Child Health Nurs Res.  2025 Jan;31(1):52-62. 10.4094/chnr.2024.043.

Development for a concept mapping multicultural education program for Mother and Baby Unit nurses: a quasi-experimental study in South Korea

• Kang D
• Shon S

• KMID: 2563995
• DOI: http://doi.org/10.4094/chnr.2024.043

Abstract

Purpose
This study aimed to develop a multicultural education program for Mother and Baby Unit (MBU) nurses by using concept mapping, and to evaluate its effectiveness in enhancing the nurses’ cultural competence and multicultural acceptance.
Methods
This study utilized the ADDIE model (which comprises the Analysis, Design, Development, Implementation, and Evaluation stages) to design and implement a concept mapping-based multicultural education program for MBU nurses in a quasi-experimental pre- and post-test design. This program was structured into five sessions, each incorporating the use of concept maps to facilitate self-reflection and critical thinking. All sessions were conducted using the online Zoom platform, allowing participants to engage without restrictions on time or location. A total of 53 nurses participated, with 26 assigned to the experimental group and 27 to the control group. The program’s effectiveness was assessed through changes in cultural competence and multicultural acceptance, measured using validated scales.
Results
The results demonstrated significant improvements in both cultural competence and multicultural acceptance in the experimental group compared to the control group, supporting the hypotheses that such educational interventions can enhance nurses’ ability to provide culturally appropriate care.
Conclusion
Concept mapping fosters self-reflection and critical thinking, effectively increasing MBU nurses’ cultural competence and multicultural acceptance. This study offers a practical framework for integrating multicultural education into nursing training, ultimately improving care for foreign mothers and reducing the challenges faced by MBU nurses.

Keyword

Concept mapping; Cultural competency; Migrant mothers; Multicultural education; Nursing education