Cultural Assessment Tool Research Articles

A Tool for Privacy Culture Assessment

This research proposes an organizational culture assessment tool so that institutions can diagnose and develop a privacy culture. For the established objective to be achieved, this research included both a survey and an assessment, along with 100 market professionals, of the requirements considered a survey and an assessment, along with 100 market professionals, of the requirements necessary for developing a privacy culture. In addition, an organizational culture assessment was carried out in 06 organizations utilizing the suggested tool, the OCAI questionnaire, created by Cameron and Quinn (2011). The assessment allows for knowledge about the organization’s cultural levels, including the current perception of the dominant culture and the future status to be achieved. The results indicated the possibility of using the OCAI to assess the culture of privacy and provided 13 requirements that help in the development of this culture in organizations. As In future work, the author recommends the OCAI form’s application of the OCAI form within organizations through a case study, with wide dissemination to employees or servers. Furthermore, it is important to evaluate the effectiveness of this research’s identified requirements and verify whether they contribute to the desired state’s achievement according to the intended types of culture.

Clustering Universities According to Performance Indicators and Determination of Organizational Culture Types in Clusters

This study aims to reveal the organizational culture types of state universities in Kazakhstan, to define the dominant organizational culture type and to interpret the organizational culture types in terms of performance indicators. In order to achieve this goal, statistical data collected from 29 state universities were classified using hierarchical cluster analysis and Ward’s Technique. In this context, firstly, the concept of organizational culture and its effects on organizational performance were explained in the light of literature information, then cluster analysis was conducted on universities in terms of institutional size and performance. In addition, since a data-oriented approach was preferred in this study, universities were classified based on objective data instead of predetermined criteria. Finally, SPSS 22.0 program and Organizational Culture Assessment Tool were used to analyze the validity of the obtained data and the relationships between the variables, and as a result, the organizational culture types of universities were revealed, the dominant organizational culture type among them was determined and suggestions were given based on empirical findings in the study. It is expected that the results of this study will bring different perspectives on the effect of organizational culture on performance indicators in state universities in Kazakhstan.

Readability of Online Spanish Materials for Breast Reconstruction Using Deep Inferior Epigastric Perforator Flaps.

Background The internet has become an increasingly popular tool for patients to find information pertaining to medical procedures. Although the information is easily accessible, data shows that many online educational materials pertaining to surgical subspecialties are far above the average reading level in the United States. The aim of this study was to evaluate the English and Spanish online materials for the deep inferior epigastric perforator (DIEP) flap reconstruction procedure. Methods The first eight institutional or organizational websites that provided information on the DIEP procedure in English and Spanish were included. Each website was evaluated using the Patient Education and Materials Assessment Tool (PEMAT), Cultural Sensitivity Assessment Tool (CSAT), and either Simplified Measure of Gobbledygook (SMOG) for English websites or Spanish Orthographic Length (SOL) for Spanish websites. Results The English websites had a statistically lower CSAT score compared to the Spanish websites (p=0.006). However, Spanish websites had a statistically higher percentage of complex words compared to English sources (p<0.001). An analysis of reading grade levels through SMOG and SOL scores revealed that Spanish websites had statistically lower scores (p<0.001). There were no statistically significant differences in the understandability or actionability scores between the English and Spanish websites. Conclusions Online educational materials on the DIEP flap reconstruction procedure should be readable, understandable, actionable, and culturally sensitive. Our analysis revealed that improvements can be made in understandability and actionability on these websites.Plastic surgeons should be aware of what constitutes a great online educational resource and what online educational materials their patients will have access to.

Assessing reliability and validity of food safety culture assessment tools

Since its recognition as a plausible direction to assure food safety, food safety culture research has evolved with several commercial and scientific assessment tools developed to evaluate the food safety culture in food businesses. However, existing research does not specify the validity and reliability checks required to demonstrate rigor in the tool development process and there is no unified methodology to confirm robustness of the tools to ensure trustworthiness and usefulness of findings and inferences generated. The purpose of the study was to develop a method to evaluate food safety culture assessment tools and to assess the reliability and validity of existing food safety culture assessment tools using the developed method. Eleven elements were found to be key in validating food safety culture assessment tools. Of the eight tools assessed, only one tool (CT2) was validated on each of the elements. The depth of validation strategies differed for each tool. Three out of the five commercial tools published peer reviewed publications that demonstrated the validation checks that were done. Face validation, and pilot testing were evident and appeared to be done the most. Whilst content, ecological, and cultural validity were the least validated for scientific tools, factor analysis and reliability checks were the least evaluated for commercial tools. None of the tools were assessed for postdictive validity, concurrent validity and the correlation coefficient relating to construct validity. Having an established science-based approach is key as it provides a way to determine the trustworthiness of established assessment tools against accepted methods.

Self-reported cultural competence among Czech and Slovakian nurses: A comparative correlation study.

This study aimed to compare the level of cultural competence among nurses working in clinical practice in Slovakia and the Czech Republic. Demographic changes have greatly affected the health sector in Slovakia and the Czech Republic. By identifying the level of nurses' cultural competence, many of the complications encountered in caring for patients from different cultures can be avoided. However, few studies have explored the cultural competence of nurses in clinical practice in these countries. This study was cross-sectional, descriptive, and comparative. It followed the STROBE checklist and used the Cultural Competence Assessment Tool questionnaire to collect data. Descriptive and inferential statistical tests were utilized for data analysis, using SASD 1.5.8 and IBM SPSS Statistics version 28.0.0. The sample comprised 424 nurses, with 202 from the Czech Republic and 222 from Slovakia, primarily female. Most nurses in both countries have not received cultural diversity training. Nevertheless, nurses in both countries indicate the necessity of conducting a cultural impact assessment of patients' health. Cultural diversity training significantly increases the level of cultural competence in nurses. Lower cultural competence scores can negatively impact nursing care for patients from different cultures, leading to additional cultural challenges. The findings highlight the need for enhanced cultural competence among nurses. Nurses need to learn and utilize cultural information to help maximize healthcare for patients from different cultures. By providing nurses with cultural knowledge and skills, they will be able to deliver more effective and culturally competent care to patients from varied cultural backgrounds.

The Influence of Internal and External Factors on the Successful Implementation of 5S Work Culture in Vocational Schools

In the sphere of education, 21st-century skills are becoming increasingly important. The ability to integrate 21st-century skill competencies with workplace cultures is another requirement for vocational institutions. Many companies and industries these days are searching for employees with positive work cultures. Consequently, there is a strong and favorable correlation between workplace culture and student achievement. In addition, there is a strong correlation between students' vocational character and the 5R work culture in vocational schools. Hermawan and Nurdin's (2023) research demonstrates that the 5S work culture assessment tool achieved good content validity and reliability (0.793). Research by Balasundaram et al. (2023), applying the 5S technique can improve customer happiness, product quality, and production efficiency. Additional research by Maulidina and Wijarnaka (2023) demonstrates that work willingness is significantly and favorably impacted by the 5-person work culture by 15.90%. These three studies, however, did not examine the variables that affect the 5S work culture's successful adoption in vocational schools. The primary methodology for the research is qualitative methods; two participants complete Google forms with written interviews and observation techniques. Inductive data analysis was used to process the acquired data. The study's findings indicate that there are both internal and external elements that affect how well 5S work cultures are implemented at vocational schools. The internal factors include 1) a Well-organized curriculum; 2) well-behaved students; and 3) workload distribution. External elements, which are as follows: 1) School Persistence; 2) Industry Support; 3) Community and Parent Participation; and 4) Work Culture Integration Into Daily Practices.

Cultural competence of undergraduate student nurses: a multicenter study.

to evaluate the level of cultural competence of an undergraduate nursing students' population from four European higher education institutions. a total of 168 nursing students from four different countries were included in our study. The study methodology involved a cross-sectional assessment of cultural competence among undergraduate nursing students from four European universities. Data collection included sociodemographic variables, as well as the following validated tools: the Intercultural Sensitivity Scale, the Cultural Competence Assessment Tool (student version) and the Cultural Awareness Scale. our results indicated that students demonstrated a high level of intercultural sensitivity but a moderate level of cultural competence and cultural awareness. Variations existed among students from different countries, suggesting potential differences in educational approaches. Despite expectations that higher-level students would exhibit greater cultural competence, no significant differences were found by year of study, indicating a lack of effective integration of cultural competence into nursing curricula. nurse educators should consider the students' cultural competence before designing related study programmes. Training programmes related to cultural competence should include elements which have been associated with enhanced cultural competence, including language skills, cultural encounter, and opportunities for internationalisation.

Te Waka Kuaka, Rasch Analysis of a Cultural Assessment Tool in Traumatic Brain Injury in Māori.

Te Waka Kuaka, Rasch Analysis of a Cultural Assessment Tool in Traumatic Brain Injury in Māori.

The Relationship Between Safety Culture Maturity and Mental Health among Workers in Automotive Industry

Introduction: The present study aims to investigate the relationship between the level of safety culture maturity, socio-demographic characteristics and occupational information with mental health among automotive workers. Methods: This cross-sectional study was conducted among automotive workers. A Safety Culture Assessment Tools (SASTO) questionnaire was used to measure the safety culture maturity level while Depression Anxiety Stress Scale (DASS)-21 was used to measure the level of depression, anxiety, and stress. Convenience sampling method was used to distribute the questionnaires to 18 automotive industry companies in Malaysia. There were 224 completed questionnaires. Result: Result showed that on average the companies have moderate level of safety culture which indicates calculative level. More than half of the respondents reported to have mild to extremely level of severe depression, anxiety, and stress. Small percentage of respondents having severe to extremely severe depression (9.9%), anxiety (18.7%) and stress (1.8%). None of the socio-demographic and occupation information parameters were found to be statistically significantly associated with depression and stress. There were significant association between age, position at work, and working experience and anxiety. Working experience has the strongest association with anxiety. The safety culture has no relationship with depression, anxiety, and stress. Conclusion: The level of depression, anxiety and stress were high among respondents, therefore it is important to create a balance job demands and occupational skills to improve the workers mental health. Also, improvement strategies are needed to improve safety culture to a higher level.

The development of cultural competences in nursing students and their significance in shaping the future work environment: a pilot study

BackgroundWorking in a culturally diverse environment entails a moral and professional responsibility to provide culturally competent care. This has been recognised as an important measure to reduce health inequalities, improve the quality of care and increase patient satisfaction. The aim of this study was to assess the level of cultural competence in nursing students a decade after the introduction of transcultural nursing content into the nursing curriculum in Slovenia.MethodsA descriptive cross-sectional design with 180 s-year nursing students as a convenience sample was used. Cultural competence was assessed using the Cultural Competence Assessment Tool (CCATool) via an online survey. IBM SPSS facilitated statistical analysis, using descriptive statistics and inferential methods, including the chi-square test. Non-parametric tests (Mann Whitney U, Kruskal-Wallis H and Wilcoxon signed-rank) were used for non-normally distributed data (Shapiro-Wilk test, p < 0.05). The significance was set at p ≤ 0.05.ResultsThe results indicate that students demonstrate a high level of cultural competence, although there is room for improvement in terms of cultural sensitivity, as determined by coding the CCATool. The results also show a remarkable contrast between their self-assessed scores and the objective scores obtained from CCATool coding of the statements in each subscale (p < 0.005). In addition, significant differences (p = 0.002) are found in subscale “Cultural Knowledge” particularly between students who have lived abroad for more than 6 months and those who have not. The latter group has a higher score in the CCATool, indicating greater cultural knowledge.ConclusionsThe study suggests that the presence of transcultural elements in the Slovenian nursing curriculum is associated with higher self-reported levels of cultural competence among nursing students, although the present research design does not allow for causal interpretations. This competence is of immense importance in preparing students for their future professional environment. However, it is crucial to further refine the nursing curriculum, especially through greater integration of transcultural content in all health disciplines. In addition, the introduction of innovative teaching and learning approaches can better prepare students to deal with the diverse cultural experiences they will encounter in their nursing careers.

Establishing an evidence-based cultural competency program with advanced practice providers in a community oncology setting.

199 Background: The United States continues to grow in both population and diversity. The trigger for this project was the dramatic increase in patient diversity in Texas and the lack of adequate cultural competency training for providers at a Texas Oncology clinic network. Clinicians must increase their self-awareness and knowledge to provide culturally competent care. The literature review found multiple educational modalities, across many health care disciplines, used by researchers to improve the cultural competency of health care providers. Methods: This project sought to improve satisfaction and adherence of patients over the age of 25 diagnosed with cancer by increasing provider cultural sensitivity and self-awareness of bias within 1 month of cultural competency training. The project sample was 14 advanced practice providers, 10 APRNs and 4 PAs. The educational plan for this project included an evidence-based course and a follow-up focus group to reinforce learning. Quantitative data were analyzed using the Cultural Competence Assessment tool to compare participants’ anonymous pre- and posteducation with the Wilcoxon signed-rank test. Qualitative data was obtained during focus groups. Results: The quantitative data indicated that cultural awareness and sensitivity increased following training, with median scores increasing from 6.09 to 6.55, p = 0.03. However, the data do not suggest that cultural competence and behavior changed after training, as median scores went from 3.96 to 4.23 after training, p = 0.06. Overall, the focus group participants agreed about improving self-awareness, identifying biases, improving patient experience by asking more open-ended questions, and being vulnerable. Conclusions: Despite the small sample size, the quantitative and qualitative data suggest that cultural awareness and sensitivity improved following the EBP course and focus group meetings. Cultural competency and behavior did not change according to the data. However, the project implications include improvement in provider knowledge and increased self-awareness, which promote individualized, culturally sensitive care.

Assessment of nurse’s perceived just culture: a cross-sectional study

BackgroundThe non-punitive approach to error investigation in most safety culture surveys have been relatively low. Most of the current patient safety culture measurement tools also lack the ability to directly gauge concepts important to a just culture (i.e. perceptions of fairness and trust). The purpose of this study is to assess nurses’ perceptions of the six just culture dimensions using the validated Just Culture Assessment Tool (JCAT).MethodsThis descriptive, cross-sectional study was conducted between November and December 2020. Data from 212 staff nurses in a large referral hospital in Qatar were collected. A validated, self-reported survey called the JCAT was used to assess the perception of the just culture dimensions including feedback and communication, openness of communication, balance, quality of event reporting process, continuous improvement, and trust.ResultsThe study revealed that the overall positive perception score of just culture was (75.44%). The strength areas of the just culture were “continuous improvement” dimension (88.44%), “quality of events reporting process” (86.04%), followed by “feedback and communication” (80.19%), and “openness of communication” (77.55%) The dimensions such as “trust” (68.30%) and “balance” (52.55%) had a lower positive perception rates.ConclusionA strong and effective just culture is a cornerstone of any organization, particularly when it comes to ensuring safety. It places paramount importance on encouraging voluntary error reporting and establishing a robust feedback system to address safety-related events promptly. It also recognizes that errors present valuable opportunities for continuous improvement. Just culture is more than just a no-blame practice. By prioritizing accountability and responsibility among front-line workers, a just culture fosters a sense of ownership and a commitment to improve safety, rather than assigning blame.

Developing the better and effective nursing education for improving transcultural nursing skills cultural competence and cultural sensitivity assessment tool (BENEFITS-CCCSAT)

BackgroundA clear need for the development of new comprehensive, reliable, sensitive and valid measurement tools to adequately asses the cultural competence and cultural sensitivity of nursing students exists. This study aimed to develop a new measurement tool to assess the nursing students’ cultural competence and sensitivity.MethodsThis cross-sectional, instrument development study’s first phase included postgraduate nursing students (n = 60) for the piloting study, and the second one included undergraduate nursing students (n = 459) for the main survey. This study used two data collection forms: The Student Descriptive Information Form and the Better and Effective Nursing Education for Improving Transcultural Nursing Skills Cultural Competence and Cultural Sensitivity Assessment Tool (BENEFITS-CCCSAT) draft. The content validity index was calculated using the Davis method. Cronbach’s α coefficient and the item total correlation were calculated during the reliability analysis. The Kaiser-Meyer-Olkin (KMO) coefficient test, Bartlett significance test, and explanatory factor analysis (EFA) were used to evaluate the validity of the assessment tool.ResultsScale validity and reliability analyses showed that the BENEFITS-CCCSAT included 26 items and five sub-dimensions: respect for cultural diversity; culturally sensitive communication; achieving cultural competence; challenges and barriers in providing culturally competent care; and perceived meaning of cultural care.ConclusionThe BENEFITS-CCCSAT appears to be a valid and reliable instrument for measuring the cultural sensitivity and cultural competence of nursing students. This can be of great use, especially before attending clinical areas, and can offer both students and faculty reliable information to promote reflective and critical thinking, especially in areas where improvement is needed.

Just Culture: Nursing Students Transition to Practice-a Longitudinal Study.

Although just culture is reportedly integrated across education and practice, little is known about how perceptions may change across time as students transition from prelicensure education to registered nurse in the practice setting. The purpose of this study was to describe and compare just culture perceptions of registered nurses at 2 time points: (1) as prelicensure students and (2) as new graduate nurses with a minimum of 6 months of experience. Utilizing the Just Culture Assessment Tool for Nursing Education (JCAT-NE) and the Just Culture Assessment Tool (JCAT), this within-subject, longitudinal study measured just culture perceptions across time. Although there was no statistically significant change in total scores across time, 8 individual items demonstrated statistically significant change. Students use the knowledge, skills, and attitudes about just culture taught in prelicensure education as new graduate nurses. However, findings reveal areas where the practice environment has altered perceptions of just culture.

Analysis of Patient Safety Culture at Semen Padang Hospital Indonesia

Background: Hospitals have a role and function to provide integrated health services for patients as consumers of health services. When providing services to patients, hospitals must pay attention to quality and safety. This study aimed to find out the patient safety culture that has been built at Semen Padang Hospital in 2022.&#x0D; Methods: This study uses an approach mixed methods research with a design sequential explanatory, namely research that uses a combination of quantitative and qualitative methods simultaneously (quantitative-qualitative). The subjects of this study were employees of Semen Padang Hospital, with as many as 81 respondents for quantitative data and 11 respondents for qualitative data. Measurement of patient safety culture using the MaPSaF instrument (Manchester patient safety framework) in the form of filling out the MaPSCAT questionnaire (Manchester patient safety culture assessment tool). This questionnaire consists of 10 dimensions with a total of 24 questions and is equipped with in-depth interview data.&#x0D; Results: Data collection was carried out using the MaPSCAT instrument on 10 dimensions of patient safety culture, 6 dominant dimensions were at the proactive level, namely the dimension of overall commitment to continuous improvement (1st dimension), the dimension of system error and individual responsibility (3rd dimension), the dimension of incident evaluation and best practices (5th dimension), effective learning and change (6th dimension), communication about patient safety issues (7th dimension) and staff education and training dimension (9th dimension).&#x0D; Conclusion: The safety culture at Semen Padang Hospital is generally at a proactive level. This indicates that the hospital places priority on improving patient safety and is carried out on an ongoing basis. A system that is integrated and comprehensive has a wide scale, involved stakeholders, and an evidence-based approach.

How Good Is Online Information for Patients on the Treatment for Luminal Gastrointestinal Cancers? A Comprehensive Evaluation in English and Spanish.

The internet has become a necessary communication platform for health information. The quality of online material for patients varies significantly, and this is not different for material on gastrointestinal cancers. We aimed to assess English and Spanish online patient information addressing esophageal, gastric, and colorectal cancer treatment. Six independent Google searches were conducted using the terms: esophageal cancer treatment, gastric cancer treatment, colorectal cancer treatment, and their translations in Spanish. Websites were included in the top 50 results for each search. Readability was assessed using two validated tests for each language. Understandability/actionability, quality, and cultural sensitivity were assessed using Patient Education Materials Assessment Tool (PEMAT), DISCERN, and Cultural Sensitivity Assessment Tool (CSAT), respectively. Pearson's chi-squared was used for categorical variables and Wilcoxon rank-sum (2 groups) or Kruskal-Wallis (> 2 groups) for continuous. One hundred twelve websites were analyzed. Readability levels were high in both languages (between 11th grade and university level) and significantly higher in English. Mean quality scores for English and Spanish were consistent with good quality. CSAT scores met the cultural acceptability with lower CSAT scores for gastric cancer treatment in English. Higher actionability scores were found in English for colorectal cancer. Also, there was a clear trend for higher cultural sensitivity and quality of Spanish material for gastric cancer treatment. Online patient information on esophageal, gastric, and colorectal cancer treatment, in English and Spanish, were at a readability level above the average literacy level and even significantly higher in English. Initiatives to improve online information on gastrointestinal cancer treatments are warranted.

Psychometric Evaluation of Turkish Version of the Cultural Competence Assessment Tool: CCA-EUnurse Project.

It is important to understand nurses' cultural competency all across the world, as globalization and international migration are increasing day by day. The evaluation of the cultural competence of nurses is necessary to provide better quality and adequate health services to individuals, and to improve patient satisfaction and health outcomes. The aim of this study is to evaluate the validity and reliability of the Turkish version of the "Cultural Competence Assessment Tool". The methodological study was performed to assess instrument adaptation and validity and reliability testing. This study was conducted in a university hospital in western region of Turkey. The study sample consisted of 410 nurses who worked in this hospital. Validity was tested using content validity index, Kendall's W test and exploratory and confirmatory factor analyses. Reliability was tested using item-total and interitem correlations, Cronbach's α coefficient of reliability and test-retest analysis. The results of this research demonstrated that the Cultural Competence Assessment Tool showed a good construct validity, internal reliability and test-retest reliability. Confirmatory factor analysis indicated that a construct with four factors showed an acceptable model fit. In conclusion, this study concluded that the Turkish version of the Cultural Competence Assessment Tool is a valid and reliable measurement tool.

Development of the modified safety attitude questionnaire for the medical imaging department.

Medical errors commonly occur in medical imaging departments. These errors are frequently influenced by patient safety culture. This study aimed to develop a suitable patient safety culture assessment tool for medical imaging departments. Staff members of a teaching hospital medical imaging department were invited to complete the generic short version of the Safety Attitude Questionnaire (SAQ). Internal consistency and reliability were evaluated using Cronbach's α. Confirmatory factor analysis (CFA) was conducted to examine model fit. A cut-off of 60% was used to define the percentage positive responses (PPR). PPR values were compared between occupational groups. A total of 300 complete responses were received and the response rate was 75.4%. In reliability analysis, the Cronbach's α for the original 32-item SAQ was 0.941. Six subscales did not demonstrate good fit with CFA. A modified five-subscale, 22-item model (SAQ-MI) showed better fit (goodness-to-fit index ≥0.9, comparative fit index ≥ 0.9, Tucker-Lewis index ≥0.9 and root mean square error of approximation ≤0.08). The Cronbach's α for the 22 items was 0.921. The final five subscales were safety and teamwork climate, job satisfaction, stress recognition, perception of management and working condition, with PPR of 62%, 68%, 57%, 61% and 60%, respectively. Statistically significant differences in PPR were observed between radiographers, doctors and others occupational groups. The modified five-factor, 22-item SAQ-MI is a suitable tool for the evaluation of patient safety culture in a medical imaging department. Differences in patient safety culture exist between occupation groups, which will inform future intervention studies.

Assessing patient safety culture in obstetrics ward: A pilot study using a modified Manchester Patient Safety Framework in China.

The primary objective of this study was to assess the patient safety culture in a general hospital in Shanghai, China, through a modified Manchester Patient Safety Framework (MaPSaF). This study has a qualitative interview design. Data were collected through group interviews and analyses performed through content analysis. The MaPSaF was translated into Chinese and used to assess the patient safety culture in a large general hospital in Shanghai, China. Group interviews using the MaPSaF were conducted with 15 nurses in the obstetric ward. Participants rated their safety practice individually on each of the nine MaPSaF safety culture dimensions. The dimensions and scores were then collectively discussed and a practice-wide consensus score for each dimension was agreed. Discussions were recorded, transcribed and analysed to assess patient safety in the obstetric ward. It took about 2 hr to complete the discussion focusing on patients' safety employing the MaPSaF. Most participants recognized the process as acceptable and useful. The MaPSaF directed team discussion about patient safety issues and facilitated communication, prompting some practice changes. All participants responded positively to the discussion and perceived MaPSaF as a good safety culture assessment tool, with clear, comprehensive and understandable entries. The process demonstrated that the department of obstetrics in the hospital already had a positive patient safety culture, but certain areas were highlighted as still needing improvement. Based on participants' positive experience and perception of the MaPSaF, it can be concluded that there is potential benefit in its adaptation and use in obstetrics wards of Chinese hospitals. The MaPSaF has the potential to strengthen existing safety cultures and improve general safety through collaborative measures.

Readability, Understandability, Usability, and Cultural Sensitivity of Online Patient Educational Materials (PEMs) for Lower Extremity Reconstruction: A Cross-Sectional Study.

Background: Lower extremity reconstructive surgery is an evolving field wherein patients rely on accessible online materials to engage with their perioperative care. This study furthers existing research in this area by evaluating the readability, understandability, actionability, and cultural sensitivity of online health materials for lower extremity reconstruction. Methods: We identified the 10 first-appearing, educational sites found by searching the phrases "leg saving surgery", "limb salvage surgery," and "leg reconstruction surgery". Readability analysis was conducted with validated tools, including Simple Measure of Gobbledygook (SMOG). Understandability and actionability were assessed with Patient Education and Materials Assessment Tool (PEMAT), while cultural sensitivity was measured with Cultural Sensitivity Assessment Tool (CSAT). A Cohen's κ value was calculated (PEMAT and CSAT analyses) for inter-rater agreement. Results: The mean SMOG reading level for websites was 13.12 (college-freshman reading level). The mean PEMAT understandability score was 61.8% and actionability score was 26.0% (κ = 0.8022), both below the 70% acceptability threshold. The mean CSAT score was 2.6 (κ = 0.73), exceeding the 2.5 threshold for cultural appropriateness. Conclusion: Online PEM for lower extremity reconstruction continue to fall below standards of readability, understandability, and actionability; however, they meet standards of cultural appropriateness. As patients rely on these materials, creators can use validated tools and positive examples from existing PEM for greater patient accessibility.