Cultural Competence among Paediatric Nurses in Delta State, Nigeria: The Role of Years of Clinical Experience

Abstract

Background: Cultural competence is essential for paediatric nurses caring for diverse populations, yet little is known about its level among nurses in Delta State, Nigeria, particularly the role of clinical experience in its development.
Objective: To assess the level of cultural competence and determine the influence of years of clinical experience on cultural competence among paediatric nurses in tertiary and public secondary health facilities in Delta State.
Methods: A cross-sectional descriptive survey was conducted among 114 paediatric nurses (83.2% response rate) from one tertiary and 11 public secondary health facilities in Delta State. Data were collected using the Nurse Cultural Competence Scale Questionnaire (NCCSQ), which was validated for the Nigerian context through expert review and exploratory factor analysis. Data were analysed using descriptive statistics, independent t-tests, chi-square tests, and multivariable linear regression. Significance was set at p < 0.05.
Results: Most nurses demonstrated moderate cultural competence (mean score = 3.39, SD = 0.44); 81% had received no formal training. Nurses with ≥5 years clinical experience scored significantly higher (p = 0.001, Cohen's d = -0.67). A significant association was found between years of clinical experience and level of cultural competence (χ² = 7.22, p = 0.03). After controlling for age, gender, educational level, prior training, professional rank, and facility type in multivariable regression, years of clinical experience remained a significant independent predictor (β = 0.21, p < 0.001). Experienced nurses were more likely to have high cultural competence compared to less experienced nurses. Less experienced nurses had higher rates of low competence.
Conclusion: Years of clinical experience has a medium effect on cultural competence among paediatric nurses in Delta State. However, without formal training, even experienced nurses remain at moderate levels. Structured training is essential to convert experiential learning into high-level cultural competence. Self-report bias and online administration limitations are acknowledged.