Discussion
The present study evaluated the effect of a virtual training program on the nurse educators’ cultural competence. According to the results, the training program significantly increased cultural competence and all its dimensions in the intervention group compared with the control group. According to the scoring of questionnaire based on Benner’s theory, cultural competence of intervention group was promoted from culturally competent to culturally proficient level. These results were consistent with previous studies that confirmed the effectiveness of training programs in enhancing the cultural competence of nurses and nursing students [Benner’s theory provides a useful guideline for instructors to design their curriculum in a more effective manner for both students and graduated practitioners. According to this theory, nursing practitioners can expand their competences through actual experiences. The model suggests that the progression from the novice step to the higher levels occur over time and with the accumulation of more experiences. However, it should be noted that simulators are valuable training tools that can be employed in the novice and advanced novice steps for providing nurses with required competences. The theory also highlights that advancing from the advanced novice to the component step is mainly a result of increasing self–confidence in practitioners, which stems from encountering various clinical conditions and the emergence of the feeling that they can rely on their skills. According to Benner’s theory, nurse educators can use simulators to facilitate the progress of nursing students in gaining clinical competences. Simulators come in various forms, including written simulations, simulated patients, role playing, maquettes. It is important to note that simulators are powerful tools that can facilitate the educational process in complex situations [Creating culturally diverse environments among students, educators, and managers in universities can encourage students engage with and reflect on cultural differences. In addition, nurse educators’ experiences in the educational environment, their understanding of cultural competence, and their integration of cultural competence into the curriculum significantly improve the cultural competence of both educators and students. It is crucial that educators adopt a comprehensive approach to cultural competence in nursing programs that extends beyond classroom training. For example, they should organize training courses or workshops with clear learning objectives and create evaluation criteria for ranking educators [The above studies have highlighted the need for nursing schools to train nursing students in the care of culturally diverse patients. Therefore, nurse educators are expected to act as role models for nursing students and possess a comprehensive understanding of their behaviors, actions, and attitudes that affect the development of cultural competence, and professionalism of nursing students. Moreover, cultural competence has not been integrated into nursing curricula. Nurse educators should revise nursing curricula to identify how to integrate cultural content into curricula and develop clear guidelines and standards. They can increase their own cultural competence, as well as that of other educators and students by using quantitative and qualitative research, evidence-based teaching methods, learning skills in different languages, creating culturally diverse spaces in universities, increasing transcultural communication between educators and students, developing transcultural care lesson plans, participating in international online and offline transcultural training and continuing education, experiential learning, scholarships, holding congresses and seminars in cultural care, immersive experience, and community-based services.