Cultural Competence Self-assessment Research Articles

Impact of a Grand Rounds Interprofessional Workshop: student perceptions of interprofessional socialization and cultural humility

ABSTRACT While uniprofessional education programs develop strong student identities, they may limit the development of behaviors needed for interprofessional socialization. Interprofessional education (IPE) creates an essential platform for student engagement in the development of interprofessional socialization and cultural humility, thus enabling improvement in collaborative communication. In this quasi-experimental observational study, health professional students attended one of three Grand Rounds Interprofessional Workshops (GRIW) and completed online pre- and post-workshop surveys including sociodemographic background, the Interprofessional Socialization and Valuing Scale (ISVS), and the Cultural Competence Self-Assessment Checklist (CCSAC). A total of 394 students from eight professions participated in the workshop with 287 (73%) of attendees completing both pre- and post-workshop surveys. No significant differences were observed in ISVS and CCSAC scores between students across workshops. Significant pre- to post-workshop differences were found in ISVS [t (284) = 13.5, p < .001, 95%], CCSAC [t (286) = 13.8, p < .001] and the cultural competence components of cultural awareness [t (285) = 12.9, p < .001, 95%], knowledge [t (285) = 9.5, p < .001, 95%], and skills [t (286) = 13.3, p < .001, 95%]. Interprofessional education learning opportunities that integrate socialization with health professional students and cultural humility education can improve educational awareness of cultural values and communication for collaborative professional practice.

Cultural Competency and Quality of Care of Nurses in a Public Hospital in Southern Philippines

Background: The inability of healthcare institutions to provide culturally sensitive care to patients with diverse cultures and beliefs correlates to poor nursing care and a decline in patient outcomes. In providing high-quality nursing care, nurses should be invaluable in demonstrating culturally competent caring behaviors to the diverse patient population. Objectives: This study aimed to determine the significant difference between the self-assessed cultural competency of nurses and the quality of care of nurses as perceived by the patients. Methods: A descriptive quantitative study was employed. Consecutive sampling was used to select the participants who met the inclusion criteria with a total of 98 respondents, 48 of them were nurse respondents and 40 were patient respondents. Questionnaires consist of the socio-demographic profile of the respondents, Patient Satisfaction with Nursing Care Quality Questionnaire, and Cultural Competence Self-Assessment Checklist. Descriptive statistics was used to analyze the data. Results: The results indicate that, on average, the nurse respondents rated themselves as "Pretty Well" in terms of their cultural competency based on awareness (x=3.15), knowledge (x=3.23), and skills (x=3.21). The overall total measure of cultural competence is x=3.20 which means that respondents have a generally positive perception of their overall cultural competency. As to the quality of care, the overall total measure of 4.14 and an SD of 0.48 indicates a Very Good perception of the overall quality of care nurses provide. Moreover, it was found that there is a significant difference in the cultural competency of nurses and the quality of care given to the patients. Conclusion: The study indicates that nurses’ cultural competence tends to affect patient outcomes and that the hospital needs training programs for nurses to increase their awareness of their behaviors and their influence on healthcare outcomes.

Self-Assessment of Health Professionals' Cultural Competence: Knowledge, Skills, and Mental Health Concepts for Optimal Health Care.

Current research often refers to cultural competence to improve health care delivery. In addition, it focuses on the cultural uniqueness of each health service user for optimal personalized care. This study aimed to collect self-assessment data from health professionals regarding their cultural competence and to identify their development needs. A mixed methods design was adopted using the Cultural Competence Self-assessment Checklist of the Central Vancouver Island Multicultural Society. This was translated into Greek, validated, and then shared with health professionals in Cyprus. Subsequently, a semi-structured interview guide was designed and utilized. This was structured in exactly the same question categories as the questionnaire. Data collection took place between October 2021 and May 2022, and convenience sampling was used to recruit 499 health scientists in Cyprus. The sample comprised doctors, nurses, psychologists, midwives, social workers, and physiotherapists. Subsequently, 62 interviews were conducted with participants from the same specialties. The results showed that (compared to other health professionals) nurses and psychologists are more sensitive to issues of cultural competence. It would appear that the more socially oriented sciences had better-prepared healthcare staff to manage diversity in context. However, there is a gap between knowledge and skills when comparing doctors to nurses; they seem to be more skilled and willing to intervene actively in cases of racist behavior or problem-solving. In conclusion, participants identified the importance of their cultural competence; they also realized the importance of optimal planning of personalized health care. There is a significant need for continuous and specialized cultural competence training for all health professions.

Translation and validation in Greek of the Central Vancouver Island Multicultural Society Cultural Competence Self-Assessment Checklist for health professionals

1. Halse C. Multicultural trends in Europe. In: Halse C, Kennedy KJ, eds. Multiculturalism in Turbulent Times. Routledge; 2021:23-39. doi:10.4324/9781003090090 Google Scholar

Self-Assessment of Cultural Competence and Social Determinants of Health within a First-Year Required Pharmacy Course.

As social determinants of health (SDOH) and health disparities are integrated with cultural competence in healthcare education, tools assessing multiple topics are needed. The Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) survey is validated in student pharmacists and includes SDOH. The research objective was to determine if the SAPLCC survey can quantify cultural competence and SDOH course learning. First-year student pharmacists (N = 87) completed the SAPLCC survey anonymously before and after a social and administrative sciences course. The survey had 75 items with 1–4 Likert scales (4 high, total 300 points). All items were summed for the total score. Each item was assigned to a domain and factor. Factors were assigned to domains. The baseline total score was 190 ± 29 points, increasing by 63 ± 33 points post-course. All domains (i.e., knowledge, skills, attitudes, encounters, abilities, awareness), 13 of 14 factors, and total scores statistically increased. The SAPLCC tool captured student pharmacists’ self-reported changes in cultural competence and SDOH.

Efficacy of Using Interprofessional WIC Community Visits to Increase Cultural Competence

Abstract Date Presented 04/12/21 OT and physical therapy students visited Women, Infants, and Children (WIC) centers to educate families on the Centers for Disease Control and Prevention’s (CDC’s) Milestone Tracker app. A pretest-posttest design using an adapted version of the Cultural Competence Self-Assessment Checklist (N = 40) was utilized. The results indicated that while students perceived the experience as a positive one that increased their knowledge of WIC, the experience did not significantly alter self-perceptions of their cultural competence. Primary Author and Speaker: Kate Barlow Contributing Authors: Chelsea Patton, Rachel Holliday, Kassidy Abel, Ashley Abbott, Sydney Liu, Sarah Stevenson, Jalisa Mosley, Sydney Higgs, and Kaitlynn Bennett

Costs and effectiveness of a culturally tailored communication training program to increase cultural competence among multi-disciplinary care management teams

BackgroundSeveral studies have demonstrated that cultural competence improves patient-provider communication, which promotes adherence to established care plans and improves patient satisfaction and health outcomes. However, there is very little data available regarding the costs associated with the development and implementation of cultural competence training, or the cost-effectiveness of these programs. To that end, this evaluation aims to describe costs, program effectiveness, and cost-effectiveness of a culturally tailored communication training program to improve cultural competence among multi-disciplinary care management teams.MethodsAs part of a region-wide quality improvement initiative to reduce healthcare disparities among African American patients with uncontrolled hypertension, three multi-disciplinary care management teams were invited to participate in a two-part communication training program. A paired samples t-test was used to assess program effectiveness based on participant responses to a validated cultural competence self-assessment survey 2 weeks before and after the training program. A micro-costing approach was used to estimate programmatic costs for content development and delivery. Cost-effectiveness was then determined using the average cost-effectiveness ratio, and sensitivity analyses were conducted to assess the impact of participant mix on this result.ResultsAll scores (n = 17) improved after training; however, only the culturally competent behaviors (CCB) subscale change was statistically significant (p = 0.02). Overall program costs were $5754.19. The average program cost per participant was $138.51, with an ACER of $337.83 per 1-unit increase in CCB score. Sensitivity analyses yielded a range of ACERs between $122.59 and $457.07, where all participants are support staff or nurses, respectively.ConclusionsCulturally tailored communication training increases how frequently participants demonstrate culturally competent behaviors and may be a cost-effective intervention for care management teams to address individual cultural competence. Detailed costs associated with cultural competence training are largely unavailable in the literature; as such, these data may serve as a financial framework for organizations considering the implementation of similar programs.

Perceptions of Cultural Competence Among Students, Staff, and Faculty in a School of Journalism and Mass Communications

This study reports the results of a cultural competence self-assessment completed by students, faculty, and staff ( N = 299) at a Journalism and Mass Communications School at a predominantly White public university in the Midwest, where students had been demonstrating against cultural insensitive experiences on campus. Results reveal that all participants perceive themselves as fairly culturally competent, but perceive others as being less culturally competent. This finding, suggestive of a third-person effect, was especially pronounced among faculty. Despite high self-ratings, one out of 10 respondents reported cultural insensitive experiences, mainly dealing with sexism or racism. Implications and recommendations are discussed.

Critical Synthesis Package: Cultural Competence Self-Assessment Questionnaire—Service Provider Version (CCSAQ-SP)

Critical Synthesis Package: Cultural Competence Self-Assessment Questionnaire—Service Provider Version (CCSAQ-SP)

Assessing Pharmacy Students’ Self-Perception of Cultural Competence

Pharmacists play an increasingly important role in medication therapy management, which requires communicating effectively with patients. Pharmacy students completed the Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire, and their results were used to identify patterns in self-assessment of cultural competence. In general, students rated their knowledge as less than their skills and attitudes. Important differences were found by race, comparing each group with its counterparts: African American students rated their perceived competencies regarding patient discrimination and barriers to health care at a significantly higher level; Asian American students rated their attitudes to engaging in self-reflection and their knowledge in multicultural issues at significantly lower level; and White students rated their awareness regarding racial dynamics at a significantly lower level. It is recommended to consider the students' cultural, racial, and ethnic backgrounds before developing curriculum in cultural competence and, perhaps, to develop targeted educational interventions for specific groups.

Factor analysis of a modified version of the California Brief Multicultural Competence Scale with minority pharmacy students

While most of the more frequently used self-report measures of cultural competence in health professionals are targeted to practicing physicians and mental health providers from the majority-white population, no measures have been specifically developed for minority pharmacy students. With the objective to find a suitable tool to be used for curriculum development in cultural competence, this study applied a modified version of the California Brief Multicultural Competence Scale (CBMCS) to 467 pharmacy students at the Xavier University of Louisiana, a Historically Black University. Confirmatory and exploratory factor analyses were conducted to examine if the CBMCS factor structure was replicated using a modified tool and a different population and Cronbach alphas were calculated to determine internal consistency reliability. The CBMCS's original factor structure was not replicated, perhaps because of modifications introduced in the original tool or because of differences between the sample population in this study (minority pharmacy students) and the population used in the original CBMCS study (majority-white mental health providers). However, results show that a modified factor structure fits the data well. The primary difference between the factors found in this study and the CBMCS factors is the appearance of a new factor composed of three items related to interpersonal and racial dynamics, which includes racial discrimination, white privilege, and power imbalance. The significant relationships (p < 0.001) found between respondents' race and these three items suggest that the wording in these items should be modified when the respondents do not belong to the majority population. Results imply that racism, prejudice and bias are not just issues of the majority-white health providers and point to the need for more racially diverse samples. The unique results in this study advance research on racial dynamics and self-assessment of cultural competence of minority health professionals.

Nine Constructs of Cultural Competence for Curriculum Development

To examine the self-administered Clinical Cultural Competency Questionnaire (CCCQ) and assess the perceived level of cultural competence of students in Xavier University of Louisiana College of Pharmacy to guide curriculum development within the 4-year academic program. The CCCQ was administrated to each class of pharmacy students during spring 2009. Exploratory factor analysis with principal components and varimax rotation was conducted to build the constructs explaining the factors measuring students' self-assessment of cultural competence. Nine factors, including 46 items extracted from the CCCQ and explaining 79% of the total variance, were found as the best fit to measure students' self-assessment of cultural competence. The CCCQ was found to be a practical, valid, and reliable self-assessment instrument to measure the perceived level of pharmacy students' knowledge, skills, attitudes, and encounters in cross-cultural environments. The questionnaire allowed the identification of students' needs for training in cultural competence and the development of a curriculum tailored to satisfy those needs.

Persepctives of Registered Nurse Cultural Competence in a Rural State--Part I

Inferences have been made from recent research that there is a correlation between lack of cultural competence and the incidence of health disparity. As our society becomes more global and more diverse, it is apparent that culture can no longer be considered as solely associated with ethnic/racial/cultural groups. Nurses permeate all areas of health care and are therefore in a position to have positive impact on cultural competency. This paper describes the 5 constructs of cultural competence as described by Dr. Josepha Campinha-Bacote: cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire. She emphasizes, as do others in the literature, that cultural desire and awareness are antecedents to knowledge acquisition and skill. Is mere cultural awareness enough? How do healthcare providers in homogenous rural states attain cultural competence when cultural encounters and cultural knowledge may not be readily accessible? This is the first in a series of two articles which explores Cultural Competence of health care providers in a rural state. The first article in the series provides literature review and definitions related to cultural competence as well as the impact of cultural competence. The second article reveal results of a cultural competence self-assessment survey of registered nurses in North Dakota, a sprawling rural state described as 9th in the union for percentage of caucasions and 5th in rank for the most American Indians.