Teaching Military/Veteran Cultural Competence for Working with Veterans and Military Families: Effects on Student Knowledge, Self-Efficacy, Comfort, and Behavioral Intentions

Abstract

There is a pressing need to prepare health professions students to work effectively with veterans and military families (VMFs). Instruction that includes elements of military/veteran cultural competence (MVCC), such as military culture and values and the range of issues that VMFs may confront during reintegration, seems essential to achieving this aim. In the present study, we examined the effects of teaching these topics on reported VMF knowledge, comfort, self-efficacy, and behavioral intentions concerning future VMF-focused practice among five cohorts of graduate students (N = 65). About three quarters of the students were civilians, and most had a personal military connection (past/current military service or family relationship) that motivated them to take the class. Results indicated significant course-related increases in VMF knowledge and anticipated comfort and self-efficacy in working with this population, and that increased knowledge was associated with increased comfort. Behavioral intention changes did not reach significance, which may be due to the high baseline level of motivation that students reported. This study demonstrates that knowledge-based elements of MVCC may be successfully taught even to those familiar with the military. Future research should examine whether this knowledge translates into the practice skills/attitudes needed for effective and culturally competent practice with VMFs.