Innovative activities with edible creations to enhance interdisciplinary health profession students' levels of perceived self-efficacy and cultural competence: An experimental study

Abstract

BackgroundStructured, innovative-designed activities including edible creations may enhance interdisciplinary (athletic training, nursing, health science, physical therapy) health profession students' levels of perceived self-efficacy, cultural competence, and overall learning through integration of an educationally-sound framework. Interprofessional cultural education provides fundamental skills to address diverse individual and societal needs. ObjectiveTo determine the impact of innovative and creative activities on health profession students' levels of perceived self-efficacy and cultural competence as measured by pre/post Transcultural Self-Efficacy Tool-Multidisciplinary Healthcare Provider (TSET-MHP) (Jeffreys, 2010) surveys. DesignQuasi-experimental comparative pretest/posttest survey to determine the effects of change, if any, on health profession students' levels of self-efficacy and cultural competence. SettingHealth profession students enrolled in a cultural course at a private Pennsylvania university. ParticipantsConvenience sample of interdisciplinary health profession students (n = 32) that completed paired pre/post TSET-MHP (Jeffreys, 2010) surveys. MethodsInnovative teaching strategies including edible creations were implemented throughout a semester to 32 participants. Health profession students' levels of perceived self-efficacy and cultural competence were measured by TSET-MHP (Jeffreys, 2010) surveys prior to and after completion of all activities. ResultsThe Cronbach alpha coefficient value on both pre/post surveys was 0.98. Median scores on the post-survey score total (Md = 719) increased from the pre-survey score total (Md = 423.5). The Wilcoxon Signed Rank test revealed Z = −4.92, p < .001, with a large effect size (r = 0.62). Scores determined a 46% increase in learning with 97% of students positively impacted by the innovative interventions. ConclusionThe survey findings suggest a need to include structured, innovative, and engaged activities in the classroom to effectively prepare health profession students to be safe and competent practitioners in caring for diverse individuals. An evidence-based framework may further support self-efficacy in the cultural education learning process.