1. MAINSTREAMING CULTURAL COMPETENCIES AND EQUALITY TRAINING IN THE NURSE CURRICULUM : FINDINGS FROM AN ACTION RESEARCH PROJECT MEL CHEVANNES CBE FRCN PROFESSOR EMERITUS OF NURSING SCHOOL OF HEALTH UNIVERSITY OF WOLVERHAMPTON

2. RESEARCH TEAM DR PATRICIA BOND, READER IN PRIMARY CARE – LEAD RESEARCHER SALLY ADAMS, RESEARCH ASSISTANT and latterly ABBY CORMACK PROFESSOR MEL CHEVANNES – PROJECT DIRECTOR

3. HEADINGS OF MAIN FINDINGS Students’ views by students Lecturers’ commitment to teaching cultural competencies and equality Lecturers’ self efficacy Curriculum management of teaching cultural competencies and equality

4. SELECTED MAIN FINDINGS LECTURERS’ SELF EFFICACY Cultural competencies and equality training is of importance in the curriculum – for students to acquire cultural knowledge to provide health care to all patients and users. High regard for training to challenge oppression and discrimination Ill prepared to teach multicultural and anti-racist education – an insecurity and a lack of self confidence Strong self belief to engage positively in culturally sensitive teaching Effectiveness of teaching to promote equality of opportunity, especially in the sphere of practice

5. CURRICULUM MANAGEMENT OF TEACHING CULTURAL COMPETENCIES AND EQAULITY Teaching cultural competencies and equality are managed as integrated themes in other subjects Cross-curriculum model Culturally-sensitive teaching material are developed and others screened for negative cultural, racial, age and gender stereotypical inclusion 52 randomly selected module guides confirmed prominence of equality issues in the context of problem-based or situated learning Lecturers’ attributes critical to curriculum planning and innovation – commitment, ownership, reflection, action

6. BARRIERS TO TEACH CULTURAL COMPETENCIES AND EQUALITY Lack of time in an already “packed curriculum” Difficult to allocate time to search out new and innovative ways to teach “such a sensitive subject” Lack of information and knowledge of some cultures and religions Lack of confidence Large group for teaching Staff attitudes “some staff think it is not important”

7. CONCLUSION Considerable agreement among lecturers and students about the value and purpose of cultural competencies and equality training This finding should be seen as a great resource by education managers Metric School of Health and others are likely to benefit from the self- efficacy tool developed during this action research