Table 3.

Characteristics of included studies.

Author(s), Year	Participants	Methods	Content of training to increase cultural competence
Kaihlanen et al., 2019	Registered nurses (n = 14); practical nurses (n = 6)	Qualitative study	16-h Face to Face training. The training was based on sociocultural differences, perception of pain in individual cultures, personality differences, knowledge from various cultural experts, and knowledge gained from self-reflection.
Slobodin et al., 2021	Healthcare professionals (n = 303)	Pre-post web-based intervention study	An online educational program from the historical perspective of the pandemic; program objectives evaluated cultural challenges in the health sector, the importance of cultural competence in emergencies, cultural competence, knowledge, and skills in the context of COVID-19.
Celik et al., 2012	Healthcare professionals (n = 31)	Mix-method Quantitative and Qualitative methods	The training program was based on the Deming cycle and was divided into four modules. The training focused on conceptualizing differences in healthcare between the healthcare professionals and applying instructions to address diversity in practice.
Perry et al., 2015	Healthcare professionals (n = 60)	Mix-method Quantitative and Qualitative methods	eSimulation module was based on developing participants’ knowledge and skills to understand the role of language in healthcare and highlighting the benefits of using an interpreter in clinical work. The use of open-ended, culturally sensitive issues to address language and cultural problems at patient discharge.
Ahn, 2017	Nurses (n = 275)	Cross-sectional design and structured equation modeling	Hypothetical model for the development of cultural competence.
McDonald et al., 2021	Mental Healthcare professionals (n = 248)	Mix-method evaluation	Comprehensive Cross-Cultural Training included interactive lectures on cultures, psychopathology, migration discussions, and refugee-related studies.