Cultural Competency Training Research Articles

Individual, parent, and school factors associated with e-cigarette use among Asian adolescents

ABSTRACT Objective E-cigarette use has become the predominant method of nicotine consumption among U.S. youth, posing significant public health implications. The current study addresses the scarce research on e-cigarette use among Asian American adolescents, a demographic group that has remained comparatively understudied. Methods Leveraging data from the 2019–2020 Student Drug Use survey, the cross-sectional study investigates the interplay between e-cigarette use and psychosocial determinants among Asian American adolescents in the metropolitan area. Results Results indicate an 8.0% prevalence of e-cigarette use in the past year, with notable variations based on grade level and risk behaviors. Psychosocial factors such as low parental influence [OR = 1.88, 95% CI (1.35,2.61)], engagement in low prosocial activities [OR = 1.78, 95% CI (1.30, 2.44)], and high-risk behaviors [OR = 25.34, 95% CI (15.39,41.71)] correlate significantly with increased odds of e-cigarette use. Logistic regression analysis reinforces these associations, emphasizing the impact of risky behavior and ease of access on e-cigarette usage. Conclusion The study informs targeted interventions at various levels, including schools, policy, community engagement, and cultural competency training, to address the escalating prevalence of e-cigarette use among Asian American adolescents.

Training in Cultural Competence for Mental Health Care: A Mixed-Methods Study of Students, Faculty, and Practitioners from India and USA.

Although the need to train clinicians to provide effective mental health care to individuals from diverse backgrounds has been recognized worldwide, a bulk of what we know about training in cultural competence (CC) is based on research conducted in the United States. Research on CC in mental health training from different world populations is needed due to the context-dependent nature of CC. Focusing on India and USA, two diverse countries that provide complementary contexts to examine CC, we explored graduate students', practicing clinicians', and faculty members' perspectives regarding CCtraining they received/provided and future training needs using mixed-methods. The data were collected using focus groups (n = 25 groups total: 15 in India, 11 in USA), and a survey (n = 800: 450 in India, 350 in USA). Our data highlight the salient social identities in these countries, and the corresponding constituents of CC training. Participants in India described a practical emphasis to their CC training (e.g., learning about CC through life experiences and clinical practice experiences) more so than through coursework, whereas participants in USA described varying levels of courseworkrelated toCC along with practice. Participants in both countries considered enormity of CC as a challenge, while those in the US also identified CC training limited to a white, straight, male perspective, hesitancy in engaging with diversity topics, and limited time and competence of the faculty. Strengths of CC training in India and USA are mutually informative in generating recommendations for enhancing the training in both countries.

Examining recovery and mental health service satisfaction among young immigrant Muslim women with mental distress in Quebec

ObjectiveThe overall aim of this study was to understand the experiences and perspectives of immigrant Muslim women in Quebec living with mental illness, who have recently used formal mental health services such as an accredited therapist, psychologist, or clinician. Specific objectives included (i) eliciting and examining their self-identified barriers and facilitators to recovery; (ii) exploring links between religion and mental health; and (iii) self-reported satisfaction with mental health services received.MethodsWe adopted a qualitative approach, facilitating the prioritization of participant perspectives. This involved semi-structured interviews with 20 women who (i) identified as Muslim; (ii) had used mental health services in the last three years; and (iii) were 18 + years of age. Interviews were transcribed and analyzed using thematic analysis techniques.ResultsThree prominent themes emerged from the analysis. These themes were (i) stigma and misunderstandings in families (especially parents) and sometimes in the ethno-religious community, both acting as barriers to health service utilization and recovery; (ii) frustrating clinical experiences within formal mental health care settings, in particular a perceived lack of cultural and religious competence, which negatively affected service utilization and the development of a therapeutic alliance; and (iii) deeply-held religious beliefs, practices and trust in God imparting a rhythm, purpose and meaning, which were strong facilitators to recovery.Conclusions and implications for practiceThese findings suggest that recovery from mental illness can be advanced by a three-pronged approach in this population. First, anti-stigma mental health literacy interventions could be held in collaboration with Muslim community groups. Second, there is a need for further religious and cultural competence interventions, resources and trainings for mental health professionals working with Muslims. Third, self-care resources should be developed that harness aspects of religious practices that can give structure, meaning, purpose and hope. All this could ultimately foster recovery in this population.

Families as partners in neonatal neuro-critical care programs.

Parents of neonates with neurologic conditions face a specific breadth of emotional, logistical, and social challenges, including difficulties coping with prognostic uncertainty, the need to make complex medical decisions, and navigating new hopes and fears. These challenges place parents in a vulnerable position and at risk of developing mental health issues, which can interfere with bonding and caring for their neonate, as well as compromise their neonate's long-term neurodevelopment. To optimize neurologic and developmental outcomes, emerging neonatal neuro-critical care (NNCC) programs must concurrently attend to the unique needs of the developing newborn brain and of his/her parents. This can only be accomplished by embracing a family-centered care environment-one which prioritizes effective parent-clinician communication, longitudinal parent support, and parents as equitable partners in clinical care. NNCC programs offer a multifaceted approach to critical care for neonates at-risk for neurodevelopmental impairments, integrating expertise in neonatology and neurology. This review highlights evidence-based strategies to guide NNCC programs in developing a family-partnered approach to care, including primary staffing models; staff communication, implicit bias, and cultural competency trainings; comprehensive and tailored caregiver training; single-family rooms; flexible visitation policies; colocalized neonatal and maternal care; uniform mental health screenings; follow-up care referrals; and connections to peer support. IMPACT: Parents of neonates with neurologic conditions are at high-risk for experiencing mental health issues, which can adversely impact the parent-neonate relationship and long-term neurodevelopmental outcomes of their neonates. While guidelines to promote families as partners in the neonatal intensive care unit (NICU) have been developed, no protocols integrate the unique needs of parents in neonatal neurologic populations. A holistic approach that makes families true partners in the care of their neonate with a neurologic condition in the NICU has the potential to improve mental and physical well-being for both parents and neonates.

Exploring the perspectives of healthcare professionals on providing supported asthma self-management for Bangladeshi and Pakistani people in the UK.

Self-management support improves asthma outcomes and is widely recommended in guidelines, yet it is poorly implemented in routine practice. There may be additional challenges in the context of ethnic minority groups, where making sense of culture may be necessary. This study aimed to explore the perspectives of healthcare professionals on supporting UK Bangladeshi and Pakistani patients to self-manage their asthma. One-to-one semi-structured interviews with professionals (primary and secondary care; medical and nursing) who routinely provide asthma care to Bangladeshi or Pakistani patients. Topics addressed included perceptions of professionals in supporting patients with asthma self-management and ideas for improving culturally competent care. Data were analysed thematically. Nine professionals, from a range of ethnic backgrounds, with considerable experience of treating patients from these communities were interviewed. Despite organisational restrictions (language and time/resources) and expressed gaps in cultural knowledge and training, all interviewees reported attempting to tailor support according to culture. They used their perception of the patient's culture (e.g., big families and family involvement), integrated with their perception of patients' ability to self-manage (e.g., degree of responsibility taken for asthma), to formulate theories about how to culturally adapt their approach to supported self-management, e.g., supporting barriers in understanding asthma. There was consensus that gaps in cultural knowledge of professionals needed to be addressed through training or information. Interventions recommended for patients included basic education, group meetings, and culturally relevant action plans. In the absence of formal training and constrained by organisational limitations, self-management support was adapted based on personal and professional perception of culture. These ideas were based on experience and formulated a chain of reasoning. Professionals recognised the limitations of this approach and potential to overgeneralise their perceptions of culture and adaptations of supported self-management. Interventions were desired and need to address professional training in cultural competence and the provision of culturally relevant materials.

Cultural Diversity and Curriculum

Cultural diversity in education involves incorporating various perspectives, experiences, and values into the curriculum to create a more inclusive and enriching learning environment. Cognitive and academic advantages, cultural competence, global awareness, reduced stereotyping, workforce preparedness, enhanced communication skills, creativity and innovation, and positive social and emotional development are the benefits of cultural diversity in the curriculum. Similarly, resistance from traditional structures, lack of teacher training and resources, limited representation in educational materials, time constraints, curriculum overload, resistance from learners and parents, assessment and standardization challenges, inadequate institutional support, and cultural competence gaps among educators are the challenges of it. In the same way, incorporating diverse perspectives, bed cross-cultural examples, promoting inclusive teaching practices, introducing multicultural literature and resources, collaborating with diverse guest speakers, offering language courses, integrating cultural competence training, and reflecting on cultural inclusivity are the strategies for implementing cultural diversity in education. The integration of cultural diversity into curricula offers numerous merits but is not without its obstacles. Strategic implementation, addressing resistance, and fostering institutional support are crucial for creating inclusive and culturally responsive educational environments in the context of Nepal.

Stakeholder perceptions of cervical screening accessibility and attendance in Ireland: a qualitative study

Abstract Organized cervical screening programmes are commonplace in high-income countries. To provide an equitable cervical screening service, it is important to understand who is and is not attending screening and why. Promotion of screening and service improvement is not possible without recognition and identification of the barriers and needs of communities that are less engaged with screening. This study explored stakeholder perceptions of cervical screening attendance and accessibility in Ireland. Semi-structured interviews were conducted with 12 healthcare professionals, policymakers and academics. Interviews were conducted online in 2022. Reflexive thematic analysis was used inductively to generate themes, supported by NVivo. Three themes were developed: (i) getting the right information out the right way, (ii) acceptability and accessibility of screening and (iii) trying to identify and reach the non-attenders. Participants felt public knowledge of cervical screening and human papilloma virus was low and communication strategies were not adequate. Individual, cultural, structural and service-level factors influenced the accessibility and acceptability of screening. Identifying and reaching non-attenders was considered challenging and community outreach could support those less likely to attend screening. Stakeholder perspectives were valuable in understanding the complexities of screening accessibility and attendance from individual to service-level factors. Cultural competency training, inclusive language and visual cues in waiting rooms would support engagement with some populations who may be hesitant to attend screening. Collaboration with community organizations has opportunities to promote screening and understand the needs of those less likely to attend screening.

SOCIOCULTURAL BARRIERS IN THE ADAPTATION OF ADOPTED CHILDREN AND METHODS FOR OVERCOMING THEM

The process of adopting a child involves complex emotional, social, and cultural adjustments. This article examines the sociocultural barriers faced by adopted children and proposes methods to overcome these challenges. Drawing on existing literature and case studies, the article explores the impact of cultural differences, language barriers, and societal perceptions on the adaptation process. It also highlights effective strategies for supporting adopted children and their families in navigating these challenges, including cultural competence training, support groups, and educational interventions.

Managing English culture in semi-military academy

The efficient administration of English culture in semi-military academies becomes a substantial area to cover as long as these institutions remain major players in molding future leaders. This research looks at the difficulties, approaches, and results of maintaining English culture in the special setting of a semi-military institution. Language hurdles, cultural misinterpretations, and difficulties between academic independence and military discipline are only a few of the difficulties that are shown by the findings. To promote cultural diversity and strengthen institutional cohesiveness, cutting-edge tactics, including inclusive curriculum design, bilingual programs, and cultural competency training, have been recognized as crucial. The survey also emphasizes the perceived benefits of successful English cultural management, which include better performance in school, better interpersonal abilities, and a stronger feeling of community among students and staff. This study provides theoretical insights into the dynamic interactions between culture, education, and institutional identity by drawing on theories of cultural management, education, and organizational behavior. Moreover, it offers useful suggestions for teachers, administrators, and legislators who want to encourage inclusivity and diversity of culture in semi-military academies and other similar educational environments.

Establishment of a functional Orthopaedic Department in a Nigerian Teaching Hospital: The problems, peculiarities and prospects

Establishing a functional orthopaedic department in a Nigerian teaching hospital faces challenges like staff attitude, equipment shortages, and regulatory hurdles. Solutions include infrastructure development, equipment procurement, and staff recruitment. Strategies for equipment shortages include capital investment and improved inventory management. Cultural competence training and community involvement address cultural factors impacting patient care. Quality control and innovation are crucial, necessitating audits and research collaborations. Ethical considerations, like patient consent, are paramount. Intramural Private Practice (IPP) integrates private and institutional healthcare, enhancing service delivery. Structured guidelines ensure operational integrity. Overall, a holistic approach focusing on staff management, quality, and patient-centred care is essential for a successful establishment. Keywords: orthopaedic department, challenges, solutions, cultural factors, quality control.

The Impact of School Climate on Teachers’ Self-efficacy Towards a Comprehensive Program for Professional Development

This study evaluated the school climate and the teachers' self-efficacy with a goal to propose a comprehensive program for teachers' professional development. Based on the findings, the researcher concluded the following: (1) The majority of teacher respondents are female, aged 31 to 40, holding Master’s degrees, and collectively possess over ten years of experience across all school departments. (2) School climate, especially student interactions, was highly manifested among the four indicators evaluated by teachers. Teacher relations ranked second, followed by leadership and decision-making. Attitude and culture were rated lowest but still assessed as highly implemented. (3) Teachers expressed highest self-efficacy in digital literacy, followed by instructional strategies, student engagement, and classroom management, indicating confidence in various teaching aspects. (4) School climate significantly impacts teachers' self-efficacy, influencing empowerment, motivation, and confidence in engaging students and using instructional methods effectively. (5) A proposed teacher professional development program aims to enhance teachers' self-efficacy through targeted initiatives focused on school climate improvement. Based on the study's conclusions, the following recommendations are suggested(1) Focus on raising awareness of attitude and culture within the school through initiatives like cultural competence training and diversity workshops. (2) Encourage collaboration among teachers from different departments to enhance understanding of teaching practices and promote a unified school climate. (3) Provide ongoing support and resources for integrating technology into teaching practices, including training on new tools and effective digital resource incorporation. (4) Foster cross-departmental collaboration among teachers to enrich teaching experiences and promote a sense of shared efficacy. (5) Execute a comprehensive teacher professional development program to cultivate a positive school climate, promote collaboration, and empower educators for an enriched teaching environment.

GLOBAL PERSPECTIVES ON EDUCATION: CROSS-CULTURAL COLLABORATION AND EXCHANGE

This study aims to find the core value and inquire into the barriers related to transnational cooperation and exchange in the educational process within the globalized environment. It describes theories such as Hofstedes cultural dimensions, discloses how meeting up for classes in this way affects teaching methods, and investigates technology in the process of making global educational corporations efficient. Hence, being culturally aware is a prerequisite for all educators and, the study as well as, funding disparities, demand cultural competency training while including teaching materials. Enlightening these issues to involve all is probably the ultimate goal of international education in order to attain effectiveness and inclusiveness on the global stage.

Perceptions of and preparedness for cross-cultural care: a survey of final-year medical students in Ireland

BackgroundMigration is increasing globally, and societies are becoming more diverse and multi-ethnic. Medical school curricula should prepare students to provide high-quality care to all individuals in the communities they serve. Previous research from North America and Asia has assessed the effectiveness of medical cultural competency training, and student preparedness for delivery of cross-cultural care. However, student preparedness has not been explored in the European context. The aim of this study was to investigate how prepared final-year medical students in the Republic of Ireland (ROI) feel to provide care to patients from other countries, cultures, and ethnicities. In addition, this study aims to explore students’ experiences and perceptions of cross-cultural care.MethodsFinal-year medical students attending all six medical schools within the ROI were invited to participate in this study. A modified version of the Harvard Cross-Cultural Care Survey (CCCS) was used to assess their preparedness, skill, training/education, and attitudes. The data were analysed using IBM SPSS Statistics 28.0, and Fisher’s Exact Test was employed to compare differences within self-identified ethnicity groups and gender.ResultsWhilst most respondents felt prepared to care for patients in general (80.5%), many felt unprepared to care for specific ethnic patient cohorts, including patients from a minority ethnic background (50.7%) and the Irish Traveller Community (46.8%). Only 20.8% of final-year students felt they had received training in cross-cultural care during their time in medical school. Most respondents agreed that they should be assessed specifically on skills in cultural competence whilst in medical school (83.2%).ConclusionsA large proportion of final-year medical students surveyed in Ireland feel inadequately prepared to care for ethnically diverse patients. Similarly, they report feeling unskilled in core areas of cross-cultural care, and a majority agree that they should be assessed on aspects of cultural competency. This study explores shortcomings in cultural competency training and confidence amongst Irish medical students. These findings have implications for future research and curricular change, with opportunities for the development of relevant educational initiatives in Irish medical schools.

Teachers Transformative Leadership Skills and Promotion of Inclusive Learning Environments

This study evaluates the transformative leadership abilities of teachers and their endeavors to foster an inclusive learning environment. The findings reveal that teachers exhibit optimistic attitudes and unwavering commitment to promoting diversity through their vision, inclusive practices, student empowerment, innovative teaching methods, adaptability, and willingness to take risks. They proactively confront and challenge bigotry and preconceptions. The study establishes a robust and statistically significant association between the leadership abilities of instructors and their endeavors towards inclusivity, indicating that enhancements in leadership skills have a favorable effect on promoting inclusiveness. Suggested measures encompass extensive teacher training, allocation of resources, adaptability of curriculum, collaboration, training in cultural competence, provision of accessible materials, integration of support services, awareness of bias, and research. The purpose of these initiatives is to improve inclusive education by guaranteeing fair and equal opportunities for all pupils to receive high-quality education.

Putting conceptions and considerations of culture into practice: A qualitative evaluation of a cultural competence training.

Putting conceptions and considerations of culture into practice: A qualitative evaluation of a cultural competence training.

Analyzing the Role of Culture in TEFL Pedagogy and Its Implications for Language Teaching

This research investigates the role of culture in Teaching English as a Foreign Language (TEFL) pedagogy and its implications for language teaching. The study employs a mixed-methods approach, integrating qualitative interviews with educators and focus groups with students to explore how cultural integration impacts learner motivation, engagement, and communicative competence. Educators and students from diverse cultural backgrounds participated in the study. Educators, selected for their experience in TEFL and cultural content integration, were interviewed to understand their perspectives on cultural integration strategies and perceived impacts on students. Meanwhile, student focus groups provided insights into their experiences with culturally integrated lessons and their development of intercultural competence. Qualitative data analysis involved thematic coding of interview transcripts and focus group discussions, while quantitative data from surveys assessed attitudes towards cultural integration and its frequency in teaching practices. Results indicate that while educators vary in their integration approaches—ranging from daily to infrequent—literature, music, and traditional customs are commonly integrated elements. Students overwhelmingly perceive cultural integration positively, noting increased motivation and a deeper understanding of language contexts. Findings highlight the critical role of cultural awareness in enhancing language learning outcomes, fostering intercultural competence, and preparing learners for global communication contexts. Recommendations include enhancing teacher training in cultural competence and expanding resources to support diverse cultural content in TEFL curricula.

Cultural Competency Training of Medical Students among Trauma Patients: Training and Assessment Strategies

ABSTRACT In the field of health care, cultural competency refers to the ability of healthcare professionals to acknowledge, respect, and accordingly respond to the varied needs, beliefs, values, and practices followed by persons and the communities they serve. The purpose of the current review is to explore the role of cultural factors and trauma experience, and identify the strategies that can be employed to train and assess medical students in cultural competency pertaining to trauma patients. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 21 articles were selected based on their suitability with the current review objectives. Cultural factors play a defining role in determining the experiences of trauma patients, and how these patients and family members perceive, cope, and recover from such traumatic events. To meet the diverse needs of the community, the medical curriculum has to be flexible and must include the component of cultural competency. Like any other domain, medical educators must plan for the assessment of cultural competencies while delivering trauma education, as it will provide insights into the readiness of the students to deliver culturally sensitive and effective care to trauma patients. In conclusion, the inclusion of cultural competency training within trauma care in the medical curriculum carries immense utility as it can help healthcare professionals to effectively communicate and respond to the varied needs of trauma patients, regardless of their cultural backgrounds. This calls for the adoption of a combination of teaching–learning methods and assessment methods by medical educators so that medical students can be empowered to deliver culturally sensitive medical care to trauma patients.

Understanding Health Equity in Patient-Reported Outcomes

Patient-reported outcomes (PROs) are measures of patients' health that are conveyed directly by individual patients. These measures serve as instruments to evaluate the impact of interventions on any aspect of patients' health, from specific symptoms to broader quality of life indicators. However, their effectiveness relies on capturing relevant factors accurately. Whereas they are commonly used in clinical trials, PROs extend their influence across health care settings, informing clinicians, health care payers, regulators, and administrators to guide quality improvement and reimbursement decisions. Neglecting health equity considerations in PRO development and implementation widens health disparities, leading to biased interpretations, medical mismanagement, and poor health outcomes among marginalized groups. To foster equitable health care, efforts must focus on considering the values of underrepresented populations in PRO design, addressing barriers to completion, enhancing representation in research, providing cultural competency training for clinicians, and allocating research funding to support health equity research. By addressing these issues, advances can be made toward fostering inclusive, equitable health care for all individuals.

Cultural Influences on Parenting Styles and Child Development

Purpose: The general aim of the study was to examine the cultural influences on parenting styles and child development. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to cultural influences on parenting styles and child development. Preliminary empirical review revealed the significant role of cultural norms, values, and beliefs in shaping parenting behaviors and influencing child well-being across diverse cultural contexts. Through a comprehensive review of empirical research, it highlighted distinct patterns of parenting practices influenced by cultural factors such as collectivism, individualism, and religiosity. Findings also emphasized the dynamic nature of cultural adaptation within immigrant populations, with shifts in parenting styles observed as parents acculturated to the host society. The study underscored the importance of culturally sensitive interventions and support services in promoting positive parent-child relationships and enhancing child well-being across diverse cultural backgrounds. Unique Contribution to Theory, Practice and Policy: The Social Learning theory, Ecological Systems theory and Attachment theory may be used to anchor future studies on cultural influences on parenting styles and child development. The study provided valuable recommendations across multiple domains. It advised researchers to further explore cultural influences on parenting within diverse contexts and integrate insights from various disciplines to enhance theoretical frameworks. Practitioners were encouraged to adopt culturally sensitive approaches, receive training in cultural competence, and collaborate with community stakeholders to support families effectively. Policymakers were urged to develop culturally responsive policies addressing systemic barriers faced by diverse families and promote inclusive practices in healthcare, education, and social services. Additionally, the study emphasized the importance of continued research, culturally tailored interventions, practitioner training, and collaborative efforts to promote positive parenting and child well-being across diverse cultural backgrounds.

Cultural Competency Training in Medical Education: Adopting a Multipronged Approach to Overcome Challenges

Abstract The domain of cultural competency in medical education deals with the varied cultural backgrounds and specific needs of different patients who are accessing health-care delivery services. The training in cultural competency imparted to medical students augments their knowledge and makes them aware of the presence and role of cultural, ethnic, and socioeconomic diversity in heterogeneous population groups. It is quite essential that training of medical students to become culturally competent must be conducted across all professional years of training in a longitudinal manner. Even though there are multiple benefits of training medical students in the domain of cultural competency, once we plan and implement such training, there can be multiple challenges. In conclusion, as medical education continues to evolve to meet the health-related needs of diverse population groups, cultural competency has to be acknowledged as one of the foundational pillars in empowering future cohorts of health-care professionals to deliver inclusive and culturally sensitive patient-centered medical care. The need of the hour is to identify the potential challenges in its successful implementation and then adopt a multipronged approach to effectively respond to them.