قارن الطرق
راجع الطرق التي اخترتها جنبًا إلى جنب؛ الصفوف المختلفة مميَّزة.
| أداة تقييم الكفاءة الثقافية× | أداة الكفاءة الذاتية عبر الثقافات× | |
|---|---|---|
| المجال | التمريض عبر الثقافي | التمريض عبر الثقافي |
| العائلة | Process / pipeline | Process / pipeline |
| سنة النشأة≠ | 2003 | 1996 |
| صاحب الطريقة≠ | Schim, Doorenbos, Borse | Jeffreys, Smodlaka |
| النوع | Self-report | Self-report |
| المصدر التأسيسي≠ | Schim, S. M., Doorenbos, A. Z., & Borse, N. N. (2003). Cultural competence development in nursing education: An evolutionary process. Journal of Transcultural Nursing, 14(3), 236–244. link ↗ | Jeffreys, M. R., & Smodlaka, I. (1996). Construct validation of the Transcultural Self-Efficacy Tool. Journal of Nursing Education, 35(8), 341–348. link ↗ |
| الأسماء البديلة | CCA | TSET |
| ذات صلة | 4 | 4 |
| الملخص≠ | The Cultural Competence Assessment Instrument (CCA) is a 25-item self-report measure designed to assess healthcare providers' cultural competence across four key domains: diversity experience, awareness, sensitivity, and competence behaviors. Developed by Schim, Doorenbos, and Borse in 2003, the CCA evaluates nurses' and other clinicians' readiness to provide culturally responsive care to diverse patient populations. | The Transcultural Self-Efficacy Tool (TSET) is an 83-item self-report measure designed to assess nurses' confidence and capability in delivering culturally competent care. Developed by Jeffreys and Smodlaka in 1996, the TSET evaluates three dimensions of transcultural nursing self-efficacy: cognitive knowledge, practical skills, and affective (emotional) competence. The instrument is widely used in nursing education to evaluate the impact of transcultural curricula and to identify areas requiring additional clinical preparation. |
| ScholarGateمجموعة البيانات ↗ |
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