Building Bridges: Using Data to Improve Service-Learning Experiences With a Chippewa Cree Community.

<b>Purpose: </b>Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students.<b>Method: </b>Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals.<b>Results: </b>Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students’ clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy.<b>Conclusion: </b>Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence.<br><b>Supplemental Material S1. </b>Cultural Awareness and Competence Scales (CACS): SLP and AUD common items. <br>de Diego-Lázaro, B., Winn, K., &amp; Restrepo, M. A. (2020). Cultural competence and self-efficacy after study abroad experiences. <i>American Journal of Speech-Language Pathology</i>. Advance online publication. https://doi.org/10.1044/2020_AJSLP-19-00101

Cultural competence: A call to action

Perspectives of Cultural Competency from an International Service Learning Project

Perspectives of Cultural Competency from an International Service Learning Project

Aim/Purpose: This study focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies. Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership. Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies. Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs. Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group. Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future. Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country and to be fully immersed in a culture that is different from their own. Through these experiences, many development opportunities can affect how students view their professional work. Impact on Society: Through exposure to others, by experiencing diverse ways of thinking and doing, and through critical conversation, institutions of higher education can develop school leaders to be culturally competent, culturally responsive, and socially just. As demonstrated in this study, international experiences are one decisive way to start this conversation. Future Research: Research has shown that it is possible to increase students’ cultural competence through study abroad. As such, in the current study, the researchers took a mixed methods approach to understand how cultural competencies around knowledge, skills, attitudes, and behaviors shifted. As a result, we found that each doctoral student increased their cultural awareness in significant ways. Students gained knowledge by comparing the cultures within education systems and gained self-awareness about their own cultural awareness issues. More research needs to be done to better understand the impact of study abroad experiences on graduate students in educational leadership programs. These experiences could be short experiences (i.e., one to two weeks) or longer experiences (i.e., more than two weeks). Further, focusing on developing cultural competency before, during, and after a trip in different educational fields other than educational leadership (e.g., literacy, curriculum &amp; instruction) could have significant school-level effects. Lastly, extending study abroad experiences into locations where English is not the first or primary language could provide opportunities for developing language skills while enhancing patience, cross-cultural communication, and problem-solving skills that could be beneficial personally and professionally.

Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647.

This study examines the integration of cultural competence in English Language Teaching (ELT). Despite its importance, lecturers’ understanding of culture remains limited, making it difficult to implement in teaching. This study analyzes lecturers’ knowledge of culture, intercultural competence (IC), and intercultural awareness (ICA) in ELT. A qualitative research method with a case study approach was employed. Data were collected through semi-structured interviews with four English lecturers at IAIN Bone, selected purposively based on their teaching experience and involvement in culture-based instruction. Thematic analysis was used to identify patterns in their understanding and implementation of IC in the classroom. The findings indicate that most lecturers acknowledge the significance of culture and intercultural communicative competence (ICC) in ELT. However, their approaches vary, from merely transmitting cultural information to prioritizing dialects over broader cultural aspects. Some lecturers also adhere to the native speaker (NS) model, which contradicts the ideal integration of IC in an English as a Foreign Language (EFL) classroom. This study recommends training programs for lecturers on IC and ICA and curriculum development emphasizing cultural integration in ELT. Future research could explore more specific teaching approaches and their impact on students’ intercultural competence.

1 IntroductionOne of the main benefits of student mobility within the Erasmus programme is often quoted to be gaining greater (inter)cultural awareness, which in turn leads to enhanced intercultural communicative competence, an important skill, which in a globalised world increases and strengthens Erasmus students' employability. By acquiring (inter)cultural awareness students expand and deepen their understanding as to how cultural values and conventions affect our attitudes and behaviour (Byram 1997; Chen, & Starosta 1998-99), a competence that helps them mediate effectively between cultures and languages in intercultural encounters, termed intercultural communicative competence (Byram 2012; Chen, & Starosta 1998-99; Deardorff 2004; Fantini 2000/1).The Green Paper on Learning Mobility (COM 2009, 329: 5) suggests that mobility adds to human capital, as students access new knowledge and develop new linguistic skills and intercultural competences. However, studies by a number of researchers (Dervin 2009; Golubeva 2003; Holmes, & O'Neill 2012) point to the fact that development of (inter)cultural awareness is not naturally acquired through exposure to intercultural contacts in an international environment and that residence in a foreign country does not of itself produce positive representations of that country (Byram, & Zarate 1995; Dervin 2008; Anquetil 2009), what is more, it does not even abate students' stereotypical perceptions of otherness (Starkey, & Osler 2009; Starosta 2014). In order to help students derive benefit from their study period abroad in terms of enhancing their intercultural communicative competence, intercultural learning should, therefore, be assisted, facilitated, guided.The need to help students delve into intercultural issues and integrate new communication paradigms during their study or work sojourn abroad was also confirmed by the initial research within the IEREST project. Responses to questionnaires gathered from students who had participated in the Erasmus exchange programme previously, those currently taking part in it and those preparing for a sojourn abroad, as well as their discussion in focus groups, indicated clearly that the majority of students perceived a need for guidance in intercultural matters (for further discussion on this see Beaven, A., Borghetti, C., Van Maele, J., and Vassilicos, B. 2013). Moreover, the relevance of guidance for students preparing for study and/or work mobility as to the way in which to approach intercultural matters in international contacts is evidenced by a slew of teaching modules and courses dealing with intercultural issues (e.g. the Interculture Project at Lancaster University in UK; SALTO - an EU project within the Youth in Action Programme; De.C.I.D.E - an EU project within Lifelong Learning Programme; Mobility for Young People by AHA Moments; Intercultural Competence Training by Kwintessential) that are proposed to students by various tertiary institutions and projects in the EU and beyond.A number of theoretical paradigms concerning intercultural learning, communication, and pedagogy underpin existing courses such as those listed above, aimed at developing intercultural competence for Erasmus mobility, as well as other teaching materials and study programmes tackling intercultural communication topics. As a consequence, many authors and researchers have recently discussed the elusive problem of defining intercultural competence (Byram 2012; Deardoff 2009; Dervin 2009; Holmes 2009; Rathje 2007; Spitzberg, & Changnon 2009) and have identified the term 'intercultural' as polysemic, often used interchangeably with a number of variants derived from 'culture' such as 'cross-cultural', 'transcultural', 'intercultural' as labels for the same meaning (Beaven, Comas-Quinn, & Sawhill 2013). Similarly, Byram (2012). Holliday (2012) and others pointed to a proliferation of rather confusing terminological variants in the field of 'interculturality', all entailing very different ways of treating cultural matters and intercultural contacts, thus indicating the coexistence of multiple and sometimes contradictory approaches to facilitating the process of developing (inter)cultural awareness and competence. …

Background and Purpose. Effective health care requires cultural and cultural competency, which are vital aspects of a health professional's background. The purpose of this study was to investigate if a difference occurs in cultural pre- and post-international clinical placement. Participants. Seventeen final-year health professions students were recruited from Curtin University of Technology for this study. Methods. Participants attended a 4-week placement in China or India. Social demographic information included previous intercultural experience, prior language study, and intercultural friendship. The Intercultural Development Inventory (IDI) measured cultural pre-and post-placement and was analysed using the paired sample t test. Experiences and reflections of participants were obtained using a guided learning journal; qualitative data were analysed using a phenomenological approach. Results. Overall IDI developmental scores (mean -4.31, 95% CI -9.55 to 0.93) and individual scale scores increased but did not reach statistical significance except for the Acceptance/Adaptation scale (mean -0.34, 95% CI -0.63 to -0.04). Five themes emerged from qualitative analysis suggesting development of cultural sensitivity: increased vigilance and adaptation to environment, uncertainty and anticipation, grappling with supremacy, recognizing and appreciating differences, and cultural immersion and development. Discussion and Conclusion. International placements increase the cultural and competency of health professions students. Future studies should explore variables that will further enhance these cultural attributes in health professionals. Key Words: International Education, Clinical Education, Cultural Competence. BACKGROUND AND PURPOSE Cross-cultural interactions are an inevitable and integral part of clinical practice in a globalised health care environment.1 Government policies including A First Class Service: Quality in the NHS2 in the United Kingdom and National Action Agenda3 in the United States have been implemented to ensure provision of high-quality service by the health care sector to all patients. The Australian Department of Health and Ageing also has in its vision better health for all Australians, with priorities including a move towards health equality in indigenous and non-indigenous populations.4 The resulting focus on the ability of health care professionals to care for a culturally diverse patient population1,5 is driving the assessment of professional competency to encompass not only discipline-specific skills, but also generic cultural competency. This challenges health care professionals, as the diverse groups possess unique notions of illness and health beliefs that influence the delivery and receptivity of care.6 Cultural biases also exist in interpreting communication cues such as body language, facial expression, and tone of voice.7 Therefore, a lack of cultural understanding can compromise the quality of health care services.8,9 To provide effective health care, cultural and cultural competency are vital aspects of a health professionals background.6,10,11 Despite widespread usage and acceptance of the phrases, these concepts are not definitive. Bhawuk and Brislin12 defined cultural as sensitivity to cultural differences and to the points of view of people in other cultures.(p414) This develops as one begins to appreciate, respect and value diversity13 and is essential to facilitate cross-cultural interactions.6,10 Burchum13 identifies cultural as an integral component of cultural competency, which is a broader concept encompassing 6 attributes: cultural awareness, knowledge, understanding, sensitivity, skill, and interaction. Cultural competency is a dynamic process built on the ongoing development of these component attributes.14,15 Previous studies have revealed that students are less competent in handling cross-cultural encounters in the absence of appropriate teaching. …

Case Writing as a Vehicle for Promoting Cultural Competency: A Retrospective, Descriptive Qualitative Analysis

Introduction Culture is an important determinant in providing appropriate and coordinated health care for people from different ethnicities. The present study aimed to evaluate the status of cultural care among nurses working in teaching hospitals affiliated to Ardabil University of Medical Sciences. Methods In this descriptive-correlational study, 350 nurses completed the Persian version of Cultural Care Inventory (PCCI). This tool consists of 51 items and measures cultural care process in four domains including cultural preparation, cultural attitude, cultural awareness and cultural competence. Data were analyzed by IBM SPSS Statistics for Windows, version 22. Results The grand item mean of cultural care was 2.60 ± 0.621, which is considered poor. The grand item mean was 2.64 ± 0.78 in the subscale of cultural preparation, 3.45 ± 0.559 in cultural attitude, 2.81 ± 0.736 in cultural awareness and 2.58 ± 0.834 in cultural competence. Cultural competence was significantly related to cultural preparation (r = 0.80), cultural attitude (r = 0.62) and cultural awareness (r = 0.87). Discussion Based on the present findings, cultural care and its dimensions (with the exception of cultural attitude) were at a poor level. It can also be claimed that there is a direct and strong relationship between the dimensions of cultural care including cultural preparation, awareness, attitude and competence, which indicates the interdependence of these dimensions on each other. Nurses need to improve their cultural competence to ensure of providing patient-centered and culturally coordinated care.

Previous research on foreign language learners' intercultural competence has predominantly centered on their understanding and awareness of the target culture. While most research attribute learners' lack of intercultural competence to their inability to understand the target culture, there has been limited exploration into how students' awareness of their own culture influences their affect and the development of their intercultural competence. Given the significance of intracultural communicatiion ability in intercultural encounters, this this study aims to assess the intracultural competence of EFL students and its impact on their affective experiences and intercultural competence development. To achieve this goal, this study focuses on Algerian undergraduate EFL students. A cohort of 40 EFL students from Ibn Khaldoun University of Tiaret participated in the study. As a research method, the research employed quantitative and qualitative method. The quantitative method draws on Fantini’s (2007) Intercultural Communicative Competence Inventory (ICCI) model, which was modified and constructed into a rating scale to assess the level of the participants' intracultural competence. The qualitative method aims to know students’ perception on the role of intra-cultural competence in influencing their affective experiences in intercultural encounters. Based on the quantitative assessments, it was found that the participants exhibited a moderate level of intracultural competence. The qualitative results, on the other hand, indicated that the participants recognized of the pivotal role that intracultural competence would play in shaping their affective experiences when engaging with individuals from different international cultural backgrounds. This research contributes to our understanding of the importance of intracultural awareness for successful intercultural interactions and provides insights for educators and institutions aiming to enhance intercultural competence among students. The findings highlight the significance of fostering intracultural competence to create more positive and enriching intercultural experiences. /Keywords: assessment, EFL students, intra-cultural competence, affect, intercultural competence development

Development of cultural competency and cultural sensitivity through collaborative online international learning among advanced practice nursing students: A quasi-experimental pilot study.

The performing arts are vital for cultural expression, preservation, and education, particularly within indigenous communities. For Blaan learners, incorporating performing arts in their education is essential in promoting cultural awareness while enhancing cognitive, psychomotor, and affective skills. This study explored the relationship between the implementation of performing and non-performing arts, cultural awareness, and competence levels among Blaan learners. Using a descriptive-correlational research design, it assessed the extent of implementation of these arts disciplines and their impact on learners' cultural awareness and competencies. The Pearson-r correlation method was applied to analyze relationships among variables. Findings indicated that both performing and non-performing arts were moderately implemented. Blaan learners demonstrated a high level of cultural awareness, especially in areas like Music, Dance, Theater Arts, and Film. For Cognitive Domain, the pretest results were classified as Did Not Meet Expectations, whereas the posttest scores of Blaan learners improved to Fairly Satisfactory. However, findings revealed that the difference is not statistically significant. This suggests that the Special Program in the Arts did not produce a meaningful cognitive improvement in cultural competence over the period assessed. The implementation of culture-based discipline does not have a significant relationship with the cultural awareness and competence of Blaan learners across the cognitive, psychomotor, and affective domains. These results imply that while culture-based discipline is an integral aspect of educational programs, its isolated implementation may not directly influence learners’ cultural awareness and competence. This highlights the need for a more comprehensive and multifaceted approach to address the diverse dimensions of cultural competence effectively. The study concludes that performing arts do not significantly foster cultural awareness and competence among Blaan learners. It recommends that schools reinforce performing arts programs, incorporate structured learning strategies to support skills development, collaborate with cultural leaders to ensure authentic learning, and formulate policies that promote indigenous arts education. By addressing these aspects, educators and policymakers can cultivate a culturally inclusive and skill-focused educational environment for Blaan learners.

The concept of intercultural competence attempts to outline a set of characteristics that is essential in order for people to communicate adequately and competently in a globalized world. Intercultural competence is arguably more important than ever before because of rising nationalism, xenophobia, and extreme polarization in societies across the world. The chapter begins by outlining different conceptualizations of culture since our understanding of intercultural competence hinges on our understanding of culture. Culture has for long been defined as shared values but increasingly has come to mean contested sites of ideological struggles between different positionalities of power. Different intercultural competence models are outlined next, emphasizing Byram's intercultural communicative competence model, which argues that foreign language learning should be an essential component. The most important characteristics of different models are summed up in the European Council's Framework for Democratic Culture, which is outlined. Then, the chapter discusses some of the problems inherent in the intercultural competence concept, including the conceptualization of culture as shared equally valued meanings, ignoring power differences between different cultural groups, excluding non‐Western scholars from developing ideas about intercultural competence, and excluding disenfranchised marginalized groups from the intercultural narrative on which the intercultural competence concept is built. Finally, the chapter presents recent critique from intercultural communication scholars that our thinking about intercultural competence needs to move from a largely theoretical endeavor to include a social action component.