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| Thang đo Căng thẳng Tích hợp Văn hóa về Thái độ Xã hội, Gia đình và Sắc tộc× | Công cụ Tự hiệu quả Xuyên văn hóa× | |
|---|---|---|
| Lĩnh vực | Điều dưỡng xuyên văn hóa | Điều dưỡng xuyên văn hóa |
| Họ | Process / pipeline | Process / pipeline |
| Năm ra đời≠ | 1997 | 1996 |
| Người khởi xướng≠ | Chavez, Cervantes, Busch-Rossnagel | Jeffreys, Smodlaka |
| Loại | Self-report | Self-report |
| Công trình gốc≠ | Chavez, R. A., Cervantes, R. C., & Busch-Rossnagel, N. A. (1997). Assessing acculturation in Mexican American adolescents. Hispanic Journal of Behavioral Sciences, 19(1), 80–93. link ↗ | Jeffreys, M. R., & Smodlaka, I. (1996). Construct validation of the Transcultural Self-Efficacy Tool. Journal of Nursing Education, 35(8), 341–348. link ↗ |
| Tên gọi khác | SAFE Scale | TSET |
| Liên quan | 4 | 4 |
| Tóm tắt≠ | The Societal Attitudinal Familial Ethnic (SAFE) Acculturative Stress Scale is a self-report instrument designed to measure the psychological stress and strain experienced by individuals during the acculturation process—the adaptation of cultural attitudes, behaviors, and identities when navigating between heritage and dominant cultures. Developed by Chavez, Cervantes, and Busch-Rossnagel in 1997, the SAFE Scale assesses stress across multiple domains: pressure to acculturate from society, family discord related to cultural differences, and experiences of discrimination. The instrument is widely used in clinical, educational, and research settings to evaluate acculturative stress among immigrant and ethnic minority populations and to understand its effects on mental health and well-being. | 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. |
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