Figure 1

The practical steps in Q-methodology.

Figure 2

Sample of completed Q-Sort table for rank ordering Q-sample.

Table 1

Q-Statements and Z-Score Array (N=40)

Q-Statements	Z-Score
	I (n=15)	II (n=14)
1. Multiple cultures are to coexist with different cultures, and to appreciate and understand its value.	0.90	1.83
2. Multiple cultures are a community that diverse people are living together in harmony.	0.70	1.69
3. Stereotypes and prejudices against multi cultures can be changed by the experience in diverse cultures.	-0.50	1.35
4. Awareness and understanding of multi cultures are needed for globalization of our culture.	0.20	1.98
5. Forcibly combining with other cultures and our cultures are a dangerous policy.	0.30	1.05
6. Experiencing in diverse cultures is creating a new culture.	-0.40	1.42
7. It can be an opportunity to reflect myself through immigrants who are working hard.	-0.50	0.60
8. Do not forget the pride as a single-race nation. Do not be swayed by multiple culture.	-2.25	-0.10
9. Our society will become diverse and dynamic meeting new cultures.	-1.06	0.50
10. We can solve labor shortages and maintain a wide interpersonal relation through multiple cultures.	-0.20	0.50
11. I do not think foreign workers threaten the jobs and the livelihood of commons	-0.40	-0.90
12. The jobs for Korean are getting decreased by multiple cultures.	-1.15	-0.00
13. Economic benefits can be obtained by synergy effect of diverse cultures.	-1.00	0.60
14. Negative perceptions and values of international marriage are getting changed.	-0.70	-0.70
15. Divorce rate for international marriage couples seems to be higher.	-0.90	-0.90
16. Home education for children can be difficult because of domestic violence and trouble.	-1.00	-0.70
17. A low birth rate can be decreased.	-0.60	-0.60
18. Multicultural children can be confused about their identity as they grow.	0.30	0.60
19. Multicultural family itself is a discriminative word, so it cannot be used.	-0.10	-0.60
20. Multicultural children can be easily excluded in school life due to different looks.	0.10	-0.40
21. Multicultural children can be bilingual. I sometimes envy them.	0.20	0.20
22. Traditional cultures can be disappeared and cultural conflicts can occur.	-0.80	0.30
23. The thought that multicultural people are the weak would be wrong.	0.40	0.40
24. Population in Korea can be increased by bringing immigrants' family to live in Korea.	-1.78	-1.36
25. Illegal immigrants can be an obstacle to accept multiple cultures.	-0.30	-1.10
26. Multiple cultures make me think of foreign workers, poverty, and single mother.	-0.90	-0.90
27. Multiple cultures can be recognized as low level of cultures by ethnocentrism.	-1.28	-1.92
28. Multicultural people have more benefits than the native people, which can be reverse discrimination.	-0.80	-1.91
29. Crimes and violence can be developed by anger, resentment and conflicts on our society.	-0.70	-0.20
30. Constant attention and love is the only way to overcome prejudice against multiple cultures.	0.20	0.80
31. Study on the status of multicultural consciousness should be regularly carried out.	0.80	1.03
32. Experience in diverse cultures through a culture camp and public relations through mess media are necessary.	1.45	1.36
33. Government's institutional strategies for multiple cultures are necessary to avoid penalties.	0.50	0.40
34. We cannot understand diverse cultures and religions, and provide effective nursing if we do not receive a multicultural education.	1.12	0.20
35. Do not instill multicultural peoples' own culture into my own culture.	1.85	-0.20
36. Multicultural curriculum in globalization is essential to nursing.	1.20	-0.30
37. Multicultural education is important, but education to accurately understand our cultures are more important.	1.33	-0.10
38. We need to understand multiple cultures are different, not wrong.	2.16	-1.26
39. Education to change negative perceptions toward multiple cultures is the most burning issues.	1.13	-1.3
40. Discrimination and prejudice can be decreased by multicultural education.	1.11	0.20
41. Professional instructors for multicultural education should be cultivated.	1.36	-1.45

Bold=Z-Score above +1.0, or below -1.

Table 2

Eigenvalue, Variance, and Characteristics of Participants (N=40)

Variable	Categories	Factor I (eigenvalue: 7.86)			Factor II (eigenvalue: 3.81)
		n (%)	Mean	Range	n (%)	Mean	Range
Variance		25 (19.7)			15 (9.5)
Gender	Male	2 (8.0)			2 (13.3)
	Female	23 (92.0)			13 (86.7)
Age (year)			20.7	20~25		21.0	20~26
Religion	Yes	15 (60.0)			7 (46.7)
	No	10 (40.0)			8 (53.3)
Multicultural neighbors	Yes	5 (20.0)			3 (20.0)
	No	20 (80.0)			12 (80.0)
Multicultural families	Yes	0 (0.0)			1 (6.7)
	No	25 (100.0)			14 (93.3)

Table 3

Differences and Consensus between Factors

Q no	Differences between I & II			Q no	Consensus (I, II)
	I	II	Difference
38	2.15	-1.25	3.41	32	1.41
41	1.35	-1.44	2.80	1	1.39
39	1.13	-1.31	2.44
35	1.84	-0.21	2.06
36	1.20	-0.34	1.54
37	1.33	-0.05	1.39
28	-0.80	-1.91	1.11
2	0.66	1.68	-1.02	24	-1.57
7	-0.49	0.55	-1.05	27	-1.60
12	-1.15	-0.04	-1.11
22	-0.80	0.32	-1.13
13	-0.95	0.55	-1.51
9	-1.06	0.51	-1.57
4	0.21	1.98	-1.77
6	-0.36	1.41	-1.77
3	-0.48	1.35	-1.83
8	-2.25	-0.05	-2.19

Q no=Q statement number.

• 1. Lee IS, Cho JY. A study on the cultural competency and demand for a multicultural education program among nursing college students. J Korea Acad Ind Coop Soc. 2014;15(1):283–290.Article
• 2. Seo JY, Choi GY. The multicultural awareness and need for multicultural education of nursing students. J Korean Soc Multicult Health. 2012;2(1):25–32.
• 3. Ministry of Security and Public Administration. 2014 security and public administration statistical yearbook [Internet] Seoul: Ministry of Security and Public Administration; 2014;cited 2015 March 20. Available from: http://www.mogaha.go.kr/html/site/frt/a01/search/search.jsp?search_cat=%2Fhtml%2Fsite%2Ffrt%2Fa01%2Fsearch%2Fsearch.jsp&search_txt=2014+%EC%95%88%EC%A0%84%ED%96%89%EC%A0%95%ED%86%B5%EA%B3%84%EC%97%B0%EB%B3%B4&x=15&y=15
• 4. Korean Statistical Information Service. Statistics for legal foreign residents [Internet] Seoul: Korean Statistical Information Service; 2014;cited 2015 January 11. Available from: http://kosis.kr/news/news_01Detail.jsp?p_id=542
• 5. Oh WO. Factors influencing cultural sensitivity among nursing students. J Korean Acad Child Health Nurs. 2011;17(4):222–229.Article
• 6. Kim MJ. A comparison study on multicultural attitude and relating factors of nursing college students and non-nursing major students in Korea. J Korea Acad Ind Coop Soc. 2014;15(4):2310–2319.Article
• 7. Oh WO, Jeong WS, Kang HG, Kim EH, Seok MH. Cultural knowledge, empathy and cultural sensitivity of university students majoring in health and welfare. J Korean Soc Sch Health. 2010;23(2):192–199.
• 8. Taylor G, Papadopoulos I, Dudau V, Maerten M, Peltegova A, Ziegler M. Intercultural education of nurses and health professionals in Europe (IENE). Int Nurs Rev. 2011;58(2):188–195.ArticlePubMed
• 9. Koh CK, Koh SK. Married female migrants' experiences of health care services. J Korean Acad Soc Nurs Educ. 2009;15(1):89–99. Article
• 10. Lee NY, Lee EN, Park EY. The attitudes of nurses toward multicultural families. J Korean Acad Soc Nurs Educ. 2013;19(2):241–250.Article
• 11. Ruddock HC, Turner de S. Developing cultural sensitivity: Nursing students' experiences of a study abroad programme. J Adv Nurs. 2007;59(4):361–369.ArticlePubMed
• 12. Kim KS, Yu M. The influencing factors associated cultural awareness of immigrants for marriage, foreign workers in Korean nursing students. Korean J Adult Nurs. 2012;24(5):531–539.Article
• 13. Salman A, McCabe D, Easter T, Callahan B, Goldstein D, Smith TD, et al. Cultural competence among staff nurses who participated in a family-centered geriatric care program. J Nurses Staff Dev. 2007;23(3):103–111.ArticlePubMed
• 14. Kim SH. Transcultural self-efficacy and educational needs for cultural competence in nursing of Korean nurses. J Korean Acad Nurs. 2013;43(1):102–113.ArticlePubMed
• 15. Wittig DR. Knowledge, skills and attitudes of nursing students regarding culturally congruent care of native Americans. J Transcult Nurs. 2004;15(1):54–61.ArticlePubMedPDF
• 16. Peek EH, Park CS. Effects of a multicultural education program on the cultural competence, empathy and self-efficacy of nursing students. J Korean Acad Nurs. 2013;43(5):690–696. ArticlePubMed
• 17. Cagle CS. Student understanding of culturally and ethically responsive care: Implications for nursing curricula. Nurs Educ Perspect. 2006;27(6):308–314. PubMed
• 18. Krainovich-Miller B, Yost JM, Norman RG, Auerhahn C, Dobal M, Rosedale M, et al. Measuring cultural awareness of nursing students: A first step toward cultural competency. J Transcult Nurs. 2008;19(3):250–258. ArticlePubMedPDF
• 19. Kim DH, Kim SE. Cultural competence and factors influencing cultural competence in nursing students. J Korean Acad Psychiatr Ment Health Nurs. 2013;22(3):159–168.Article
• 20. Hughes KH, Hood LJ. Teaching methods and an outcome tool for measuring cultural sensitivity in undergraduate nursing students. J Transcult Nurs. 2007;18(1):57–62.ArticlePubMedPDF
• 21. Kim JH. A study about cultural sensitivity and stereotype about immigrant women among nursing students. J Digit Converg. 2014;12(7):305–314.Article
• 22. Akhtar-Danesh N, Baumann A, Cordingley L. Q-methodology in nursing research: A promising method for the study of subjectivity. West J Nurs Res. 2008;30(6):759–773.ArticlePubMedPDF
• 23. Ha EH. Attitudes toward video-assisted debriefing after simulation in undergraduate nursing students: An application of Q methodology. Nurse Educ Today. 2014;34(6):978–984.ArticlePubMed
• 24. Kim HK. Q methodology: Philosophy, theories, analysis, and application. Seoul: Communication Books; 2008. p. 449.
• 25. Ballestas HC, Roller MC. The effectiveness of a study abroad program for increasing students' cultural competence. J Nurs Educ Pract. 2013;3(6):125–133.
• 26. Rew L, Becker H, Cookston J, Khosropour S, Martinez S. Measuring cultural awareness in nursing students. J Nurs Educ. 2003;42(6):249–257. ArticlePubMed
• 27. El Amouri S, O'Neill S. Leadership style and culturally competent care: Nurse leaders' views of their practice in the multicultural care settings of the United Arab Emirates. Contemp Nurse. 2014;48(2):135–149.ArticlePubMed
• 28. Kim JH, Park SJ, Lee IS. The current situation and the direction of urban multi-cultural education. Multicult Educ Stud. 2009;2(2):43–68.
• 29. Balzora S, Abiri B, Wang XJ, McKeever J, Poles M, Zabar S, et al. Assessing cultural competency skills in gastroenterology fellowship training. World J Gastroenterol. 2015;21(6):1887–1892.ArticlePubMedPMC
• 30. Kim YH. Diversification in Korea and cultural competence in social welfare. Korean J Soc Welf Stud. 2007;35:117–144.

Figure & Data

References

Citations

Citations to this article as recorded by  

• A Qualitative Study on the Empathy Formation Process of Nursing Students Participating in Small Group Discussion Classes
  Soojin Yun, Youngsoon Kim
  The Korean Association of General Education.2023; 17(6): 193.     CrossRef
• The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency
  Kyung Sook Choi, Woo Sook Lee, Yeon Suk Park, Myunghee Jun, So Young Lee, Yeonwoo Park, Soo Young Park, Zabler Bev
  Journal of Korean Academic Society of Nursing Education.2018; 24(1): 100.     CrossRef