Concept Of Cultural Competence Research Articles

Towards a culturally competent humanitarian assistance

This article examines the opportunities and challenges of integrating cultural competency into humanitarian assistance. While it is imperative for humanitarian organisations and workers to fully understand and consider ethnocultural dynamics and diversity in the communities they serve and plan their work accordingly, cultural competency is still deprioritised and overlooked when planning and implementing a humanitarian assistance response. The article goes through the evolution of cultural competency concepts and how far humanitarian assistance responses throughout the years have succeeded in working effectively in multicultural contexts, exploring their commitments to cultural competency in the face of competing priorities, limited resources, centralised decision-making, tight schedules and the urgency to deliver services at once. The challenges of integrating cultural competency into humanitarian assistance are further elaborated, and key actionable recommendations are drawn to guide organisational practice.

The Effects of the Situated Simulation Program on the Cultural Competence of Hemodialysis Nurses: A Quasi-Experimental Study.

The rise in the number of hemodialysis (HD) patients underscores the importance of culturally competent HD nurses. This study aimed to examine the effectiveness of a situated simulation program on HD nurses' cultural competence. This was a quasi-experimental pilot study with a total of 40 participants who met the inclusion criteria from an HD center in northern Taiwan. Participants took part in two separate 3 h education programs. The first program focused on the basic concepts of cultural competence, while the second program involved situated simulations utilizing the Gather-Analyze-Summarize (GAS) method of debriefing. The generalized estimating equations (GEEs) were employed to estimate the intervention effect. The baseline scores were divided into low-score and high-score groups using the median score for subgroup analysis. The subgroup analysis revealed that a significant group-time interaction was identified regarding cultural competence and subscale, verifying the situated simulation's immediate effect. In this study, an integration of the GAS method of debriefing and situated simulation teaching was implemented. The results showed that this approach empowered HD nurses with the ability to foster positive attitudes and demonstrate professional expertise in an organized manner when facing similar clinical scenarios in the future.

Unsettling Discourses of Cross-Cultural Social Work Practice: Moving from Theoretical Debates to Interrogating and Transforming Praxis

Abstract Cultural competence is one of the most debated concepts in social work. Whilst some scholars view it as a central tenet of social work theory, practice and education, others critique it as a new form of racism and even encourage its abandonment in social work. Amidst this fierce debate, this article attempts to answer the following question: How do we become entrapped by our own thinking when it comes to fostering or critiquing cultural competence and related constructs as well as understanding their embodiment in everyday social work practice? Using a post-structural lens, especially Foucault’s work on the ‘Order of Things’ in society, this article interrogates discourses and praxis in cross-cultural social work practice (CCSWP). After briefly examining the pervasive concepts of cultural competence, cultural humility and structural competence currently in circulation, this article elaborates upon debated discourses and interrogates the praxis underlying CCSWP. Instead of descending into semantic and theoretical debates and promoting one dogmatism above others, it is essential to assume a position of ongoing interrogation and critique of the pervasive discourses and praxis of cultural competence and alternative concepts. Doing so can promote reflective CCSWP and create the possibility for transformative change in social work practice.

Leveraging Big Data Analytics for Cultural Teaching Competence in international Chinese Linguistic Learning using Weighted Random Forest Model

The teaching of Chinese language and culture has gained significant importance on the global stage due to China's growing influence in various domains. International Chinese language teachers play a crucial role in promoting cross-cultural understanding and facilitating effective communication between Chinese and non-Chinese speakers. This paper aims to explore the concept of cultural teaching competence for international Chinese language teachers, with a focus on the Chinese national context and the application of a cultural teaching framework supported by big data analytics. The model uses the Integrated Machine Learning Teaching Framework (iMLTF). The model constructs the cultural teaching framework for the evaluation of the International Chinese Language based on Chinese National Context. The iMLTF model uses the Multivariant examination integrated with the Weighted Random Forest model. The simulation analysis expressed that the proposed iMLTF model achieves the higher classification accuracy value of 98% compared with the conventional state-of-art techniques.

Cultural competency education in the medical curriculum to overcome health care disparities

Background Our increasingly diverse population demands the adoption of transcultural approaches to health care delivery. Training courses in medical education have been developed across the country for cultural competency, but have not been standardized or incorporated consistently. This study sought to formulate an educational intervention in medical training using the concepts of cultural competency and humility to improve understanding of cultural disparities in health care. Methods This study used three domains of Tools for Assessing Cultural Competence Training (TACCT) by the Association of American Medical Colleges. Participants included 106 fourth-year medical students and 19 internal medicine residents at Louisiana State University in Shreveport in 2022. The training session included a lecture introducing cultural and structural competency for 30 minutes followed by three workshops based on the TACCT domains of key aspects of cultural competence, understanding the impact of stereotyping on medical decision-making, and cross-cultural clinical skills. The participants were given a pre- and postsession questionnaire. Results After the session, 68% of students rated their understanding of cultural competency as excellent. For methods of teaching—lecture versus workshop versus both—66% rated the combination as excellent. Conclusion The rudimentary understanding of cultural competency and cultural humility improved after the session.

451 A systematic review exploring cultural competence in pharmacy education

Abstract Introduction There is an increased need for a healthcare workforce that is culturally competent to improve health outcomes and reduce health disparities for patients from diverse cultural backgrounds. This is important in the context of pharmaceutical care for patients, as the inability to recognise a patient’s health beliefs, which could be influenced by their cultural background, can lead to reduced medication adherence and poor treatment outcomes (1, 2). This review is registered with PROSPERO (Reference number CRD42021295875). Aim This systematic review aims to explore cultural competence teaching and training in pre-qualification pharmacy education. Methods This study is reported using the PRISMA Checklist. Medline, Scopus, PsychInfo, Web of Knowledge, CINAHL, and Embase databases were systematically searched for studies that explored cultural competence in pharmacy education and were published in English from January 2012 to December 2021. Methodological quality of studies were assessed using the Mixed Methods Appraisal Tool (MMAT). Data from included studies were thematically analysed. Results Overall, 47 papers (46 studies) were included in the review. Of these, 40 papers focused on interventions for teaching cultural competence to pharmacy students only, the remaining studies included students from pharmacy and other health discipline programmes. Half of the studies focused on cultural competence in general (n = 20, 50%), while the remaining studies focused on competence on specific aspects e.g. cultures, religions and disabilities. Most studies (n = 24, 60%) report implementation of interventions that took place over a week. Twenty-one studies reported that cultural competence interventions were compulsory. There were variations in how cultural competence is conceptualised in studies; some studies focused on the need to increase knowledge about different cultures or ‘knowing how’; other studies focused on behavioural aspects that would help students while they work with patients from diverse backgrounds, or ‘showing how’; some studies described cultural competence as a continuum that includes both ‘doing’ knowledge and behavioural aspects. Conclusion There is variation in how cultural competence is taught in pharmacy education programmes, which could be a consequence of differences in how authors conceptualised cultural competence. It is also challenging to know whether or not current interventions improve ‘cultural competency’ due a range of outcome measures used in the studies. Therefore, it is important to develop a set of key principles that underpin the understanding and operationalisation of the concept of cultural competence into the pre-qualification pharmacy curricula – this forms our future work. A limitation of the study was the inclusion of only papers written in English, which may therefore have inadvertently excluded relevant papers published in other languages. Additionally, grey literature was not included, which often is a key step in the dissemination of pedagogical research and scholarship.

Educators in Israel define cultural competence

How do Israeli teachers perceive the concept of cultural competence? To answer this question, we employed a questionnaire survey marking each participant’s degree of agreement with 19 statements defining cultural competency. The questions were open-ended, allowing participants to share their opinions on cultural competence. A quantitative analysis of their responses reveals equal treatment of every person, the ability to receive and provide exact non-injurious messages, cultural awareness, and the ability to communicate in a multicultural environment to be the descriptions most connected to cultural competence. A qualitative analysis discovered several categories of understanding cultural competence such as knowledge, skills, and values related to the role of teachers in their classrooms. The participants also reflected on Israel’s idiosyncrasies and the expectations from educators in such a context. Israeli society is complex and heterogenous: Its education system segregates students, such as through distinct secular, religious, ultraorthodox, and Arabs schools, which, in turn, have their own subcultures, for example. Such layered heterogeneities require an essential understanding of how educators must grasp and define cultural competence in the Israeli educational system.

Currency exchange: sporting capital, cricket and South Asian communities

ABSTRACT This paper examines the involvement of members of South Asian communities in cricket (in Bradford and Leeds, UK). The England and Wales Cricket Board (ECB) identified that despite the high level of interest in cricket within these communities, relatively few were participating in opportunities provided through ECB structures; instead, they were engaged in various forms of ‘informal’ cricket. Using data from a small-scale survey and group interviews, this paper speaks to issues of diversity and equality utilizing Rowe’s theory of sporting capital framed with insights from Critical Race Theory (CRT). We argue that Rowe’s model should be refined by incorporating the concepts of cultural competence and cultural wealth. Doing this can safeguard against deficit models of capital that stress what people lack rather than what they possess. This provides the sporting establishment with better insight to how their sport is perceived and engaged with by those outside the mainstream.

19.1 Popular Film as a Tool for Cultural Humility: Asian American Film as Case Study

Racism toward Asian American (AA) ethnicities is historically longstanding and continues to harm AA youth. One manifestation of racism includes the silencing and invisibility of AA experiences in the media, resulting in few examples of cultural humility. The objectives of this presentation will be to review concepts of cultural competence vs cultural humility and to identify approaches for clinicians and educators to use film as a vehicle to explore and understand cultural humility.

Ethnic chambers of commerce and co-creation of value: a synthesis of cultural and networking competencies

PurposeThe purpose of this paper is to explore and understand how Chambers of Commerce enhance networking among ethnic small businesses and enable the co-creation of value. This study contributes to extant research through the emergence of the concept of cultural networking competence. This study highlights how Chambers of Commerce in the USA ensures the continuation, growth and replication of ethnic small businesses through cultural networking competence.Design/methodology/approachThis study investigates the research question by conducting qualitative research and adopting an interpretive approach of investigation in the Hispanic Chamber of Commerce in Chicago. Subjects were recruited using purposive sampling techniques via community links.FindingsFindings show the existence of four different types of value in line with Holbrook’s typology of value – utilitarian, social, emotional and altruistic value. Because these values are culturally related, this study regards these values as cultural networking competence, which differs from general networking competence due to its focus on culture. With cultural networking competence, ethnic firms benefit from access to new domains, the creation of new opportunities, an improved effectiveness in achieving objectives beyond their own ethnic networks and the resources of other actors that can be leveraged for wider impact.Originality/valueThis study contributes to extant research through the emergence of the concept of cultural networking competence. This study highlights how Chambers of Commerce in the USA ensures the continuation, growth and replication of ethnic small businesses through cultural networking competence.

An Assessment of Cultural and Linguistic Competence in Public Health Preparation Programs

Demographic estimates suggest that as the population continues to grow and age in the coming decades, the United States of America will continue to become a more diverse society. The increased diversification of the population makes it urgent for public health professionals, including health education specialists, to master the concepts of cultural and linguistic competence during their academic preparation to be more applied in their professional work. The purpose of this study was to investigate the incorporation of concepts of cultural and linguistic competence in the curriculum among accredited public health schools and programs and other health education and promotion programs to prepare public health education specialists. Point of contact at selected 2021 Council on Education for Public Health list of accredited Schools and Programs of Public Health and an online directory of Health Education and Promotion programs were surveyed. Descriptive statistics were calculated to examine the responses of the participants. While most of the programs reported including cultural competence content and skills in their curriculum, fewer reported inclusion of linguistic competence. Academic programs should prioritize incorporating cultural and linguistic competence in their curriculum not only because of accreditation requirements but because of the moral and professional imperatives presented by the changing demographic changes in the United States.

Culturally Aligned Health Care: Implications for Patient Care and the Nursing Profession.

Professional nurses utilize person-centered/patient-centered models of care to provide meaningful and effective healing or promotion of wellness. Using their skills, knowledge, and expertise, nurses are poised to lead quality improvement efforts that enhance patient outcomes, reduce inequities among populations, and contain costs. Culturally aligned organizational models are built on key concepts of cultural competency, patient- and family-centered care, and diversity, equity, inclusion, and belonging concepts. Nurses are poised to lead cultural alignment innovations across health-care professional teams, using their foundational skills to enhance quality and safety across the health-care spectrum.

Cultural Competence and Cultural Humility: A Dialogue on Adopting a Multimodel Approach in Physical Therapist Education

Background and Purpose. Integrating the concepts of cultural humility and cultural competence into physical therapy (PT) practice may reduce health care disparities and improve patient-centered care. Although several frameworks exist for teaching physical therapist students about cultural competence and cultural humility, discussion about which framework is comprehensive enough to capture the complexity of this topic is unresolved. The purpose of this position paper was to raise awareness in physical therapist and physical therapist assistant (PTA) education about existing frameworks of cultural competence and cultural humility and present a rationale for the inclusion of both in educational approaches. Position and Rationale. This article examines the concepts of cultural competence and cultural humility, explores the differences between these 2 concepts, and provides a rationale for integrating both theoretical constructs into PT and PTA education. Discussion and Conclusion. Cultural competence and cultural humility frameworks are evolving and so should faculty member approaches to teaching this content to PT students. Contemporary pedagogy requires a focused lens through which to prepare students for incorporating cultural awareness into clinical care to avoid potential cultural mismatches. Creating a new framework that synthesizes the principles of cultural competence and cultural humility may encourage more inclusivity. Cultural pedagogy has the potential to improve the patient experience and health outcomes by empowering students to provide care that is sensitive to important patient cultural differences.

Cultural competence and safety in Circumpolar countries: an analysis of discourses in healthcare

ABSTRACT Circumpolar Indigenous populations continue to experience dramatic health inequities when compared to their national counterparts. The objectives of this study are first, to explore the space given in the existing literature to the concepts of cultural safety and cultural competence, as it relates to Indigenous peoples in Circumpolar contexts; and second, to document where innovations have emerged. We conducted a review of the English, Danish, Norwegian, Russian and Swedish Circumpolar health literature focusing on Indigenous populations. We include research related to Alaska (USA); the Yukon, the Northwest Territories, Nunavik and Labrador (Canada); Greenland; Sápmi (northmost part of Sweden, Norway, and Finland); and arctic Russia. Our results show that the concepts of cultural safety and cultural competence (cultural humility in Nunavut) are widely discussed in the Canadian literature. In Alaska, the term relationship-centred care has emerged, and is defined broadly to encompass clinician-patient relationships and structural barriers to care. We found no evidence that similar concepts are used to inform service delivery in Greenland, Nordic countries and Russia. While we recognise that healthcare innovations are often localised, and that there is often a lapse before localised innovations find their way into the literature, we conclude that the general lack of attention to culturally safe care for Sámi and Greenlandic Inuit is somewhat surprising given Nordic countries’ concern for the welfare of their citizens. We see this as an important gap, and out of step with commitments made under United Nations Declarations on the Rights of Indigenous Peoples. We call for the integration of cultural safety (and its variants) as a lens to inform the development of health programs aiming to improve Indigenous in Circumpolar countries.

Doprinos interkulturnog menadžmenta razvoju kulturne kompetentnosti u zdravstvenom sektoru

Globalization is changing the way we look at the world and affecting the healthcare sector. There is a need to implement intercultural competence among healthcare workers. The postulation of intercultural medicine was created due to the influence of cultural barriers to effective healthcare. In order to avoid cultural stereotypes due to the decisive role of human factors in management of health care institutions, it is necessary to be well acquainted with the intercultural human resource management. Population migration and globalization leads to the need for education in order to understand the influence of cultural factors on effective health care. The concept of cultural competence in health care encompasses strategies, responsible management and employee behavior and as such provides the basis for effective functioning in an intercultural environment.

Culturally competent occupational therapy practice for south asians in the United States of America: A narrative review

Background: The concept of cultural competence in health care has gained significant attention in the past few decades due to increased diversity in the United States (US) population. However, studies suggested that occupational therapists in the US are not prepared for this cultural shift. Several research articles indicated that practicing clinicians are either not aware of the need for culturally competent practices or need the training to enhance knowledge on cultural competence to cater to people from South Asian backgrounds. Objectives: This study aims to understand cultural beliefs, the perception of health and illness, the meaning of occupations from the viewpoint of the South Asian clients to help explore culturally competent strategies for occupational therapy (OT) professionals in the US to ensure they provide applicable and culturally appropriate services to South Asian clients. Study Design: A narrative review. Methods: Keyword searches of databases such as PubMed and EBSCO, and the American Journal of OT were performed. The literature search identified and reviewed qualitative/quantitative studies (n = 13) and other articles/resources (n = 9) on cultural competency for South Asians in the United States of America from 2009 to 2021 in English language literature. Manual searches of other relevant journals and reference lists of primary articles were also done. Results: Analysis of the results of studies reviewed revealed three main themes, (1) role of critical thinking and self-awareness that promote or inhibit the use of culturally competent interventions, (2) prior experiences of OT practitioners with ethnically diverse communities, (3) cultural considerations such as common belief, family hierarchy, traditional medicines, and the use of educational material or therapy resources in the native language that may improve therapy outcomes for South Asian clients. Conclusion: Empowering cultural competency requires complex skills such as critical thinking, self-awareness, problem-solving, understanding the dynamics of discrimination, and understanding the service delivery systems. The background information on common behaviors, beliefs, and cultural considerations of South Asians will help devise meaningful client-centered interventions that match the social and cultural norms of South Asian clients, which can improve OT practice for this clientele in the US.

The culture of reading in a pandemic and the impact on the value of citizens

This study was conducted to determine the culture of reading and its role during the isolation of COVID-19. The study concludes that enhancing reading culture and stimulating reading during pandemics can prevent many psychological disorders. The pandemic, that is, COVID-19, has brought about many changes. During the pandemic, citizens could not attend cultural events. Now if we consider one side of its influence on the culture of reading and reading habits in Kazakhstan? Also, including how people read literature, how much are they connected with the library during the crisis? Have citizens used literature to help regulate emotions in a pandemic? How has changing living conditions changed the practice of reading books? In our reader survey, we wanted to look at people's experiences with literature during the pandemic and identify problems in the study. The findings of this study address practical issues related to a culture of isolation during a pandemic. Important conclusions from this study are an analysis of the stages of reading during isolation, a discussion of world experience in promoting reading, the development of cultural competence in reading, intellectual development, reading materials, as well as their reasons for reading. Recently, the role of books and reading in the life of society has significantly decreased. The need for information is mainly realized with the help of Internet resources. However, such an approach cannot contribute to the integration of a person into a multinational culture with a complex of spiritual, material and intellectual characteristics, traditions, and so on. The level of the concept of cultural and intellectual competence fully affects the politics, economy, national security and competitiveness of the state. It is possible to reverse the emerging negative changes only if we rethink the organization of librarianship. Today, a library is not just a collection and storage of book collections. First of all, this is a qualitative provision of intellectual information to the population. Every day of our activity increasingly confirms the importance of conscious, creative participation of all citizens in the life of the state. It should be noted that a characteristic feature of the concept of reading culture is the ability to understand what is read, to find the most important, important and valuable.

CULTURAL COMPETENCE AS ONE OF THE KEY COMPETENCIES IN THE RENEWAL UKRAINIAN EDUCATION SYSTEM

The aim of the article is to specify the content of cultural competence and the expected results of its development in the context of basic secondary education. Cultural competence as the educational term was first defined in the Law “On Education” in Ukraine (2017) and in the State Standard of the Basic Secondary Education (2020) for the 5th - 12th classes1 . The article specifies the process of cultural competence attainment and the expected learning outcomes. The results of the study are formulated based on a logical-semantic analysis and structural-functional clarification of the cultural competence essence, separation of its structural components, and interpretation of the provisions of adopted Regulation documents, Standards, and Recommendations on Education Policy, as well as a reflective analysis of research results on the concept of cultural competence in national and international researches. The cultural competence of a person is manifested in the form of a core competence that allows him or her to independently understand and freely use at his or her discretion the whole range of acquired competencies and expertise in socio-cultural and general, institutional and conventional norms and regulators of behavior in mobile social communication, including in different languages. Scientific discussion of the competence concept is an up-to-date issue due to the reformation of the Ukrainian educational system, according to the world model.

Culturally Congruent Care in Radiology Nursing

The United States' diversity is growing, making it difficult for nurses to meet the needs of patients from a wide range of cultures, belief systems, and groups. Nursing is not new to providing culturally competent care; however, the profession's demographic shift has made it a priority. Improving nurses' cultural competency can lead to increased access to health care and, as a result, better health outcomes. Nurses in all specialties work with people from all walks of life, which necessitates that they have the knowledge and skills necessary to care in a culturally appropriate manner. Radiology nurses, in particular, influence care in a variety of settings and provide care to people of all ages and acuities, making the commitment to fostering culturally congruent practice even more critical. Nurses can begin this process by critically reflecting on their own biases as well as the concepts of cultural humility, competence, and competemility.

Cultural Competence or the Mapping of Racialized Space: Cartographies of Music Education

Abstract Cultural competence has received great attention in the education literature. In music education, cultural competence typically manifests as the practice of including multiple musics in the classroom and engaging in culturally responsive teaching. I argue that conceptually, these practices are cartographic. Including multiple musics and engaging in culturally responsive teaching involve mapping racialized space. This article first examines how cultural competence has been taken up in different fields in ways that are cartographic. I subsequently explore literature predominantly from the field of geography on cartography in order to consider how practices of cultural competence can be cartographic. I then return to music education to explore how culturally responsive music educators may engage in cartographic practices, as well as account for the ways that such cartographic practices have been resisted by scholars challenging the concept of cultural competence. Ultimately, I consider ways that music educators may resist cartography in their efforts to be culturally responsive, drawing on literature predominantly outside of music education to imagine possibilities.