Development Of Cultural Competence Research Articles

Cultural Competence of Baccalaureate Nurse Faculty: Relationship to Cultural Experiences.

Introducing and fostering cultural competence development in nursing students only may occur with well-qualified, committed nurse faculty who are self-aware of their own cultural values and beliefs, unfortunately, there is limited research on the factors that influence the development of nurse faculty cultural competence. This descriptive, correlational study examined cultural experiences of 118 full-time nurse faculty in the United States (U.S.). Marianne Jeffreys' Cultural Competence and Confidence (CCC) model was used to examine cultural experiences and transcultural self-efficacy (TSE), or confidence. Jeffrey's Transcultural Self-Efficacy Tool (TSET) was used to measure nurse faculty cognitive, affective, and practical nursing skills as influenced by cultural experiences. Results indicate that nurse faculty are most confident about their attitudes (8.61), and least confident about their transcultural knowledge (7.39). Study results identified nurse faculty TSE as influenced by cultural experiences within the U.S. (rs = 0.23, p < .01), teaching transcultural nursing care concepts in courses (rs = 0.35, p < .01), and formalized preparation in training and workshops (rs = 0.30, p < .01). In addition, nurse faculty lacked international experiences abroad, teaching transcultural nursing care concepts, and formalized education training and workshops. Nurse faculty are most confident about their attitudes and least confident about their transcultural knowledge. The results of this study indicate that nurse faculty cultural experiences within the U.S., development in teaching cultural nursing care concepts, and preparation in training and workshops influence nurse faculty TSE and overall cultural competence.

КУЛЬТУРОЛОГІЧНА КОМПЕТЕНТНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ В КОНТЕКСТІ КУЛЬТУРОЛОГІЧНОЇ ПАРАДИГМИ ОСВІТИ

The article reveals the theoretical approach to the determination of basics of notion “cultural competence”. It has been proved that culture-focused approach is one of the leading as for tolerant personality’s education in the intercultural environment. The role of culturological paradigm of education in formation of the students’ cultural competence is substantiated.Cultural competence is an important constituent of the modern professionals’ competence. It makes a set of personal characteristics which allow a person to be aware of the variety of industries’ culture. Cultural approach is one of the key ways in determining the content of education, upgrading education standards. Culture-focused preparation makes a basis for cultural competence which makes the cultural knowledge and skills mastering, guiding and forming the values-orientated students. Ukrainian and world literature as part of culture is an important means of cultural competence development. The author finds out the role of normative and selective training courses in the formation of the cultural competence of the teacher; introduces the basic methods and methods of study. The important task is before modern higher pedagogical education: to form the outlook of students, which is full of humanistic ideas, views, convictions, ideals of Ukrainian and world spiritual culture. The author defines the role of cultural competence in the structure of professional-pedagogical competence of the school teacher, as well as considers its components. The author supposes that cultural studies competence is the foundation for the realization of modern specialists, especially the teaching professionals’ activity, considering the national cultures, traditions and world achievements which have universal significance.

Encounters with peripheral individuals and rural communities for cultural competence development: A case study of learners of Spanish in Colombia

Cultural competence (Puren, 2013) has been considered a critical aspect for foreign language (FL) teaching and learning due to the wide range of cultural elements associated with the learning of FLs. Hence, this case study aims to describe and understand how encounters with peripheral individuals and rural communities contribute to developing learners’ cultural competence in a Spanish as a foreign language course. The participants were three learners who got involved with peripheral individuals and rural communities as part of a voluntary program included in the syllabi of their course. The current study provides an emic perspective following the research participants’ views and was guided by the principles of qualitative research. Data were gathered from a variety of sources: an online questionnaire, semi-structured interviews, classroom observation field notes, and audiotaped social interactions. Content and interpretive analyses were carried out on the data. The findings support the importance of social action and experiential learning for cultural competence development. In addition, the outcomes suggest that the studied encounters not only provided learners with opportunities to enhance knowledge about cultures, but also helped them to encounter otherness and to expand understandings of professional cultures.

О мотивации студентов к овладению общекультурными (универсальными) компетенциями (на примере проекта «Адаптационный лагерь для первокурсников»)

The purpose of the study is to examine the motivation of students enrolled in a university in different years for acquiring cultural (universal) competencies. In the authors’ opinion, extracurricular activities give students the opportunity to be actively involved in the above-mentioned process. The research substantiates the prospects for social action projects as a way to encourage university students to gain cultural (universal) competencies. By a case study of final-year students of Kursk State Medical University involved in Adaptation Camp for First-Year Students Project, the paper reveals their common motives for engaging in social action projects and the project possibilities for achieving the competencies under review. The authors are convinced that such projects create an enabling environment for self-fulfillment and self-improvement of students and, as a result, contribute to the development of cultural (universal) competencies.

DEVELOPMENT OF THE COMPETENCIES OF TECHNOLOGY TEACHERS IN THE EDUCATION PROCESS BY APPLYING ACTION RESEARCH

Technology teaching programme has changed over the last decade. It took the path of modernisation. Intensive implementation of information technologies in the technology lessons is underway, the preparation of students for active practical life is being emphasised and the awareness of modern, but healthy daily life is being raised. In this way, new requirements are emerging for the quality of technology teacher activities with regard to their traditional and modern roles in the education process. They need to follow order No. ISAK-54 of 15 January 2007 “On the Approval of the Descriptor of Teacher Professional Competencies”. In their practical work, they must possess, reveal and improve cultural competencies, professional-pedagogical competencies and general competencies. They are in line with the cognitive, functional, personal and ethical competencies of a technology teacher as provided for in the European Qualifications Framework. The article consists of three chapters. The first chapter discusses the activities, functions and roles of technology teachers in contemporary general education school; the content of teacher competencies and its compliance with the competencies of technology teachers provided for in the European Qualifications Framework. The second chapter describes the qualitative method of action research, its content and steps of its implementation. The third chapter summarises the results of a qualitative research carried out in the Lithuanian higher education institution X. The study reviewed the final project reports of current and future technology teachers who were enrolled in a one-year professional study programme from 2007 to 2017. The competencies acquired and developed by the technology teachers through the action research method were indicated. They mostly developed general competencies and professional-pedagogical competencies. Less emphasis was placed on the development of cultural competencies.

“So Why Is It OK Here?” Literacy Candidates Grappling With Culture/Culturally Relevant Pedagogy in Urban Fieldsites

Drawing on culturally responsive pedagogy (CRP) and the development of cultural competence, this study explores how teacher learners in a critical inquiry group narrated and discussed their urban field experiences, particularly in regard to equity-oriented literacy education. More specifically, this study demonstrates both the impact that deep-seated deficit perspectives had on how the teacher learners approached their work as educators and the tensions they felt between engaging in CRP and maintaining high standards. The article ends by offering a heuristic for “critical practice-based field experiences” as a way of contextualizing practice within school-based teacher learning.

Walk Beside Me, Learn Together: A Service-Learning Immersion to a Remote Aboriginal School and Community

The aim of this study was to explore the potential of a service-learning immersion program to promote pre-service teachers' development of cultural competency in the area of Aboriginal education. That is, the research focused on ways the immersion program helped pre-service teachers (a) develop awareness of cultural implications in teaching in a remote school and (b) understand and respect Aboriginal people with a view to reconciliation. The program has operated since 2013 and occurs in a remote Aboriginal school and community in Western Australia. The duration of the immersion is eight days and is open to early childhood, primary and secondary pre-service teachers. The underlying epistemology of the research is constructivist, specifically interpretivist in nature, with a symbolic interactionist lens. That is, the research attempts to ‘give voice’ to the participants through their own language. Content analysis was the methodology used to explore the pre-service teachers’ experiences and perceptions while undertaking their service-learning immersion. Data collection methods included focus group interviews, participant journals and a questionnaire.These data were collected over a four-year span from 2014 to 2017. The findings indicate that the service-learning immersion has enabled pre-service teachers to explore their interests and passion to teach Aboriginal students in both rural and remote locations.

Student Perspectives on the Common Core: The Challenge of College Readiness at Urban High Schools

The Common Core State Standards were designed to prepare all students for college and careers. Using theories of cultural capital and culturally relevant pedagogy, this study of 54 college-bound, inner-city high school seniors seeks to determine how students perceive their college readiness during the implementation of the new standards. While the Common Core promotes the development of higher-order thinking skills and cultural competence, students reported that their schools struggled to meet both of these goals. The findings call into question the capacity of the Common Core to prepare all students for college due to challenges of implementation.

Understanding the Effect of Service-Learning Experiences on Students' Cultural Competence in Higher Education

Current trend of postmodern pedagogical methods and approaches in higher education are evolving from the traditional lecture method to more engaging methodologies such as service-learning, and transformative approaches that include diversity and cultural awareness such as active learning, cooperative learning, dialogue-based learning, and situated learning. These methods of teaching and transformative approaches manifest the active participation and engagement of all students across the colorful cultural spectrum of humanity.in the classroom. According to Wehling (2008), the need to integrate cross-cultural competency into the academic curriculum escalated dramatically with the significant increase in residence of Hispanics and their families. Wehling (2008) added that service-learning addresses the demand for culturally competent graduates who can address the paradigms of inequality and invisibility as well as the language barrier. In this perspective, this reflection seeks to highlight the effect of service-learning experiences on students' cultural competence development in higher education. In doing this, I define service-learning; define cultural competence; and review recent literature on the relationship between service-learning experiences and students' cultural competence; and conclude on the topic.

Evaluating Student Cultural Competence in an Associate in Science in Nursing Program

The purpose of this study was to evaluate student development of cultural competence over time and to identify factors that influence the development of cultural competence in an associate in science in nursing (ASN) program. This longitudinal quantitative study used a pretest and posttest survey to collect data on 145 ASN students' cultural competence. The results indicated that students performed at a culturally competent level. The predictor of cultural encounters contributed approximately 58.5% of the variance in cultural competence.

Study Abroad as a Cultural Competence Development Tool: Case Study Honduras

The purpose of this study was to acquire an in-depth understanding of a study abroad experience from a sample of eight participants using a case study approach. The theoretical framework was based on the Multidimensional Model of Cultural Competence (Sue and Sue 2003) and Relational Counseling Theory (RCT; Comstock et al. 2008). Program documentation, journal entries, and a follow-up survey were analyzed. Findings indicated that the study abroad program enhanced the cultural competence development of the participants. The importance of exposure and growth-fostering relationships, influences that the study abroad experiences may have on social justice and advocacy, and potential use of RCT in international counseling were highlighted.

ABC of Clinical Leadership, 2nd ed

ABC of Clinical Leadership, 2nd ed

A Pediatric Service-Learning Program in Physical Therapy Education.

The purpose of this report was to describe a pediatric service-learning program in entry-level physical therapy (PT) education in Taiwan. To meet the needs of the local community and provide preclinical service-learning experience to PT students with people with physical disability, a service-learning program of a 2-day camp for children with cerebral palsy (CP) was developed in 2012. To date, 356 entry-level PT students have participated in this program, serving 286 children and their families. Important professional attributes, identified by the World Confederation for Physical Therapy guideline, such as altruism, compassion and caring, cultural competence, personal and professional development, professional duty, social responsibility and advocacy, and teamwork, were in the reflective reports of some of the PT students. The experiences provided by this pediatric PT service-learning program appear to have the potential to foster the development of professional attributes in entry-level PT students.

Cultural Competence in Clinical Psychology Training: A Qualitative Investigation of Student and Academic Experiences

ObjectiveRecent years have seen a marked increase in attention to cultural competence in clinical psychology practice in Australia. While the body of literature on the need for cultural competence is expanding, this is the first study that analyses how cross‐cultural training and practice is experienced and related to standardised models of cultural competence.MethodTwelve participants (8 students and 4 academics; 9 females and 3 males, ages 22–57) in two Australian universities were interviewed on their experiences with cultural competence during clinical psychology training. Each semi‐structured interview took about 30 min and focused on identifying the training experiences and needs for cultural competence.ResultsInterpretative Phenomenological Analysis of the transcripts delivered three master themes: experiences of culture, strategies for culturally competent practice, and experiences of cultural competence development.ConclusionsStudents and academics experienced a “western” bias in training, and consequently adopted a variety of strategies to adapt their practice with culturally non‐western clients. These findings draw attention to the need for structured cultural competence development in professional training programs.

Evidence-Based Interventions for Cultural Competency Development Within Public Institutions

Cultural competency is critical to ensuring responsive public services. This article asks how we might develop individual cultural competency in a meaningful way, including which interventions are effective in enhancing cultural competence of experienced public employees. We examine the impact of targeted interventions on the development of individual public administrator cultural competence using a survey developed by Longoria and Rangarajan. The findings suggest the importance of understanding cultural competency as a developmental process that requires attention to the multidimensional aspects (knowledge, skills, attitudes, and behaviors) of cultural competency and developing training that reflects these realities.

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

BackgroundNursing is emotional work and learning how to manage their emotions is a valuable part of nurse education. As the workforce becomes increasingly mobile nurses will care for people from diverse cultures and backgrounds. The development of cultural competence and a global mind-set is therefore a valuable asset and engagement in study abroad through overseas clinical placement can help to facilitate this. This study set out to explore the experience of student nurses involved in an exchange programme between Scotland and Western Australia. A particular focus was on the emotional aspects of the experience, responding to challenges and provision of care in a different healthcare setting.MethodsA descriptive qualitative strategy of enquiry was used and semi structured interviews undertaken with a sample of 10 student nurses using emotional touch points. The interviews were recorded, transcribed verbatim and subjected to thematic analysis using NVIVO 11.ResultsFive main themes were identified. Making it happen, connections, feeling vulnerable, culture and assertiveness and affirmation.ConclusionsThis study makes a unique contribution to the nursing student experience of overseas placement as it focuses on the emotional elements. The study shows that the experience of care delivery in an overseas placement has many benefits but also challenges. Management of emotion is required and transition to a different healthcare system can be stressful. Cultural differences were more marked than anticipated but when students responded by questioning, respectful assertiveness and provision of compassionate care there were clear rewards. These manifested as a sense that caring is a privilege and affirmation of career choice.

Culturally Competent Practice: A Mixed Methods Study Among Students, Academics and Alumni of Clinical Psychology Master's Programs in the Netherlands.

This is the first research into preparation for multicultural clinical psychology practice in Europe. It applies the theory of multicultural counselling competency (MCC) to a case study in the Netherlands. It was hypothesized that cross-cultural practice experience, identification as a cultural minority, and satisfaction with cultural training was associated with MCC. The Multicultural Awareness Knowledge and Skills Survey was completed by 106 participants (22 students, 10 academics, 74 alumni) from clinical psychology masters’ programs. MANOVA detected a main effect of cross-cultural experience on MCC for all groups and universities. The data were enriched with exploratory qualitative data from 14 interviews (5 students, 5 academics, 4 alumni). Interpretative Phenomenological Analysis revealed three themes: limitations of clinical psychology, strategies for culturally competent practice, and strategies for cultural competency development. These outcomes suggest that cultural competency continues to require attention in master’s programs. The paper makes recommendations for further research enquiry related to training clinical psychologists to practice in Europe’s multicultural societies.

Peculiarities of Forming General Cultural Competences in Students of Institutions of Higher Technical Education by Means of Interdisciplinary Integration

Timeliness of the problem being studied is determined by a necessity to form general cultural competences of students of institutions of higher technical education, as changes in society, social and economic life of the country lead to shifting the values and, simultaneously, to decrease in the cultural level of people. The paper is aimed as looking for new ways within the educational system of the institution of higher technical education, directed towards humanization and humanitarization of higher education that is to facilitate development of general cultural competences and optimization of the higher technical education as a whole. The leading method of study of this problem is a pedagogical experiment that allows for revealing as well as giving theoretic justification and experimental confirmation of the maturity level of the general cultural competences of technical students during the learning process. The research sees the interdisciplinary approach as an important pedagogical subsystem of the learning process, built with considerations for its essential characteristics on the foundation of competency-building and student-centered approaches; at that, some pedagogical conditions are implemented in the form of intersubjective relationships being built between an instructor and their students. The scientific and methodological material presented in the paper and used during binary lectures and practical sessions facilitate development of the general cultural competences during theoretical studies.

Research on hospitality and tourism education: Now and future

The education-related topics that have been favored by hospitality and tourism scholars in recent years are presented in this opinion paper. We categorized them into six groups: leadership and human capital development, teaching methods with the emphasis on active and experiential learning, online education, diversity education, internationalization, and industry experience. In addition, we shared our thoughts on additional research topics, reflecting the emerging trends in the hospitality and tourism industry as well as hospitality and tourism academia. Specifically, those thoughts include the development of undergraduate students' cultural competency, issues on hospitality and tourism PhD programs, full-fledged online curricula, and relationships with alumni and advisory board. It is our hope that this article provides some insights regarding the current status of hospitality and tourism education, and stirs up interest in education-related research within hospitality and tourism.

Factors Influencing the Development of Cultural Competence in Undergraduate Nursing Students.

The study purposes were to assess the cultural competence level and to identify factors that influence the development of cultural competence in undergraduate nursing students. This quantitative study using a comparative and predictive design was conducted to recruit 106 undergraduate nursing students from a university by sending e-mails to all randomly selected Associate in Science in Nursing and RN-to-Bachelor of Science in Nursing students for participation. Each student participated voluntarily to self-administer a demographic survey and the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version (IAPCC-SV©). The summated score of 20 questions of the IAPCC-SV among the participating students was 61.70, indicating a culturally competent level. Approximately 51% of the variation in the cultural competence level could be attributed to the predictor of cultural encounters. The second strongest predictor was the cultural knowledge. Further research should focus on identifying cost-effective teaching and learning strategies using the concept of cultural encounters and cultural knowledge to increase students' exposures to individuals from other cultures. [J Nurs Educ. 2018;57(1):40-43.].