Cultural Competence Of Students Research Articles

Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence.

Doctor of Physical Therapy (DPT) education programs have been charged with developing a culturally competent health care workforce to better meet the needs of diverse communities and reduce health inequities. The purpose of this longitudinal, quasi-experimental educational intervention study was to examine the effects of an integrated DPT program curriculum on student cultural competence at a public, midsize, midwestern university. There is an abundance of research on conceptual models and frameworks for the development of cultural competence within health care education with many studies relying on self-perception to measure outcomes. Using the Model of Interculturalization as a theoretical framework, this study explored the development of cultural competence among DPT students using the Intercultural Development Inventory (IDI). A purposeful convenience sample of DPT students ( n = 177) was used. The IDI was administered to 3 student cohorts. One cohort had data at 4 different time points, including upon entry into the program (baseline) and at the end of the first, second, and third year. Two cohorts had data for 2 time points. IDI Developmental Orientation (DO) and Orientation Gap (OG) scores were used to measure cultural competence and accuracy of self-perception of cultural competence. Data analysis was performed using descriptive statistics, independent and dependent sample t -tests, and analysis of variances. There were no differences between the cohorts. There were statistically significant improvements in both cultural competence (DO scores) and accuracy of self-perception of cultural competence (OG scores) for 2 cohorts. However, significant change only occurred during year 1. No other differences across time for any of the cohorts were significant. Findings can be leveraged and incorporated into recommendations for curricular revision and program reform targeting cultural competence development among DPT students.

Postmodernist Text as Didactic Teaching Tool for Philologist Students

This article is a theoretical and practical justification for creating courses and didactic materials for offline-online teaching, that is, such a way of studying the subject with students of philology, the effectiveness of which would not depend on the transition from offline to online mode of learning and vice versa. Based on the research the author proposes to study the literature of postmodernism with the help of case study methodology and Trello technology. Shows the use of innovative methods in teaching the philological discipline to improve the level of linguistic and cultural competence of students, as well as ways of presenting the material during the classroom sessions. The article demonstrates how general theoretical and highly specialized practical tasks are combined in one case. Auxiliary didactic material in the form of scientific articles and dissertations is indicated, the purpose of this aspect of the assignment is to teach students how to work with scientific sources. The schemes created for the study of the novel within the framework of case technology are presented. This article describes the methodology for creating an express course for philology students studying the literary direction of postmodernism. This method is relevant during the transition to online learning, when creating electives, in teaching a number of disciplines related to the study of modern literature. The novel by Sasha Sokolov “School for Fools” (“Shkola dlia durakov”) is taken as an example-base, but it can be any novel in the genre of post-structuralism at the discretion of the teacher. Studying the novel of the 20th century, a novel in the genre of post-structuralism, where there is a variety of genre forms, can be a good basis for a quick and effective development of the topic.

A study on learning analytics of using mobile augmented reality application to enhance cultural competence for design cultural creation in higher education

AbstractBackgroundTaiwan's higher education institutions prioritize interdisciplinary knowledge and cultural competence in cultural design, emphasizing the value of immersion in the local environment to develop cultural competence. However, challenges arise from the disappearance of traditional local lifestyles and limitations of traditional outdoor lectures such as group size and learning environment. Mobile augmented reality technology serves as a personal learning tool to overcome these challenges, enabling learners to uncover hidden knowledge in scenic locations and improving learning efficiency.ObjectiveThe study utilized learning analytics to investigate the impact of using mobile augmented reality on enhancing learners' cultural competence.MethodsThe study used both qualitative and quasi‐experimental quantitative research to evaluate the effects of mobile augmented reality on cultural competence. A total of 78 third‐year university students participated in the study, with 37 of them using mobile augmented reality to learn about culture. The researchers utilized both the Mann–Whitney U test and interviews to compare the effectiveness of mobile augmented reality with that of a ‘real’ tour guide in field courses.ResultsThe experimental results indicate that learners were able to continuously seek and find information about local culture through field exploration with mobile augmented reality, resulting in similar effects to those of attending a live lecture.ConclusionsIt showed that incorporating mobile AR into field visits can create gamified and active learning scenarios that enhance immersion and drive active learning in local culture. The results in greater cultural knowledge and understanding, leading to the development of cultural competence in students.

REFRAMING CULTURAL COMPETENCE AND CIVIC ENGAGEMENT: A REPLICATION STUDY OF HIGH IMPACT PRACTICES IN UNDERGRADUATE PSYCHOLOGY COURSES

Institutions of higher education require diversity courses so that students can increase their multicultural awareness, knowledge, and skills. Multicultural Psychology courses play a pivotal role in instilling cultural competence in students. The study examined differences in cultural competence and civic engagement for 1,053 undergraduate students exposed to different types of high-impact practices enrolled in educational psychology, multicultural psychology, and psychology internship courses. There was a significant Group x Time interaction effect for cultural skills. Post hoc analyses revealed that students exposed to diversity service-learning in a multicultural psychology course acquired cultural skills compared to students exposed to academic service-learning in the educational psychology course and those students exposed to fieldwork in an internship from the beginning to the end of the semester. Students in the multicultural psychology course were also intellectually challenged, reflected on the course concepts, and gained a deeper understanding of the course content more than students in the educational psychology course. Recommendations for teaching diversity courses are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0091/a.php" alt="Hit counter" /></p>

Enhancing the Cultural Competence of Baccalaureate Nursing Students Through Short-term Study Abroad Programs.

The purpose of this study was to examine the experiences of baccalaureate nursing students on a short-term study abroad program to Peru and the effect on baccalaureate nursing student cultural competence. A qualitative descriptive study was conducted using student pretravel and posttravel journals. The major themes of advocacy, ethnocentric shift, and cultural competence emerged after the study abroad program. Results of this study will be used to inform and improve future study abroad programs to prepare students for a career caring for diverse clients.

STRUCTURAL AND SEMANTIC ANALYSIS OF FRENCH PROVERBS WITH THE CONCEPT OF “PAIN”

Background. In the case of a person speaking foreign language the proverb acts not only as an argument of their own statement but also as a mean of saving language. Therefore, the statement becomes more vivid, meaningful when using fewer words. Since “pain” is one of the basic proverbial concepts of the French language, such proverbs have become the object of the study.
 Purpose. The article deals with the proverbs with the concept “pain” in grammatical and syntactic structure as well as their semantic meaning.
 Materials and methods. The actual material for the study was open electronic publications. Analyzing the material, the author of the article used the method of continuous sampling, as well as methods of analysis and synthesis.
 Results. The results of the analysis showed that there was an uncharacteristic word order in the proverbs with “pain”. The studied proverbs revealed both complex sentences, the dependent part of which most often begins with si, quand, qui, and simple ones, among which a fairly large number of constructions are averbal. Not a single case of the use of interrogative constructions was revealed. Among the motivational verbs, the most frequent were verbs in the imperative mood, the phrase Il faut, Subjonctif.
 There were cases of absence of the article, parallelism, anaphora, especially in the preposition, as well as oppositions.
 The high variability of the studied proverbs (up to 30 variants) is revealed, expressed in the use of various lexical means while preserving the general meaning.
 The plurality nature of proverbs is noted, since most of them have both literal and figurative meanings.
 Practical implications. The results of the study can be used to improve the linguistic and cultural competence of students.

A systemized literature synthesis of encounters with cultural differences in engineering international service-learning literature

Abstract – International service-learning (ISL) has been attributed to fostering multicultural education outcomes by impacting the understanding of diversity and cultural competence in students. Within engineering education, international service-learning courses are often designed with an emphasis on engineering technical skills development. Despite the expected encounters with cultural differences, learning outcomes addressing these interactions are often an implicit focus. When not addressed, unintended consequences of these encounters can lead to increased prejudice, stereotypes, and other negative behaviors towards outgroup community members in service-learning partnerships. This manuscript presents a systemized literature synthesis of 20 papers from the engineering ISL literature in order to provide researchers and practitioners with a foundational understanding of how cultural differences have been examined or acknowledged in existing ISL work. The literature synthesis revealed the need for 1) further empirical research on encounters with cultural differences in engineering, 2) more qualitative studies exploring student experiences encountering cultural differences, and 3) a theoretical agenda that examines encounters with cultural differences within the context of engineering research and practice. The outcomes of this synthesis provide insights on research and practice that can be used to inform future work for centering encounters with cultural differences in ISL experiences in engineering.

GENERAL CULTURAL COMPETENCE FORMATION OF STUDENTS IN ENGLISH CLASSES

The article discusses the process of formation of general cultural competencies of students of non-linguistic specialties of the university in English classes. The most important tasks in the formation of this competence are highlighted. Methods are given that contribute to the formation of general cultural and intercultural communicative competence (work with a geographical map, with proper names, with proverbs and sayings, with signs and symbols, quiz, with projects of a country-specific nature, with pictures, with videos). According to the results of the research conducted by the authors, it was found that these methods can be used as extremely effective in order to achieve the goals of teaching a foreign language and intercultural adaptation.

Formation of the culture of social relations in students based on the development of their personal social experience

The article presents provisions on the phenomenon of the personal socio-cultural experience of students and its role in the development of personality. The necessity and possibility of purposeful development of learners’ personal experience of social relations in the conditions of an educational organization to form the culture of social relations in the educational process participants, as well as the cultural competencies of students, are substantiated. The dependence of the development of students’ cultural competencies on the peculiarities of their personal experience of social relations is demonstrated; characteristics of some types of relevant experience are provided. A method for studying students’ personal cultural experience as the fundamental component of their cultural competencies and the process of forming a culture of social relations in an educational organization is developed.

БИЗНЕС-СИМУЛЯЦИЯ КАК АДЕКВАТНАЯ ЭКОНОМИЧЕСКОЙ РЕАЛЬНОСТИ ОБРАЗОВАТЕЛЬНАЯ ТЕХНОЛОГИЯ

The authors proposed to consider business simulation as a modern educational technology adequate to economic reality, as an interactive model of the economic system, which, by its internal conditions, is as close as possible to the corresponding institutional unit: a division or an entire enterprise, industry, country. Based on the expert analysis, it was revealed that employers and students in universities have different assessments of the skills required for employment. This gap in the assessment of competencies can be partially leveled through the implementation of business simulation. The authors gave an analysis of the business simulation from the point of view of a competency-based approach. They identified groups of tasks that can be solved with the help of this educational technology, and formed the corresponding general cultural, general professional and professional competencies of students in economic areas of training. The authors identified the advantages of using business simulation in teaching, which lay the foundation for the formation of competencies: the possibility of using it in a distance form, activation of creative abilities, the development of creative thinking, independence and self-discipline of students, great interest of students in the learning process due to gamification, applied nature and a high degree proximity to economic reality, the ability to simultaneously solve many problems. The disadvantages of using business simulation were also considered: a lack of contact work between a teacher and a student, an increase in the time spent in front of the screen, the need for special training of teachers, excessive involvement in the game part of a business simulation, financial costs for technical development and the creation of the necessary infrastructure. Foreign business simulations are characterized, the use of which makes it possible to hone the skills of doing business and making optimal economic decisions. The problems and prospects of development in Russia of training based on business simulation were identified. It was emphasized that further research requires studying the experience of using business simulation games in universities and business schools.

Effectiveness of Training in Changing Allied Health Students’ Cultural Competency Skills

Purpose: Allied health students require cultural competence training to help them act as caring, ethical, and socially responsible health professionals. There is a lack of evidence for the effectiveness of cultural competence training changing the cultural skill level of allied health students or their behaviour in clinical practice. Method: We conducted a systematic search of the literature to examine the effectiveness of cultural competence training in changing allied health student cultural competency skills. CINAHL, Embase, ERIC, Medline and Scopus databases were searched from inception until August 2017. Search terms represented the population (e.g. allied health students), and cultural competence training. Two reviewers independently screened all retrieved studies and abstracts, then full text papers against inclusion criteria. All included studies were critically appraised, and data was extracted for analysis. Results: Of the initial 9,076 database hits, 15 intervention studies met the inclusion criteria; indicating this is a nascent area of research. Fourteen of the 15 studies demonstrated that cultural competence training provided to allied health students could significantly increase their perceived cultural competence skills, with effect sizes ranging from small to very large. Training was predominately conducted using traditional classroom teaching activities. The review identified that this field of research is dominated by the model and survey tool devised by Campinha-Bacote with a focus on skills required for patient assessment, rather than patient outcomes. Conclusions and possibly recommendations: Cultural competence training can improve allied health students’ perceived level of cultural competence skills for clinical practice. To ensure an effective translation of skill development to clinical practice, tertiary institutions seeking to develop and evaluate cultural competency training programs should focus on teaching cultural competency skills that lead to improved patient outcomes.

Impact of Mediator Mentors Service-Learning on College Student Social-Emotional Expertise and Cultural Competence

Mentorship in the field of service-learning has many variations. The utilization of peace circles has been on the rise as a way of bringing inclusion and cultural awareness when interacting with diverse perspectives in a group setting. Research on the impact of service-learning experiences on college students reflects that participation in these high-impact practices in higher education lead to positive outcomes through engagement in active learning practices that will impact their future careers. The purpose of this study was to investigate the potential factors that impact college students’ own growth and development within mentorship service learning experiences in virtual settings with school-aged students. Using Likert-style retrospective survey questions with open-ended responses, this mixed-methods research explored the impact of participating in mentorship service learning on college students’ development of social-emotional and cultural competence. The findings of the study are presented in a descriptive approach which led to conclusions and recommendations to improve the efficiency and effectiveness of the Mediator Mentors program at Fresno State University to positively impact the growth and development of college students in the areas of social-emotional expertise and cultural competence.

РЕАЛИЗАЦИЯ НАЦИОНАЛЬНО-РЕГИОНАЛЬНОГО КОМПОНЕНТА В ОБУЧЕНИИ РУССКОМУ ЯЗЫКУ СТУДЕНТОВ-ИНОСТРАНЦЕВ НА ПРОЕКТНОЙ ОСНОВЕ

There is a relevant problem of the development and formation of linguistic and cultural competence. The teaching of foreign students with the help of country-oriented material, the use of which makes it possible to overcome the problems of intercultural communication, is becoming increasingly important. In this regard, the article presents the implementation of the national-regional component in teaching Russian to foreign students on a project basis. The relevance of the work consists in the study of the project method and the development of a specific methodology. The purpose of the research is to show how the application of this method develops and forms professional communication skills and linguistic and cultural competence of students. The novelty of the research is connected with the development of professional projects, taking into account regional specifics, containing lexical comments and a system of exercises for developing communicative, lexical and grammatical skills. This work allows to make a conclusion that prospects of the project method in the process of teaching RFL took place as well as the feasibility of developing a learning strategy based on projects of linguistic and cultural topics in teaching RFL. The use of regional materials provides a meaningful basis and creates situational professional communication as well as contributes to the formation of linguistic and cultural competence of foreign students; it integrates the regional knowledge from the other subject areas, prepares for international professional communication.

The impact of cultural immersion international learning experiences on cultural competence of nursing students: A critical integrative review.

Cultural immersion international learning experiences (CIILEs) are commonly offered in undergraduate nursing education programs worldwide, often with the goal to enhance students' cultural competence. The purpose of this integrative review was to explore the most recent existing literature concerning the impact of CIILEs on nursing students' cultural competence and to cast a critical eye on the findings. We searched the CINAHL database for articles published from 2015 to 2019 and found 30 that met inclusion criteria. The majority of the studies were descriptive or qualitative designs and reported positive overall student cultural competence outcomes. The findings support the use of CIILEs with a critical eye for potential negative consequences. The authors recommend further longitudinal, observational studies to identify factors that facilitate substantial long-term positive outcomes.

К вопросу использования лингвострановедческих реалий при изучении иностранного языка

The article considers the problem of updating the linguistic and regional realities in the process of studying a foreign language in an inseparable connection with the study of regional characteristics determined by the national worldview, social and cultural structure. Modern methodological research is based on the linguistic and cultural approach in teaching a foreign language. At the same time, vocabulary with a regional component, regional geographic information that affects the most diverse aspects of the life of the country of the target language, its history, literature, science, art, as well as traditions, customs and customs are distinguished. The linguistic and cultural aspect contributes to the enrichment of the subject-content plan, therefore the authors focus on achieving high-quality results in teaching a foreign language, using the methods of real access to a different culture and its carriers. Аnalysis of linguistic material with high regional and communicative value, significance for the process of teaching a foreign language. Since the main goal of teaching a foreign language is the development of the student's personality in inseparable connection with the teaching of the culture of the country of the target language, contributing to the desire to participate in intercultural communication and to improve independently in the activity being mastered, to use in the learning process the material on the basis of which knowledge about realities, morals, customs is formed, the traditions of the country of the studied language, knowledge and skills of communicative behavior in acts of verbal communication, skills and abilities of verbal and non-verbal behavior, which is included in the content of the national culture. The study used a descriptive method, analysis and synthesis methods. Linguistic and cultural competence of students, the effectiveness of its formation depends on the level of language proficiency. In the educational process, an important element is the activation of the introduction of linguistic and regional realities, since while studying a foreign language, the student gets acquainted with the worldview of a native speaker, which underlies the language code of this language. The authors emphasize that linguistic and regional materials help students to understand the values of the culture of the country of the target language, to develope intercultural competences in the study of a foreign language. The formation of a country- oriented methodology for teaching a foreign language, involving increased attention to the national-cultural semantics of the studied vocabulary and the study of linguistic and cultural texts, provides language acquisition in close connection with a foreign language culture, which includes a variety of cognitive information about history, literature, architecture, life, image life and traditions of the country of the target language.

ФОРМУВАННЯ ЛАТИНСЬКОМОВНОЇ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ МОВНИХ СПЕЦІАЛЬНОСТЕЙ: ДОСВІД І ПЕРСПЕКТИВИ

The article focuses on the development of Latin socio-cultural competence in Linguistics majors. The research under consideration outlines the techniques applied in the process of teaching Latin and contributes to building a number of professional competencies. The material of practical classes and the authors’ observations define the types of tasks that help to master the discipline, facilitate students’ interest in the Latin language and contribute to their comprehensive development. Multimedia tools combined with the arsenal of methods and creative activities developed by the teacher promote qualitative, thorough, and effective training. It has been found out that interactive methods in combination with the linguistic and cultural approach contribute to the active interaction of participants in the educational process and are an effective means of building the cultural competence in students. In particular, Latin dialogues and greeting formulas encourage live communication; the medieval texts, carefully selected based on the students major, encourage heuristic conversation and enhance awareness of certain historical events. The paper reveals an important role of metatexts in the teaching process; on the one hand, the texts are an entertaining element, and on the other – a material for the analysis of lexical and grammatical phenomena. Additionally, the classical poetry as the classroom material was analyzed. The classical poetry appeared an effective model to follow and a stimulus for individual translations not only into students’ native language, but also into the target foreign language. The paper also reveals a significant role of creative contests and presentations in the enhancement of students’ teamwork skills and their creative potential. The article concludes that the Latin language is a subject that develops the intellectual and artistic abilities of future professionals, encourages teamwork, and inspires creativity.

An Examination of The Relationship Between A Redesigned School Leadership Preparation Program and Graduates’ Cultural Competence

ABSTRACT Culturally competent leaders positively affect school environments which in turn fosters equitable learning. Educational leadership preparation programs bear the responsibility of preparing culturally competent school leaders. Few programs assess their graduate students’ cultural competence and its development. Using the Cultural Competence for Educational Leaders (CCEL) instrument, this convergent triangulation mixed methods study examines change in cultural beliefs and motivation, cultural knowledge, cultural skills and the overall cultural competence of students after going through a redesigned combined Master’s Degree and educational leadership certification program. Qualitative data were gathered through focus group interviews, an open-ended survey question, and program document analysis. Findings show statistically significant increases in graduates’ cultural knowledge, beliefs and motivations, and skills. Changes were perceived to be influenced by the cohort model, culturally diverse and social-justice oriented adjunct-instructors, a required “Leadership for Social-Justice” course, and social-justice embedded throughout the program as a cross-curricular theme.

РАЗВИТИЕ ЛИНГВОКУЛЬТУРОВЕДЧЕСКОЙ КОМПЕТЕНЦИИ ОБУЧАЮЩИХСЯ ПОСРЕДСТВОМ ОРГАНИЗАЦИИ ДИАЛОГОВОГО ПРОСТРАНСТВА НА УРОКАХ РУССКОГО ЯЗЫКА И ЛИТЕРАТУРЫ

The development of linguistic and cultural competence of students is possible on the basis of the dialogue of cultures. The text-centric (textoriented) principle of the Russian language and Literature teaching is regarded as fundamental in the aspect of the dialogue of cultures. It contributes to the formation of the dialogue thinking and allows students to form the systematic view of the world and culture.

Assessment of a multi-institution integration of cultural competency activities

IntroductionTo meet educational standards and provide effective patient care, student pharmacists must be well-prepared to interact with a diverse patient population. Thus, the objective was to assess the effectiveness of four different active learning strategies in enhancing the cultural competency (CC) of student pharmacists at multiple institutions. MethodsAcross two years, eight colleges/schools of pharmacy integrated two sets of CC activities with different student cohorts (first-third professional year) that were designed to address different aspects of CC. Pre- and post-activity, a modified electronic version of the Clinical Cultural Competency Questionnaire (CCCQ) that included the addition of activity-specific questions was distributed to students. ResultsA total of 1009 students participated in these activities across eight colleges of pharmacy. The integration of activities resulted in significant increases in most items on three of the four subscales of the CCCQ (knowledge, skills, and encounters/situations). Items on the attitude subscale remained the same. Students also felt the activities were beneficial in addressing their intent. ConclusionsFaculty were able to incorporate these activities throughout their respective curricula with minimal time commitment and resources. The activities improved student perceptions of their CC knowledge, skills, and ability to handle encounters and situations. These activities may be useful for other institutions as they determine the best approach to improve student CC and prepare them for practice.

Exploring the Effect of Cultural Immersion Study Abroad Experiences via Distance Learning on Students' Transformational Leadership and Cultural Competence

Exploring the Effect of Cultural Immersion Study Abroad Experiences via Distance Learning on Students' Transformational Leadership and Cultural Competence