1. USE OF INTERCULTURAL DEVELOPMENT INVENTORY IN COMMUNITY HEALTH NURSING BACCALAUREATE PROGRAM Jenny Zettler Rhodes, RN, PHN, MSN, CNS & Rachel Luna, MA Samuel Merritt University, San Francisco Peninsula Campus The Intercultural Development Inventory (IDI), a 50-item online questionnaire, is a cross-culturally valid, reliable, and generalizable measure of intercultural competence along with the validated intercultural development continuum. This tool was used to assess ABSN nursing students’ levels of intercultural competence, and to examine the effect of self-assessment on cultural competency and awareness. PROJECT DESCRIPTION & GOAL During the first Community Health lecture period, 45 students were given a pre-test of a four question survey with Likert-style response options entitled “Community Health Nursing Survey”. The purpose of this survey was to gather baseline data about cultural awareness in nursing practice. Students then took the IDI online three weeks later. Data from individual assessments was aggregated into a group report. The group report was shared with the class by an IDI Qualified Administrator. The presentation included an introduction to the IDI concepts, an intercultural simulation, and a debriefing discussion. Students who wished to explore their specific IDI results were invited to schedule individual consultations. Two weeks after the IDI lesson, a post-test was given of the four question survey. Results from the pre and post tests were used to examine if there were changes to student perception around culture and their nursing practice. Source: www.idiinventory.com METHODS Hammer, M.R. (2009). The Intercultural Development Inventory (IDI v3). Berlin, MD: IDI, LLC. Retrieved from www.idiinventory.com Luna, R. (2015). Exploring difference using an intercultural lens. Presented in N170: Community Health Nursing course at Samuel Merritt University. San Mateo, CA. Facilitate and Inspire Student Learning and Creativity Design and Develop Digital Age Learning Experiences and Assessments Model Digital Age Work and Learning Engage in Professional Growth and Leadership This project was supported by the Office of Diversity and Inclusion and Enrollment and Student Services. The significant gap between the perceived and developmental orientations in the IDI aggregate data shows that the cohort of students substantially overestimated their level of intercultural competence. The majority of students were in the Minimization mindset. Survey questions 1 and 2 on the survey showed an improvement that was not statistically significant on paired t-test. Survey questions 3 and 4 showed a statistically significant improvement after the lesson in student confidence in both delivering culturally competent care and improving their intercultural competence. The students showed a high degree of engagement throughout the lecture, simulation and debrief portions of the lesson. Student written and verbal evaluations of the lesson were extremely positive, with some students expressing a desire to have the lesson earlier in the program. INTERCULTURAL DEVELOPMENT INVENTORY RESULTS SMU TECH COMPETENCIES REFERENCES Students engage in intercultural simulation activity RESEARCH CATEGORY The group’s Perceived Orientation Score indicates that the group rates its own capability in understanding and appropriately adapting to cultural differences within Acceptance, reflecting an orientation that recognizes and appreciates patterns of cultural difference in one’s own and other cultures in values, perceptions and behaviors. Perceived Orientation Developmental Orientation The IDI’s Developmental Orientation Score indicates that the group’s primary orientation toward cultural differences is within Minimization, reflecting a tendency to highlight commonalities across cultures that can mask important cultural differences in values, perceptions and behaviors. SURVEY RESULTS Pre & Post questionnaire completed several weeks before and after the IDI tool and lesson Increase student engagement Improve student learning/outcome IMPACT ON STUDENTS The advantage for using the IDI versus other types of lessons for cultural competency training is that it provides a framework for understanding this abstract term and it also emphasizes self-assessment. Secure funding internally if possible through available and potential sources. Contact Rachel Luna in Student Services or the IDI, LLC. to find a trained facilitator. www.idiinventory.com. BARRIERS & CHALLENGES ADVICE FOR COLLEAGUES UNINTENDED CONSEQUENCES This took a significant amount of time for Rachel, who went above and beyond her job description to facilitate the data and provide the inservice to students. A statistically significant improvement was found in students confidence to deliver culturally competent care and improve their own intercultural competence. More research is needed to determine adequacy of the questionnaire and presence of additional effects of the IDI training. The IDI tool is proprietary and must be administered by a trained facilitator. Additionally, the tool costs $11 per individual so funding must be secured for each student. D ata is presented to the cohort in aggregate form, but if students want to learn more about their individual results, they must make a thirty minute appointment with the facilitator to review the information. Nursing 170: Community Health Nursing Analyze the needs of vulnerable populations across the lifespan, using principles, concepts, and theories from public health and nursing. Synthesize principles, concepts and theories from public health and nursing to promote the physiological, social, cultural, and psychological health of aggregates across the lifespan. Integrate knowledge from the examination of issues, trends, and challenges related to community health nursing practice. Demonstrate professional behavior in the practice of community health nursing. COURSE INFO