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Subjective View of and Attitude toward Multiculturalism in First-year Undergraduate Nursing Students after Completing a Multicultural Subject

Article information

Res Community Public Health Nurs. 2015;26(3):248-259
Publication date (electronic) : 2015 September 30
doi : https://doi.org/10.12799/jkachn.2015.26.3.248
Eun-Ho Ha, Jin-Young Cho
Department of Nursing, College of Health Science, Jungwon University, Goesan, Korea.
Corresponding author: Cho, Jin-Young. Department of Nursing, College of Health Science, Jungwon University, 85 Munmu-ro, Goesan-eup, Goesan 367-805, Korea. Tel: +82-43-830-8848, Fax: +82-2-2684-3102, cjy1205@jwu.ac.kr
Received 2015 July 14; Revised 2015 September 06; Accepted 2015 September 22.

Abstract

Purpose

Individuals' view of multiculturalism can be varied. The purpose of this study was to survey subjective view of and attitude toward multiculturalism in first-year undergraduate nursing students who had completed a multicultural subject.

Methods

The Q methodology, which integrates quantitative andqualitative methods, was used. Forty one Q-statements selected from each of the 40 participants were classified into theshape of normal distribution using a nine-point scale. The collected data were analyzed using the QUANL program.

Results

Two types of view of multiculturalism were identified: 'domestic type-constructive view' and 'global type-advanced view.'

Conclusion

The findings show how nursing students think about multiculturalism and provide a basis for further research and education.

Keywords: Attitudes; Cultures; Nursing students

References

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Article information Continued

© 2015 Korean Academy of Community Health Nursing

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Figure 1

Figure 1

The practical steps in Q-methodology.

Figure 2

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.