Cultural Competence and Clinical Decision-Making among Nurses in the Philippines
DOI:
https://doi.org/10.65339/ijsair.V2.I3.815Keywords:
Clinical Decision-Making, Cultural Competence, Culturally Congruent Care, Filipino Nurses, Nursing Education, Patient-Centered Care, Sustainable Healthcare, Transcultural NursingAbstract
This study examined the cultural competence and clinical decision-making of registered nurses in the Philippines and determined whether these variables differed according to demographic characteristics or were significantly related. Guided by Madeleine Leininger’s Culture Care Diversity and Universality Theory and the Sunrise Enabler, the study employed a descriptive-correlational design. A total of 382 registered nurses from selected public and private hospitals across Luzon, Visayas, and Mindanao participated through voluntary response sampling. Data were collected using an online questionnaire comprising demographic items, the 20-item Nurse Cultural Competence Scale, and the 24-item Nursing Clinical Decision-Making Instrument. Descriptive statistics, analysis of variance, the Kruskal-Wallis H-test, and Pearson or Spearman correlation analyses were applied as appropriate. The respondents demonstrated moderate levels of cultural knowledge, cultural sensitivity, cultural skills, and clinical decision-making, indicating uncertainty and inconsistent application in practice. Cultural competence varied according to selected demographic factors, particularly age, religion, and ethnicity, while gender generally showed no significant influence. Clinical decision-making was largely consistent across age, gender, and religion, although data collection differed according to ethnicity and years of nursing experience. Cultural competence and clinical decision-making had a negligible and statistically insignificant overall relationship (r = −0.097, p = 0.059), suggesting that they function as distinct but complementary nursing capabilities. The study concluded that cultural competence primarily strengthens communication, respect, trust, and patient engagement, whereas clinical decision-making remains guided by evidence-based procedures and institutional standards. Continuous scenario-based training, simulation, reflective practice, mentorship, culturally congruent policies, and curriculum integration were recommended. The study supports SDG 3—Good Health and Well-Being, SDG 4—Quality Education, and SDG 10—Reduced Inequalities. Its sustainability impact lies in strengthening equitable patient care, continuing nursing education, culturally responsive institutions, and inclusive healthcare systems.
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