The Effect of Institutional Support on the Cultural Intelligence of Nursing Students
Kanjanee Phanphairoj1, *
Identifiers and Pagination:Year: 2021
First Page: 444
Last Page: 452
Publisher ID: TONURSJ-15-444
Article History:Received Date: 18/5/2021
Revision Received Date: 11/11/2021
Acceptance Date: 18/11/2021
Electronic publication date: 31/12/2021
Collection year: 2021
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Cultural intelligence is important for studying, working, and living in multicultural societies. Previous studies have indicated that training and learning support are important for improving students’ cultural intelligence. The purpose of this study was to investigate the effect of institutional support on cultural intelligence.
933 nursing students in three countries, among Malaysia, the Philippines, and Thailand, answered a rating scale questionnaire. A structural equation model was used to examine the effect of institutional support on cultural intelligence.
Institutional support had a statistically significant effect on cultural intelligence, with an effect size of 0.57.
For promoting cultural intelligence divided into three aspects, the first concerns the implementation of multicultural experiences in curricula; the second involves extra-curricular activities for being applied in multicultural situations; and the last regards encouraging teachers to realize the importance of culture and integrating cultural content in their teaching and in the students’ learning.