Table 6.
Pre-post studies with instruments and outcomes.
| Lead name | Date | Instrument | Pre/ post |
Stat Analysis | Intervention Description | Model/Framework | Notes about results |
|---|---|---|---|---|---|---|---|
| Curtis | 2010 | focus group interviews | y | confluent-centered pilot curriculum | self-reported improvement | ||
| Halter | 2015 | TSET | y | univariate analysis with t test | curriculum evaluation | Jeffreys' CCC | |
| Jeffreys | 2012 | TSET | y | ANOVA/ANCOVA | Novice students vs 2nd+ years in CC curriculum | Jeffreys' CCC | |
| Kamau-Small | 2015 | surveys + clinical application report (CAR) | y | qualitative | educational theater wkshop | Stages of Change | Self-reported improvement |
| Kardong-Edgren | 2010 | IAPCC-RA | post | ANOVA + univariate | multi-curricula evaluation | Campinha-Bacote | No curriculum appears superior for teaching cultural content. |
| Mayo | 2014 | unique survey designed for population | post | multivariate regression | multi-curricula evaluation | N/A | |
| Riley | 2012 | IAPCC-R | ANOVA | Comparison of age and experience | Campinha-Bacote | ||
| Riner | 2013 | no formal instrument used | y | community health nursing practicum course | GENE framework - Sunrise Model | Self-selected | |
| Sanner | 2010 | ODCS (Pascarella) | y | Univariate + Wilcoxin signed-ranks | Annual Cultural Diversity Forum plus small group | ||
| Shattell | 2013 | TSET, BICCC | Content analysis | cross-sectional evaluation of curriculum | Jeffreys' CCC | demanding curriculum and time constraints inhibit education | |
| Strong | 2015 | ATLG Scale modified | y | Paired sample t-tests | four hourlong seminars | Custom | |
| Dunagan | 2014 | PCE Questionnaire (designed by author), ICCNE, GRISMS | multiple linear regression | multi-curricula online survey | N/A |