Investigating the Educational Challenges Related to Cultural Competence Faced by Iraqi Nursing College Students

Abstract

English for specific purpose is becoming increasingly considerable in various sectors, including medical sectors. Although numerous studies have investigated the effectiveness of such programs o n cultural competence behaviors and client outcomes, limited research has explored professionals' perceptions of cross-cultural educational representations (such as cultural consciousness and cultural competence) and the magnitude to which they and their administrations implement these values in preparation. In light of this gap, this study is directed to investigate the perceptions of healthcare professionals regarding customarily competent care, their involvements with multicultural patients, their own levels of cultural competence, and the degree to which they believe their cultural competencies discourse multicultural encounters. Data for this study are collected from a sample of 56 healthcare professionals affiliated with a Baghdad university in Iraq, representing various healthcare systems. A 19-item questionnaire, consisting of open-ended inquiries and multiple-choice items, is used to gather participants' perspectives and experiences. The majority of participants seem to perceive cross-cultural education primarily from a "cultural awareness" perspective. They emphasize on the importance of possessing practical cultural knowledge, such as understanding norms and customs, and facilitating communication through the use of interpreters. The study participants pay little attention to the principles of systemic cross-cultural approaches, such as cultural competence, cultural safety, and addressing issues like racism, power imbalances, and biases ingrained in the majority culture. Additionally, the need for self-reflection and awareness of personal prejudices was rarely acknowledged.