultural competence, and effective communication with patients should be the cornerstones of all care provided [
6]. Compassionate care involves empathetic engagement, recognizing patients’ perspectives, and addressing their concerns within their respective cultural and social contexts [
7,
8]. Meanwhile, cultural competence equips nurses with the ability to navigate cultural differences and collaborate effectively with patients, ensuring care that is both holistic and sensitive [
9]. Intercultural communication skills further promote trust and understanding by bridging diverse cultural values and beliefs [
10]. Together, these competencies serve as foundational pillars for establishing therapeutic relationships and enhancing both patient satisfaction and health outcomes [
11].
Theoretical frameworks offer critical insights into how these competencies are integrated into nursing practice. McCormack and McCance’s person-centered nursing framework, for example, highlights the interaction among nurses’ attributes, care processes, and the care environment in achieving person-centered outcomes [
12]. This framework closely aligns with the competencies addressed in this study—compassion, cultural competence, and intercultural communication skills—providing a robust conceptual basis for investigating their impact on person-centered care. Previous research has demonstrated positive correlations between person-centered care and factors such as empathy capacity [
13,
14], compassion satisfaction [
15], cultural empathy and transcultural self-efficacy [
16], as well as human understanding and communication skills [
14]. Specifically, studies have reported that higher levels of empathy capacity [
13,
14], compassion satisfaction [
15], cultural empathy and transcultural self-efficacy [
16], and human understanding and communication skills [
14] are associated with higher levels of person-centered care. Although the literature underscores the importance of these competencies, a comprehensive understanding of their interactions within the Korean healthcare context remains limited.
Therefore, this study aims to examine the influence of nurses’ compassion, cultural competence, and intercultural communication skills on person-centered care, clarify the relationships among these variables, and develop strategies applicable to nursing education and clinical practice. These insights will serve as foundational data to help nurses provide more inclusive and effective care to patients from diverse cultural backgrounds.
METHODS
1. Study Design
This descriptive research study was conducted to identify the influence of nurses’ compassion, cultural competence, and intercultural communication skills on person-centered nursing.
2. Setting and Samples
Participants included nurses with a minimum of three months of clinical experience, employed at two general hospitals in Jeju City, South Korea [
17]. Head nurses not directly involved in patient care were excluded from the study [
18].
1) General characteristics
General characteristics were assessed using 10 items: sex, education level, position, clinical career, work type, presence of foreign friends, recent experience providing nursing care to multicultural patients, experience in multicultural nursing education, availability of multilingual caregiver education materials at the workplace, and familiarity with the term “person-centered care.”
2) Compassion competence
Compassion competence was measured using the tool developed by Lee and Seomun [
19]. This instrument includes 17 items across three subdomains: communication, sensitivity, and insight. Each item is rated on a 5-point Likert scale, yielding a total score range of 17 to 85, with higher scores indicating greater compassion competence. The reliability of the tool was shown by Cronbach’s α values of .91 in Lee and Seomun’s original study [
19] and .86 in the present study.
3) Cultural competence
Cultural competence was assessed using the instrument developed by Kim et al. [
17]. This tool consists of 35 items within seven subdomains: communication, biocultural ecology and family, dietary life, death rituals, spirituality, equality, and empowerment/intermediation. Each item is rated on a 5-point Likert scale, for a total score range of 35 to 175. Higher scores reflect greater cultural competence. Cronbach’s α was .94 in the original study [
17] and .93 in this study.
4) Intercultural communication skills
Intercultural communication skills were measured using the instrument developed by Lee [
20] and revised by Lee and Kim [
21]. This tool contains 40 items divided into four subdomains: intercultural communication skills, intercultural communication knowledge, intercultural communication attitudes, and intercultural communication awareness. Each item is rated on a 5-point Likert scale, with a total score range of 40 to 200. Higher scores indicate greater intercultural communication skills. The reliability of the tool was shown by Cronbach’s α values of .96 in the study by Lee and Kim [
21] and .96 in this study.
5) Person-centered care
Person-centered care was evaluated using the instrument developed by Lee [
18]. This tool comprises 25 items across five subdomains: relationship, holism, respect, individualization, and empowerment. Each item is rated on a 5-point Likert scale, giving a total score range of 25 to 125. Higher scores indicate a higher degree of person-centered care. The tool’s reliability was demonstrated by Cronbach’s α values of .94 in the original study [
18] and .95 in this study.
Data collection was conducted from April 1 to April 22, 2024. After a detailed explanation of the study’s purpose, procedures, the possibility of withdrawal, and assurances of anonymity and confidentiality via an information sheet, participants who voluntarily agreed signed a written consent form before completing the questionnaire. It was explained that all collected data would be used solely for research purposes and would be destroyed three years after the study’s conclusion. Using G*Power 3.1.9.2, the required sample size for regression analysis was calculated to be 162, based on an effect size of 0.15, α=0.05, 1–β=0.90 [
13], and 13 predictors (10 general characteristics, 3 independent variables). To account for potential dropouts, 201 paper-based questionnaires were distributed, with 191 responses analyzed after excluding 10 incomplete questionnaires.
This study was conducted following review and approval by the Institutional Review Board (IRB) of the affiliated institution (JJNU-IRB-2024-028). Before completing the survey, participants were informed about the voluntary nature of participation, the anonymity of data, their right to withdraw at any time, and the assurance that non-participation would not result in any disadvantage. Written informed consent was obtained from all participants. As a token of appreciation, a small gift was provided to those who participated in the study.
6. Statistical Analysis
Data were analyzed using IBM SPSS Statistics version 22.0 (IBM Corp., Armonk, NY, USA). Descriptive statistics summarized the general characteristics, compassion competence, cultural competence, intercultural communication skills, and person-centered care of the participants. Differences in compassion competence, cultural competence, intercultural communication skills, and person-centered care according to general characteristics were examined using the independent t-test and analysis of variance, with post hoc analysis performed using the Scheffé test. Correlations between variables were analyzed using Pearson’s correlation coefficient. Factors influencing nurses’ person-centered care were identified through stepwise multiple regression analysis.
RESULTS
1. General Characteristics of Participants
Among the 191 participants, 172 (90.1%) were female and 19 (9.9%) were male. The majority held a bachelor’s degree (139, 72.8%) and worked as general nurses (162, 84.8%). Most participants were engaged in rotating shift work (156, 81.7%), with an average clinical experience of 8.89±5.86 years. Additionally, 21 nurses (11.0%) reported having foreign friends, and 140 nurses (73.3%) had provided nursing care to multicultural patients within the past year. Only 14 nurses (7.3%) had received education related to multicultural care, while 42 nurses (22.0%) reported that their workplace provided educational materials for patients and families in foreign languages. Furthermore, 144 nurses (75.4%) indicated that they were familiar with the term “person-centered care” (
Table 1).
Participants scored an average of 3.68 out of 5 on compassion competence, with the “sensitivity” subdomain recording the highest score of 3.88. The average score for cultural competence was 3.41, with “equality” being the highest scoring subdomain at 3.94. The average score for intercultural communication skills was 3.42, with the “intercultural communication attitudes” subdomain scoring highest at 3.59. For person-centered care, the average score was 4.02, with the highest score being 4.22 for “respect” and the lowest 3.76 for “holism” (
Table 2).
Compassion competence showed significant differences according to total clinical experience (F=5.79,
p=.001), foreign friends (t=2.24,
p=.035), multicultural care education experience (t=2.14,
p=.033), availability of educational materials in foreign languages (t=2.24,
p=.026), and experience with person-centered care terminology (t=2.33,
p=.021). Cultural competence demonstrated significant differences according to position (F=5.21,
p=.006), total clinical experience (F=4.74,
p=.003), work type (t=–2.28,
p=.024), and foreign friends (t=2.68,
p=.014). Intercultural communication skills exhibited significant differences according to position (F=4.27,
p=.015), total clinical experience (F=4.01,
p=.008), work type (t=–2.18,
p=.030), foreign friends (t=3.41,
p=.002), and recent experience in providing nursing care to multicultural patients (t=2.09,
p=.039). Person-centered care showed significant differences according to total clinical experience (F=4.13,
p=.007) and work type (t=–3.23,
p=.001) (
Table 3).
Person-centered care demonstrated significant positive correlations with compassion competence (r=.58,
p<.001), cultural competence (r=.62,
p<.001), and intercultural communication skills (r=.63,
p<.001) (
Table 4).
Significant variables, including compassion competence, cultural competence, intercultural communication skills, total clinical experience, and work type (each demonstrating significant differences based on general characteristics), were entered as independent variables in the stepwise multiple regression analysis. Total clinical experience and work type were treated as dummy variables for the analysis.
The Durbin-Watson statistic was 1.92, indicating no issues of autocorrelation among variables. Tolerance values ranged from .344 to .971 (all above the threshold of .1), and variance inflation factors ranged from 1.03 to 2.91 (all below 10), confirming the absence of multicollinearity.
The regression analysis identified intercultural communication skills (β=.29,
p=.001), compassion competence (β=.27,
p<.001), cultural competence (β=.20,
p=.024), and non-shift work (β=.12,
p=.031) as significant factors influencing person-centered care, while clinical career was not found to be significant. This regression model was statistically significant (F=44.76,
p<.001), explaining 47.9% of the variance (
Table 5).
DISCUSSION
This study examined the relationships among nurses’ intercultural communication skills, compassion competence, cultural competence, and person-centered care, and investigated how these factors influence person-centered nursing.
Participants scored an average of 3.68 on compassion competence, which is similar to the 3.61 reported in a study of nurses at tertiary hospitals [
19], and higher than the 3.53 found among nurses at general hospitals [
22]. The average score for cultural competence was 3.41, slightly lower than the 3.51 reported during the development of the measurement tool [
17]. Notably, an experimental study of graduate nursing students who received multicultural education demonstrated an increase in cultural competence scores from 3.17 before the program to 4.06 after completion [
23]. The average intercultural communication skills score among participants was 3.42, which exceeds the 3.18 [
21] and 3.33 [
24] reported in studies of nursing students, as well as the 3.38 found among general hospital nurses [
25]. For person-centered care, the average score was 4.02, consistent with other studies reporting scores ranging from 3.75 [
18] to 3.99 [
26]. Such variations are likely attributable to regional and individual differences.
Among participants’ general characteristics, statistically significant differences in cultural competence and intercultural communication skills were observed according to position. Although not statistically significant, charge nurses exhibited the highest levels of compassion competence and person-centered care. This finding supports previous reports that managerial and charge nurses generally demonstrate higher levels of person-centered care compared to staff nurses [
13,
26]. Clinical career was associated with significant differences across all four variables, with nurses having less than three years of experience scoring the highest. However, aside from this group, scores tended to increase with greater clinical experience. This pattern differs from earlier studies indicating that compassion competence [
22] and person-centered care [
13] improve with longer clinical careers. The higher scores among early-career nurses may reflect a recent emphasis in curricula on empathy and cultural sensitivity. Previous studies have also identified position as an influencing factor for person-centered care [
13,
26]. Therefore, further research is needed to explore more closely the interplay between clinical experience and job position, and how these characteristics influence person-centered care.
Intercultural communication skills emerged as the most significant factor influencing nurses’ person-centered care. These skills are crucial for understanding patient needs, establishing trust, and enhancing satisfaction and outcomes in diverse healthcare settings [
10,
11]. Furthermore, intercultural communication skills constitute a core element of multicultural care [
24], and higher multicultural awareness is linked to improved intercultural communication abilities [
21]. Therefore, promoting interest and awareness in multiculturalism is likely to further enhance intercultural communication skills. There is a need to explore in greater depth the effects of intercultural communication skills on nurses’ psychological attributes and behaviors, and to integrate these insights into nursing education curricula.
The second most influential factor was compassion competence, which is an essential personal attribute for delivering person-centered care [
12]. Compassion competence is closely linked to building therapeutic relationships founded on trust, facilitating effective communication, resolving conflicts, and performing care activities [
7,
22]. Higher levels of compassion competence [
13,
14] and compassion satisfaction [
15,
27] have both been positively associated with person-centered practices. Nurses who are able to empathize with their patients are better positioned to achieve positive patient outcomes [
28]. To strengthen nurses’ capacity for empathy in person-centered care, strategies should emphasize the development of strong therapeutic relationships, active listening, and reflective practice [
29]. Future research should focus on designing and validating strategies to enhance both compassion competence and compassion satisfaction.
Cultural competence was the third factor identified as influencing person-centered care. Education and training in cultural competence are essential for contemporary nursing practice [
3]. Multicultural nursing courses have been shown to significantly improve cultural competence among nursing graduates [
23]. Additionally, although not measuring precisely the same variable, a study on nursing students [
15] found that higher levels of cultural empathy and transcultural self-efficacy correlated with increased person-centered care, supporting the present findings. The lack of culturally appropriate policies and training impedes the delivery of culturally competent care [
30]. Therefore, research and interventions should focus on building cultural databases, developing educational resources reflecting multicultural needs, and conducting further related studies.
Non-shift work was the final factor found to influence person-centered care. Few studies have directly compared shift work and non-shift work with respect to person-centered care, highlighting an area in need of further research. Chun et al. [
31] reported that day shift nurses showed higher compassion levels than shift workers and had greater patient interaction due to fixed schedules, which may enhance interpersonal skills. Shift work is associated with increased job stress and fatigue, both of which can adversely affect nurses’ health, well-being, and patient outcomes [
32,
33]. These findings suggest that work schedules may play an important role in nurses’ ability to provide person-centered care. Further research should examine the impact of shift work environments on person-centered care, extending beyond fatigue and stress to include broader aspects of job satisfaction and interpersonal relationships.
This study underscores the importance of nurses’ adaptation to multicultural environments and the necessity of providing person-centered care. It also proposes the need for concrete educational programs to support this goal. Programs that incorporate simulations, role-playing, case-based learning, an understanding of specific cultures, and communication skills can significantly enhance practical readiness [
3,
29]. Importantly, there is a notable disparity between the high rate of experience in caring for multicultural patients (73.3%) and the low rate of multicultural nursing education experience (7.3%). Similar trends have been observed in previous studies [
23], which reported rates of 83.3% and 5.6%, respectively. This suggests that nurses are often exposed to multicultural care environments without sufficient preparation, potentially increasing their burden and leading to cultural misunderstandings. If cultural characteristics are overlooked in communication, patients may not receive appropriate care and may even face misdiagnosis [
34]. Expanding educational opportunities at the systemic level, beyond individual initiatives, is therefore critical.
This study has several limitations. It employed a convenience sampling method and included nurses from a specific region, which may restrict the generalizability of the findings and limit the ability to explain causal relationships between variables. Additionally, the lack of research on factors related to shift work, and the use of self-reported questionnaires, introduces the risk of social desirability bias. Due to the descriptive nature of the study, causal inferences cannot be made. Future research should include samples from diverse regions and groups, and utilize in-depth, multidimensional data collection to improve the validity of findings. Moreover, experimental or longitudinal designs could be adopted to investigate causal relationships and provide deeper insights into the dynamic interactions between variables.
CONCLUSION
This descriptive survey study investigated the effects of nurses’ compassion competence, cultural competence, and intercultural communication skills on person-centered care. The findings confirmed that compassion competence, cultural competence, intercultural communication skills, and work patterns significantly influence person-centered care among nurses. Future research should focus on developing and validating systematic, sustainable educational programs and assessment tools to support nurses working in multicultural settings, enabling them to understand cultural differences and communicate effectively. Additionally, in-depth analyses of the impact of work types and environments on person-centered care are needed, along with practical strategies to enhance both nurse job satisfaction and patient satisfaction in subsequent studies.
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CONFLICTS OF INTEREST
The authors declared no conflict of interest.
-
AUTHORSHIP
Study conception and/or design acquisition - HJ and YAK; statistical analysis and drafted the manuscript - HJ; critically reviewed the manuscript and supervised the whole study process - YAK; all authors read and approved the final manuscript.
-
FUNDING
None.
-
ACKNOWLEDGEMENT
This article is a condensed form of Heesun Jang’s master's thesis from the Jeju National University.
-
DATA AVAILABILITY STATEMENT
The data can be obtained from the corresponding authors.
Table 1.General Characteristics of the Participants (N=191)
|
Variables |
Categories |
n (%) |
|
Sex |
Female |
172 (90.1) |
|
Male |
19 (9.9) |
|
Education level |
Diploma |
27 (14.1) |
|
Bachelor’s degree |
139 (72.8) |
|
Master’s degree |
25 (13.1) |
|
Position |
Registered nurse |
162 (84.8) |
|
Charge nurse |
19 (9.9) |
|
Physician assistant nurse |
10 (5.3) |
|
Clinical career (year) |
<3 |
20 (10.5) |
|
3 to <6 |
37 (19.4) |
|
6 to <10 |
65 (34.0) |
|
≥10 |
69 (36.1) |
|
Work type |
Shift |
156 (81.7) |
|
Non-shift |
35 (18.3) |
|
Foreign friends |
Yes |
21 (11.0) |
|
No |
170 (89.0) |
|
Recent experience providing nursing care to multicultural patients |
Yes |
140 (73.3) |
|
No |
51 (26.7) |
|
Experience in multicultural nursing education |
Yes |
14 (7.3) |
|
No |
177 (92.7) |
|
Multilingual caregiver education materials |
Yes |
42 (22.0) |
|
No |
149 (78.0) |
|
Familiarity with the term “person-centered care” |
Yes |
144 (75.4) |
|
No |
47 (24.6) |
Table 2.Means of Compassion Competence, Culture Competence, Intercultural Communications Skills, and Person-Centered Care (N=191)
|
Variables |
Mean±SD |
Minimum |
Maximum |
Range |
|
Compassion competence |
3.68±0.40 |
2.41 |
4.71 |
1–5 |
|
Communication |
3.66±0.46 |
2.25 |
4.88 |
|
|
Sensitivity |
3.88±0.49 |
2.20 |
5.00 |
|
|
Insight |
3.47±0.54 |
2.00 |
5.00 |
|
|
Culture competence |
3.41±0.43 |
2.60 |
4.91 |
1–5 |
|
Communication |
3.78±0.42 |
2.67 |
5.00 |
|
|
Biocultural ecology and family |
3.14±0.62 |
2.11 |
5.00 |
|
|
Dietary life |
3.62±0.64 |
2.00 |
5.00 |
|
|
Death rituals |
3.31±0.75 |
1.00 |
5.00 |
|
|
Spirituality |
3.23±0.82 |
1.33 |
5.00 |
|
|
Equality |
3.94±0.49 |
2.80 |
5.00 |
|
|
Empowerment and intermediation |
3.07±0.63 |
1.50 |
4.83 |
|
|
Intercultural communications skills |
3.42±0.50 |
1.90 |
4.95 |
1–5 |
|
Intercultural communication skills |
3.57±0.51 |
1.70 |
4.90 |
|
|
Intercultural communication knowledge |
3.04±0.66 |
1.60 |
5.00 |
|
|
Intercultural communication attitudes |
3.59±0.52 |
1.90 |
5.00 |
|
|
Intercultural communication awareness |
3.46±0.56 |
1.90 |
5.00 |
|
|
Person-centered care |
4.02±0.42 |
2.88 |
5.00 |
1–5 |
|
Relationship |
3.99±0.44 |
2.57 |
5.00 |
|
|
Holism |
3.76±0.61 |
2.00 |
5.00 |
|
|
Respect |
4.22±0.50 |
3.00 |
5.00 |
|
|
Individualization |
4.07±0.48 |
2.80 |
5.00 |
|
|
Empowerment |
4.05±0.58 |
2.50 |
5.00 |
|
Table 3.Differences in Compassion Competence, Culture Competence, Intercultural Communication Skills, and Person-Centered Care by General Characteristics (N=191)
|
Variables |
Categories |
Compassion competence |
Cultural competence |
Intercultural communication skills |
Person-centered care |
|
Mean±SD |
t or F (p) |
Mean±SD |
t or F (p) |
Mean±SD |
t or F (p) |
Mean±SD |
t or F (p) |
|
Sex |
Female |
62.33±6.53 |
–1.11 (.280) |
119.06±14.66 |
–0.99 (.336) |
135.89±18.94 |
–1.21 (.242) |
100.30±10.48 |
–1.20 (.232) |
|
Male |
64.68±9.01 |
|
123.58±19.38 |
|
143.47±26.66 |
|
103.37±11.57 |
|
|
Education level |
Diploma |
63.81±7.85 |
0.53 (.589) |
122.52±16.09 |
1.13 (.325) |
137.78±22.21 |
0.48 (.622) |
101.48±11.66 |
0.48 (.618) |
|
Bachelor’s degree |
62.35±5.93 |
|
118.50±14.23 |
|
135.85±18.30 |
|
100.16±10.46 |
|
|
Master's degree |
62.40±9.88 |
|
121.84±18.99 |
|
139.84±25.54 |
|
102.16±10.40 |
|
|
Position |
Registered nursea,†
|
62.31±6.57 |
2.87 (.059) |
118.64±14.59 |
5.21 (.006) |
135.20±19.47 |
4.27 (.015) |
100.37±10.69 |
0.40 (.669) |
|
Charge nurseb,†
|
65.84±8.51 |
|
129.58±19.29 |
|
149.05±22.77 |
|
102.68±11.51 |
|
|
Physician assistant nursec,†
|
60.40±6.10 |
|
114.50±7.93 |
c<b |
136.40±12.83 |
a<b |
100.50±7.08 |
|
|
Clinical career |
<3a,†
|
66.55±6.72 |
5.79 (.001) |
126.20±12.98 |
4.74 (.003) |
145.20±21.05 |
4.01 (.008) |
106.30±12.32 |
4.13 (.007) |
|
(year) |
3 to <6b,†
|
60.84±6.66 |
|
118.73±13.07 |
|
137.32±16.87 |
|
100.14±9.78 |
|
|
6 to <10c,†
|
60.85±5.95 |
b,c<a |
114.65±12.56 |
c<a |
130.49±16.77 |
c<a |
97.71±9.87 |
c<a |
|
≥10d,†
|
63.94±7.04 |
|
122.57±17.69 |
|
139.59±22.32 |
|
101.94±10.47 |
|
|
Work type |
Shift |
62.15±6.50 |
–1.78 (.077) |
118.33±14.05 |
–2.28 (.024) |
135.17±18.85 |
–2.18 (.030) |
99.46±10.19 |
–3.23 (.001) |
|
Non-shift |
64.40±7.94 |
|
124.74±18.83 |
|
143.20±23.13 |
|
105.71±11.00 |
|
|
Foreign friends |
Yes |
66.52±8.82 |
2.24 (.035) |
130.90±21.36 |
2.68 (.014) |
153.76±25.02 |
3.41 (.002) |
102.81±11.97 |
1.01 (.314) |
|
No |
62.07±6.40 |
|
118.10±13.69 |
|
134.53±18.15 |
|
100.34±10.42 |
|
|
Recent experience providing nursing care to multicultural patients |
Yes |
63.06±6.69 |
1.70 (.091) |
120.47±16.17 |
1.68 (.096) |
138.22±21.01 |
2.09 (.039) |
101.43±10.81 |
1.79 (.076) |
|
No |
61.18±7.05 |
|
116.86±11.85 |
|
132.31±15.75 |
|
98.35±9.74 |
|
|
Experience in multicultural nursing education |
Yes |
66.29±7.72 |
2.14 (.033) |
124.07±15.94 |
1.17 (.244) |
140.93±20.26 |
0.84 (.404) |
102.57±12.46 |
0.72 (.473) |
|
No |
62.27±6.68 |
|
119.15±15.12 |
|
136.31±19.87 |
|
100.45±10.46 |
|
|
Multilingual caregiver education materials |
Yes |
64.62±5.70 |
2.24 (.026) |
120.62±14.90 |
0.54 (.593) |
139.36±20.44 |
1.00 (.318) |
102.60±11.12 |
1.38 (.169) |
|
No |
61.98±7.01 |
|
119.19±15.31 |
|
135.88±19.72 |
|
100.05±10.42 |
|
|
Familiarity with the term “person-centered care” |
Yes |
63.21±6.71 |
2.33 (.021) |
119.80±15.29 |
0.46 (.645) |
137.40±20.05 |
0.92 (.362) |
100.28±10.29 |
–0.75 (.453) |
|
No |
60.57±6.85 |
|
118.62±15.01 |
|
134.34±19.38 |
|
101.62±11.55 |
|
Table 4.Correlation between Compassion Competence, Culture Competence, Intercultural Communication Skills, and Person-Centered Care (N=191)
|
Variables |
Compassion competence |
Cultural competence |
Intercultural communication skills |
|
r (p) |
|
Person-centered care |
.58 (<.001) |
.62 (<.001) |
.63 (<.001) |
Table 5.Factors Influencing Person-Centered Care (N=191)
|
Variables |
B |
SE |
β |
t |
p
|
F (p) |
Adj. R² |
|
(Constant) |
35.88 |
5.37 |
|
6.68 |
<.001 |
44.76 |
.479 |
|
Intercultural communications skills |
0.16 |
0.05 |
.29 |
3.39 |
.001 |
(<.001) |
|
|
Compassion competence |
0.41 |
0.11 |
.27 |
3.89 |
<.001 |
|
|
|
Cultural competence |
0.14 |
0.06 |
.20 |
2.28 |
.024 |
|
|
|
Non-shift work (reference=Shift work)†
|
3.16 |
1.45 |
.12 |
2.18 |
.031 |
|
|
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