Promoting nursing students' transcultural self-efficacy to care for Burmese refugees using a set of educational strategies.

There was a significant increase in mean change from pre- to post for each of the three domains of the TSET, cognitive (1.3), practical (1.4), and affective (0.7) (p < 0.0001). There was a marginally significant mean change in the practical (p = 0.0573; p < 0.05) domain with the accelerated students in comparison with the traditional students. The group differences in mean change TSET scores remained marginally significant after adjusting for age.