Cultural Competency Training Program Research Articles

Impact of Cultural Competency Training in Naturopathic Medical Students: Self-Assessed Changes in Awareness, Knowledge, Skills, and Attitudes

Introduction: Cultural competency training is a growing requirement in medical schools across North America. Although accredited naturopathic medical schools now include some elements of cultural competency training throughout their programs, no literature to date has evaluated the effect of cultural competency curriculum among naturopathic medical students. This study evaluated the impact of a cultural competency training program of 4th-year naturopathic medical students at an accredited naturopathic medical educational institution in North America. Methods: Pre- and post-training online surveys were completed by naturopathic medical students using a 1 to 5 numerical scale (least to most confident), self-evaluating their awareness, knowledge, skills, and willingness to change behaviours, with some survey items adapted from the short version of the Cross-Cultural Care Survey (Harvard). Descriptive statistics were calculated, and a paired two-sided Wilcoxon signed-rank test was used to examine changes between pre- and post-training responses. Results: Out of 134 students enrolled in the training, 46 participants completed both the pre- and post-training surveys and were included in the final analysis. There was a statistically significant increase in self-rated confidence from pre- to post-training across all individual survey items spanning improvements in cultural competency awareness, knowledge, skills, and attitudes among students who completed both surveys. Conclusions: Results from this study indicate that cultural competency training of naturopathic students may improve their subjective assessment of their awareness, knowledge, skills, and attitudes related to working with diversity in clinical practice. Future research would benefit from using validated assessment scales, reducing loss to follow up, and investigating factors such as social demographics, prior training, and lived experience amongst participants.

Assessing the effectiveness of a LGBT cultural competency training for oncologists: study protocol for a randomized pragmatic trial

BackgroundLGBT patients may have unique psychosocial cancer care needs, and healthcare providers should have knowledge and understanding of these unique needs to effectively address disparities through the delivery of personalized healthcare. As such, our group developed and piloted a web-based LGBT cultural competency training designed specifically for oncologists called the Curriculum for Oncologists on LGBT populations to Optimize Relevance and Skills (COLORS). We designed a randomized pragmatic trial for oncologists to compare the effectiveness of the COLORS training versus a general online LGBT cultural competency training in improving LGBT-related knowledge, attitudes, and clinical practices.Methods/designStudy procedures include an 8-step approach for recruitment, randomization, retention, and completion of the interventions. Oncologists of any subspecialty who are currently practicing physicians will be identified from the American Medical Association Masterfile. Approximately 5000 oncologists will be sent a FedEx envelope with an invitation letter and study timeline. Electronic consent is obtained using a secure REDCap (Research Electronic Data Capture) portal hosted at the Moffitt Cancer Center (Tampa, FL) where the oncologists will complete the eligibility questionnaire, pre-training assessments, and then will be randomized to complete the COLORS training or an online general healthcare training offered by the National LGBT Health Education Center. Effectiveness of both trainings will be assessed utilizing self-reported measures of LGBT-related knowledge, attitudes, and affirming clinical practices. The measures will be collected before and directly after training completion, as well as 3-month post-training completion. The primary outcomes are changes in knowledge, attitudes, and practice behaviors regarding LGBT cancer patients from pre-test to post-test training in the COLORS training vs. the comparison training.DiscussionThe overarching premise of this trial is to assess the effectiveness of the COLORS cultural competency training program. If successful, among oncologists who completed the COLORS training should yield statistically significantly improvements in knowledge, attitudes, and affirming practice.

What motivates community mental and behavioral health organizations to participate in LGBTQ+ cultural competency trainings?

The constantly evolving language, understanding, and cultural context regarding the mental health of lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse individuals (LGBTQ+) require mental health providers to obtain LGBTQ+ cultural competency training to be affirmative and effective with this population. Unfortunately, many providers are not obtaining this ongoing training and mental health disparities continue to plague LGBTQ+ populations. Guided by the Consolidation Framework for Implementation Research (CFIR), we conducted eight focus groups with community mental and behavioral health organization (MBHO) administrators (e.g., directors, clinical supervisors) and therapists to explore what factors facilitated or inhibited their adoption and implementation of a multicomponent LGBTQ+ cultural competency training program that required administrator and therapist participation in multiple learning sessions over several months (i.e., workshop, clinical consultation, and organizational technical assistance). Results from template analysis supported CFIR-aligned themes, including characteristics of individuals, inner setting, outer setting, and process, and two additional codes-marketing and other/previous training opportunities-emerged from the focus group data. Findings suggest that therapists are motivated to engage in such a program because they want to feel more efficacious, and administrators see the benefits of LGBTQ+ training programs for their clientele and marketing. Barriers to adoption and implementation include cost and personnel resistance, although participants believed these barriers were surmountable. Emphasizing therapist efficacy, clientele need, and benefits for marketing mental and behavioral health services could motivate MBHOs' and therapists' adoption and implementation of LGBTQ+ cultural competency training. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Impact of an LGBTQ Cultural Competence Training Program for Providers on Knowledge, Attitudes, Self-Efficacy, and Intensions

ABSTRACT This paper describes the development and implementation of a robust lesbian, gay, bisexual, transgender, and queer (LGBTQ) cultural competence curriculum for training health and human service providers across New York State. Between 2013–2018, The National LGBT Cancer Network developed and published Best Practices in Creating and Delivering LGBTQ Cultural Competency Trainings for Health and Social Service Agencies and designed a training curriculum. They also conducted Train the Trainer sessions, and evaluated pre- and post- curriculum knowledge, attitudes, self-efficacy and intentions of individuals who attended educational sessions conducted by the certified trainers. Most respondents improved from pretest to posttest, with significant improvements in knowledge, attitudes, self-efficacy and intentions. An increase in self-efficacy was significantly associated with pre- to posttest improvement in respondent intention. Future research should focus on what components specifically bolster self-efficacy and intention. Increasing the number of health and human service providers who are trained to address the needs of this population is an important step toward providing culturally competent care.

Effect of a mobile app-based cultural competence training program for nurses: A pre- and posttest design

BackgroundImportance of providing culturally competent nursing care and cultural competence training for nurses has increased due to diversification of the cultural backgrounds of patients in South Korea. Currently there is little cultural competence training provided to nurses in South Korea. ObjectivesThis study aimed to develop and evaluate a mobile app-based cultural competence training program for nurses working at a tertiary teaching hospital in South Korea. DesignA one group pre- and posttest intervention design. SettingsA tertiary teaching hospital in South Korea. ParticipantsA total of 49 nurses participated in the study. MethodsA mobile app-based cultural competence training program for nurses was developed using the five stages of the ADDIE instructional model. Cultural competence scores were compared between pre- and posttest using the paired t-test. The differences in cultural competence scores between pre- and posttests were also compared by participant characteristics using analysis of variance, the Kruskal-Wallis test, and the Mann-Whitney-Wilcoxon test. ResultsThe mean total score of the nurses increased significantly after participating in the program, from 63.00 to 81.06 (p < 0.001). Comparisons of differences in cultural competence scores between pre- and posttests by participant characteristics revealed that the improvement in cultural competence was greater in those with no experience abroad for longer than 1 month compared to those who had experience abroad for longer than 1 month (p < 0.001) and in those who had never cared for a foreign patient compared to those who had cared for more than three foreign patients per week (p < 0.05). ConclusionsThe mobile app-based cultural competence training program developed in this study was demonstrated to be effective in improving the cultural competence of nurses in South Korea. Our novel training program can be applied as on-the-job training to improve the cultural competence of nurses.

A proposed cultural competence training program for nurses based on their transcultural self-efficacy

A proposed cultural competence training program for nurses based on their transcultural self-efficacy

Improving Culturally Appropriate Care Using a Community-Based Participatory Research Approach: Evaluation of a Multicomponent Cultural Competency Training Program, Arkansas, 2015–2016

IntroductionThe United States continues to become more racially and ethnically diverse, and racial/ethnic minority communities encounter sociocultural barriers to quality health care, including implicit racial/ethnic bias among health care providers. In response, health care organizations are developing and implementing cultural competency curricula. Using a community-based participatory research (CBPR) approach, we developed and evaluated a cultural competency training program to improve the delivery of culturally appropriate care in Marshallese and Hispanic communities.MethodsWe used a mixed-methods evaluation approach based on the Kirkpatrick model of training evaluation. We collected quantitative evaluation data immediately after each training session (March 19, 2015–November 30, 2016) and qualitative data about implementation at 2 points: immediately after each session and 6 months after training. Individuals and organizational units provided qualitative data.ResultsWe delivered 1,250 units of in-person training at 25 organizations. Participants reported high levels of changes in knowledge (91.2%), competence (86.6%), and performance (87.2%) as a result of the cultural competency training. Organizations reported making policy and environmental changes.ConclusionInitial outcomes demonstrate the value of developing and implementing cultural competency training programs using a CBPR approach. Additional research is needed to determine the effect on long-term patient outcomes.

The Effectiveness of a Cultural Competence Training Program for Public Health Nurses using Intervention Mapping

Purpose: This study evaluated the effects of a cultural competence training program for public health nurses (PHNs) using intervention mapping. Methods: An embedded mixed method design was used. Forty-one PHNs (experimental: 21, control: 20) and forty marriage migrant women (MMW) (20, in each group) who were provided nursing care by PHN participated in the study. The experimental group was provided with a four-week cultural competence program consisting of an eight hour offline and online course, e-mail newsletters and social networking services (BAND). Transcultural Self-efficacy (TSE) of the PHNs, client-nurse trust, and satisfaction with nursing care of MMW were measured. Ten PHNs in the experimental group were interviewed after the experimental study. Results: The experimental group showed a significantly greater improvement in TSE, client-nurse trust, and satisfaction with nursing care than did the control group. Six themes emerged from qualitative data: (a) Recognizing cultural differences, (b) Being interested in the multicultural policy, (c) Trying to communicate in MMW`s own language, (d) Providing medical information using internet and smart phone, (e) Embracing culturally diverse people into society, and (f) Requiring ongoing cultural competence training. Conclusion: Cultural competence training enabled PHNs to provide culturally competent care and contribute to MMW`s health outcomes.

Impacting the Latino Birthing Experience with a Cultural Competence Training Program

The objective of this program was to evaluate an educationally based intervention in developing intercultural competence of postpartum nursing staff using a quality improvement (QI) framework. The method included eighty nursing staff participating in a cultural competence training program (CCTP) infused with Latino culture, including Spanish language/ music, to highlight critical reflections, cross-cultural practice, and communication standards for culturally competent care. Perceptions of cultural sensitivity were evaluated via patient interviews, the Intercultural Development Inventory (IDI), and focus groups. The results included a staff level of understanding, comfort, and effectiveness in providing care to the Latino population improved from pre- to post-IDI scores. Despite heightened awareness, the team’s cultural orientation remained unchanged, indicating that staff overestimated their intercultural competence. While patients reported satisfaction with care, many Latina mothers shared moments in which care could have been more culturally sensitive.

Meeting the needs of LGBT patients and families

Meeting the needs of LGBT patients and families

Evaluation of a New Cultural Competency Training Program: CARE Columbus

This article reports the educational outcomes of the newly developed CARE (Cultural Awareness and Respect Through Education) Columbus cultural competency training program. Questionnaires were administered to course participants, who completed the 3-hour CARE Columbus cultural competency training program from March 17, 2006, to April 18, 2008. A pilot work site implementation questionnaire was also sent to a smaller sample of participants who completed the course. The CARE Columbus cultural competency training received an overall program rating of 4.5 on a 5-point scale. Sixty-three percent (379 of 601) of the participants completed the program questionnaires. In addition, 55% (33 of 60) of the pilot work site implementation questionnaires were completed. Initial evaluation of the CARE Columbus cultural competency training program appears to demonstrate its effectiveness in improving attitudes, knowledge, and skills. Expanded evaluation to include determination of how best to overcome work site implementation barriers is warranted. Future challenges include development of an optimal business plan to maintain sustainability and improve outreach of CARE Columbus and similar classroom style training programs.

Cultural Competency in Health Care: Evaluating the Outcomes of a Cultural Competency Training Among Health Care Professionals

The purpose of this research was to examine the effectiveness of a cultural competency training program designed to improve the knowledge and skills of health care providers and administrators engaging in cross-cultural, clinical encounters. We conducted an evaluation study among 43 health care professionals (health care providers and health administrators) who attended a 4-hour cultural competency workshop. We used a post-then-pre method of self-reported evaluation to answer a key question: Does cultural competency training produce a measurable change in knowledge and skills relating to the care of patients from diverse cultural and ethnic backgrounds? The study findings suggest that there are statistically significant change in participants' self-report of knowledge and skills related to cultural competency. Our study shows that a cultural competency training program that integrates key topics as recommended by the Institute of Medicine and includes Culturally and Linguistically Appropriate Services in Health Care standards improves the knowledge and skills of health care providers and administrators. Following the training, the participants self-reported not only an enhanced understanding of the health care experiences of patients with diverse backgrounds, but also an improvement in their skills to effectively work in cross-cultural situations. In addition, our study offers a reliable, innovative, and time-efficient strategy--post-then-pre method-for evaluating the outcomes of 4-hour cultural competency training programs.

Introduction

Introduction

A crash-course in cultural competence.

America is a multi-cultural society. Yet, there are cultural dimensions to the clinician-patient relationship that have not been systematically addressed in medical education or in clinical practice. Lack of diversity and lack of cross-cultural skills in the medical profession may contribute to health disparities in America. Cultural competence for the medical profession represents a core set of skills that can be learned to respectfully and effectively communicate healthcare information with diverse patient populations. The authors blended their extensive literature review with the knowledge and experience of a culturally diverse medical team to develop the CRASH-Course in Cultural Competency training program for medical professionals. CRASH is a mnemonic for the following essential components of culturally competent health care--consider Culture, show Respect, Assess/Affirm differences, show Sensitivity and Self-awareness, and do it all with Humility. The goal of the CRASH-Course in Cultural Competency is to build confidence and competence in the clinician's ability to communicate effectively with diverse patient populations.

Cultural Competence and Corporate Culture

Back to table of contents Previous article Next article LettersFull AccessCultural Competence and Corporate CultureManny WertmanManny WertmanSearch for more papers by this authorPublished Online:1 Mar 2003https://doi.org/10.1176/appi.ps.54.3.403-bAboutSectionsView EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail To the Editor: In the December issue, Lewis A. Opler, M.D., Ph.D., reviews a videotape of a cultural competence and diversity training program. He writes, "Being oblivious to this reality [cultural factors] is fraught with as much danger as being unaware that psychotherapy is influenced by transference and countertransference or that pharmacotherapy is influenced by the cleverly crafted marketing strategies of pharmaceutical companies."The cleverly crafted marketing strategies are exquisitely depicted in the drug advertisements displayed throughout the December issue of the journal. The one that caught my eye was an advertisement for Zyprexa on the inside cover. In addition to the graphic visual message of the doctor (in a white coat) extending his arm to rescue the patient attempting to climb out of a ravine while standing on a large letter Z (color-coded throughout the ad), there is an interesting text, which, I believe is almost subliminally misleading.The narrative begins by telling us that medication isn't the only answer to the treatment of mental illness. One would think that this is a reference to additional interventions such as psychotherapy or psychosocial rehabilitation. But instead the text goes on to describe how medication can "enable a strong therapeutic alliance" with the physician to establish a "solid treatment foundation and stay on course"—presumably to facilitate the patient's compliance with medication treatment. In other words, the importance of medication as an "essential component in the treatment of mental illness" is to help the physician to treat the patient with medication!What is at issue here is not the role of pharmacological interventions in the treatment of psychiatric disorders, but, as Dr. Opler emphasizes, the need to recognize the role of cultural factors that influence psychiatric treatment—in this case corporate culture.Mr. Wertman is director of adult mental health services at the Ohel Children's Home and Family Services in Brooklyn, New York.Reference1. Opler LA: The Culture of Emotions: A Cultural Competence and Diversity Training Program. Psychiatric Services 53:1537-1538, 2002Link, Google Scholar FiguresReferencesCited byDetailsCited byNone Volume 54Issue 3 March 2003Pages 403-b-404 Metrics History Published online 1 March 2003 Published in print 1 March 2003

Media Review: A CULTURE OF EMOTIONS: A CULTURAL COMPETENCE AND DIVERSITY TRAINING PROGRAM, by Harriet Koskoff, Fanlight Productions Media Library, 22-D Hollywood Avenue, Hohokus, NJ 07423, 2002, $99.00 and $9.00 S&H ($108.00)

Media Review: A CULTURE OF EMOTIONS: A CULTURAL COMPETENCE AND DIVERSITY TRAINING PROGRAM, by Harriet Koskoff, Fanlight Productions Media Library, 22-D Hollywood Avenue, Hohokus, NJ 07423, 2002, $99.00 and $9.00 S&H ($108.00)

Multimedia Reviews: The Culture of Emotions: A Cultural Competence and Diversity Training Program

Introduction by the column editor: A multicultural understanding of human behavior has become critical for clinicians in our society, as the traditional idea of U.S. culture as a "melting pot" becomes more like the Canadian metaphor of a "cultural mosaic." Recognition and understanding of the ways in which this multicultural mix influences all human interaction have relevance not only for diagnosis but also for therapy, for training of mental health professionals, and, indeed, for all collaborative human activities. Other authors and groups have highlighted the importance of this viewpoint (1,2,3).

Video Helps Residents Understand Importance of Cultural Factors

Video Helps Residents Understand Importance of Cultural Factors

Cultural-Competency Training for Staff Serving Hispanic Families with a Child in Psychiatric Crisis

As part of a research demonstration project focusing on children's psychiatric crises and their families, a cultural-competency training program was developed for staff delivering home-based crisis Intervention. The authors describe the training program, which was intended to teach culturally competent practice with Hispanic children and families. Training consisted of a day-long workshop, follow-up meetings with staff, and a half-day ‘booster’ session six months after the initial workshop. The workshop covered essential elements of Hispanic cultural diversity, values, family structure, interpersonal relations, child-rearing beliefs and practices, and points of interventions. Follow-up meetings provided counselors with the opportunity to discuss Issues and experiences not covered in the first workshop and allowed trainers to monitor the counselors' incorporation of culturally competent principles of practice. In the booster session, trainers addressed issues raised by counselors at the follow-up meetings in a more organized manner and addressed new, emergent issues.