# Understanding Diversity: The Cultural Knowledge Profile of Nurses Prior to Transcultural Education in Light of a Triangulated Study Based on the Giger and Davidhizar Model

## TL;DR

This study explores how nurses understand cultural differences before formal training, finding gaps in communication and biological knowledge.

## Contribution

The study introduces three distinct cultural knowledge profiles among nurses and highlights the need for personalized cultural education.

## Key findings

- Environmental control was the most frequently identified cultural knowledge area.
- Significant gaps were found in non-verbal communication and biological differences.
- Three cultural knowledge profiles were identified: pragmatic, socio-reflective, and critical–experiential.

## Abstract

Introduction: The increasing cultural diversity of patients poses new challenges for nurses. Cultural competence, especially knowledge of the cultural determinants of health and illness, is an important element of professionalism in nursing care. The aim of this study was to analyse nurses’ self-assessment of cultural knowledge, with a focus on the six dimensions of the Giger and Davidhizar model, prior to formal training in this area. Methods: A triangulation method combining qualitative and quantitative analysis was used. The analysis included 353 statements from 36 master’s student nurses. Data were coded according to six cultural phenomena: biological factors, communication, space, time, social structure, and environmental control. Content analysis, ANOVA, Spearman’s rank correlation, and cluster analysis (k-means) were conducted. Results: The most frequently identified that categories were environmental control (34%), communication (20%), and social structure (16%). Significant knowledge gaps were identified in the areas of non-verbal communication, biological differences, and understanding space in a cultural context. Three cultural knowledge profiles of the female participants were distinguished: pragmatic, socio-reflective, and critical–experiential. Conclusions: The cultural knowledge of the participants was fragmented and simplified. The results indicate the need to personalise cultural learning and to take into account nurses’ level of readiness and experience profile. The study highlights the importance of the systematic development of reflective and contextual cultural knowledge as a foundation for competent care.