Development Of Cultural Competence Research Articles

Intercultural sensitivity in Chilean healthcare profession students

Each culture has unique health care related values, habits, perceptions, expectations, norms, etc., that makes cultural competence an important attribute to be developed by healthcare professionals, to ensure they provide effective treatment. Intercultural sensitivity (IS) is the affective dimension of cultural competence. The objective of this study is to explore the self-perceived level of IS in first and last year students of three health sciences professions (i.e., Dentistry, Medicine, and Nursing) at the Universidad de la Frontera, Temuco, Chile. This study adopted a cross-sectional design and a group comparison (e.g., year of study). 312 students completed the Intercultural Sensitivity Scale (ISS). Findings showed that overall ISS scores ranged from 1.83 to 4.94, with a mean score of 4.11 (s.d. 0.43). Group comparison between first and final year students showed statistically significant differences (4.18 vs. 4.00; p < 0.001). Medical and nursing students had a significantly higher overall mean IS score compared to dental students (4.21 and 4.16, respectively vs. 4.02; p < 0.01). There were also significant differences between three factors (interaction engagement; interaction confidence; and interaction enjoyment) by healthcare profession. These findings allow for discussion of the need for explicit incorporation and development of cultural competence in on health care professional curricula. Longitudinal research is needed to explore how IS changes over time, along with generating qualitative data from the student populations IS experiences and exposure.

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

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

On the development of linguistic and cultural competence in a Chinese audience (based on media texts)

This scientific article examines the concepts of “media-text” and “linguistic and cultural competence”, analyzes various definitions of these concepts in the works of researchers in the Russian Federation and describes the features of working with media texts in classes of Russian as a foreign language.The article emphasizes the importance of including media texts in the educational process for the effective presentation and control of the acquisition of linguistic and cultural information, the development of productive and receptive types of speech activity in Chinese students, in particular, the skills of listening, speaking and reading.This scientific article provides teachers with recommendations and methodological approaches to the selection of certain media texts for use in classes of Russian as a foreign language. The results of the study may be useful for the further development of educational materials aimed at developing linguistic and cultural competence in Chinese students.As a result of the research, we have found that media texts are an essential tool for learning language and culture in a multicultural context; the use of media texts increases foreign students’ motivation and interest in learning Russian as a foreign language. The article presents the results of an experimental study that confirm the hypothesis that media texts contribute to the development of linguistic and cultural competence and have a positive effect on the learning process.

Integrating Shared Decision-Making into Undergraduate Oncology Education: A Pedagogical Framework.

The integration of shared decision-making (SDM) into undergraduate oncology education represents a critical evolution in medical pedagogy, reflecting the growing complexity and patient-centric focus of contemporary healthcare. This paper introduces a comprehensive pedagogical framework designed to embed SDM within the undergraduate medical curriculum, particularly in oncology, where the multiplicity of treatment options and their profound impact on patient life underscore the necessity of this approach. Grounded in a systematic literature review and aligned with established educational theories, this framework proposes twelve strategic approaches to cultivate future physicians proficient in both clinical acumen and patient-collaborative decision-making. The framework emphasizes real-world clinical experience, role-playing, case studies, and decision aids to deepen students' understanding of SDM. It advocates for the development of communication skills, ethical deliberation, and cultural competence, recognizing the multifaceted nature of patient care. The inclusion of patient narratives and evidence-based decision-making further enriches the curriculum, offering a holistic view of patient care. Additionally, the integration of digital tools within the SDM process acknowledges the evolving technological landscape in healthcare. The paper also addresses challenges in implementing this framework, such as curricular constraints and the need for educator training. It underscores the importance of continual evaluation and adaptation of these strategies to the dynamic field of medical education and practice. Overall, this comprehensive approach aims not only to enhance the quality of oncological care but also to prepare medical students for the complexities of modern medicine, where patient involvement in decision-making is both a necessity and an expectation.

Stepping outside national borders: International active learning educational collaboration events.

This paper discusses the benefits of international collaborations for advanced practice nursing education. It identifies new perspectives and innovative practices to enhance cultural competency. Competent, well-trained advanced practice nurses (APNs) are necessary to provide high-quality and safe patient care, improve access to care, and address health disparities that are no longer geographically bound. In 2021, an international network of advanced practice educators established an active learning program to teach students their role in global citizenship and increase awareness of health disparities. APN students from Scotland, Wales, Minnesota, Houston, and Rotterdam participated in presentations, online discussions, and in-country scholarships. Growing health disparities have created the need for efficient international collaboration to develop new concepts, approaches, and bidirectional exchange of experiences, culture, and knowledge. Integrating global health into curricula engages students' curiosity and integrates education, research, practice, and leadership while improving cultural competency. Forty-two students participated in the international presentations. The students strongly believed in the benefit of international collaboration and the need for a universal role for the advanced practice nurse. They responded positively to sharing cultural and clinical experiences. The recent global health challenge supported the development of innovative methods to deliver education and created an opportunity for advanced practice students to develop cultural competence and critical thinking. Collaborative solutions are essential to education and healthcare as we move forward in the 21st century. Robust international collaborations have enabled the development of cultural competence and critical thinking. These are crucial elements for advanced practice roles.

Efficient Strategies to Develop the Cultural Competence of Our Pupils. Recommendations for a High-Quality Management of Educational Activities

In this study, some effective recommendations were established through which pupils' cultural competence can be developed. We started from the premise that developing pupils' ability to live with others facilitates the accelerated development of pupils' cultural competence. Therefore, interviews with school principals and online surveys were conducted for parents and teachers to make useful recommendations for teachers and school leaders. From the perspective of the management of educational activities, it is very important to strengthen the relations between the school and the members of the community. Also, the Erasmus+ and eTwinning projects play an extremely important role in the development of pupils' cultural competence. The study revealed the impact and benefits of establishing active partnerships between educational institutions and members of the local or international community. It is also recommended to develop educational projects through which pupils can come into contact with community members to better understand the historical past and cultural heritage of their country. The study is useful for school leaders and teachers interested in developing pupils' cultural competence.

International short‐term placements in health professions education—A meta‐narrative review

AbstractIntroductionIn order to be prepared for professional practice in a globalised world, health professions students need to be equipped with a new set of knowledge, skills and attitudes. Experiential learning gained during an international placement has been considered as a powerful strategy for facilitating the acquisition of global health competencies.The aim of this review was to synthesise the diverse body of empirical research examining the process and outcomes of international short‐term placements in health professions education.MethodsA systematic review was conducted using a meta‐narrative methodology. Six electronic databases were searched between September 2016 and June 2022: Medline, Embase, CINAHL, PsycINFO, Education Research Complete and Web of Knowledge. Studies were included if they reported on international placements undertaken by undergraduate health professions students in socio‐economically contrasting settings. Included studies were first considered within their research tradition before comparing and contrasting findings between different research traditions.ResultsThis review included 243 papers from 12 research traditions, which were distinguished by health profession and paradigmatic approach. Empirical findings were considered in four broad themes: learner, educational intervention, institutional context and wider context. Most studies provided evidence on the learner, with findings indicating a positive impact of international placements on personal and professional development. The development of cultural competency has been more focus in research in nursing and allied health than in medicine. Whereas earlier research has focussed on the experience and outcomes for the learner, more recent studies have become more concerned with relationships between various stakeholder groups. Only few studies have looked at strategies to enhance the educational process.ConclusionThe consideration of empirical work from different perspectives provides novel understandings of what research has achieved and what needs further investigation. Future studies should pay more attention to the complex nature of the educational process in international placements.

THE DEVELOPMENT OF CULTURAL COMPETENCE IN TEACHING ROMANIAN AS A FOREIGN LANGUAGE

In the context of the phenomenon of accentuated mobility in today’s globalised world, mastering linguistic skills is no longer sufficient since our students face situations in which they have to identify, recognize and interpret some concrete attitudes and behaviors adopted by their interlocutors in speech. The present article is centred around the development of cultural competence in foreign students learning Romanian as a foreign language. Our aim is to suggest the methods which would ensure the creative character of the language learning process, motivate our students and better integrate them into Romanian society. The case study presented in the paper describes various didactic activities organised with the help of cultural activists and university professors from Iasi, TVR Iasi, Radio Iasi, and Iasi press.

“I agree!” empathetic head-nodding and its role in cultural competences development

The development of cultural competences between interlocutors with different cultural and linguistic backgrounds has become a particularly fruitful area of interest in the L2 arena. One area that has not gained much attention is the role empathy plays in the development of cultural competences. In this exploratory study, five students with different cultural and linguistic backgrounds volunteered to join a five-week class. As for empathetic behavioral markers, using vetted assessment procedures, we look at the frequency of head-nodding and consider various perspectives as to what the raw numbers are indicating. Our results suggest that empathetic head-nodding increases as interlocutors develop more trust with one another; it increases for individuals designated as leaders; it either increases or decreases based upon cultural norms; it decreases when there are distractions and also when interlocutors cannot relate to the topic being discussed. As this study acts as a stepping-stone, it is hoped that researchers who are interested in intercultural and L2 interaction as well as those who are concerned about how empathy is expressed, both in linguistic and paralinguistic ways, will not only find value in the present study but will augment and broaden the scope of its findings.

The development of cultural competences in nursing students and their significance in shaping the future work environment: a pilot study

BackgroundWorking in a culturally diverse environment entails a moral and professional responsibility to provide culturally competent care. This has been recognised as an important measure to reduce health inequalities, improve the quality of care and increase patient satisfaction. The aim of this study was to assess the level of cultural competence in nursing students a decade after the introduction of transcultural nursing content into the nursing curriculum in Slovenia.MethodsA descriptive cross-sectional design with 180 s-year nursing students as a convenience sample was used. Cultural competence was assessed using the Cultural Competence Assessment Tool (CCATool) via an online survey. IBM SPSS facilitated statistical analysis, using descriptive statistics and inferential methods, including the chi-square test. Non-parametric tests (Mann Whitney U, Kruskal-Wallis H and Wilcoxon signed-rank) were used for non-normally distributed data (Shapiro-Wilk test, p < 0.05). The significance was set at p ≤ 0.05.ResultsThe results indicate that students demonstrate a high level of cultural competence, although there is room for improvement in terms of cultural sensitivity, as determined by coding the CCATool. The results also show a remarkable contrast between their self-assessed scores and the objective scores obtained from CCATool coding of the statements in each subscale (p < 0.005). In addition, significant differences (p = 0.002) are found in subscale “Cultural Knowledge” particularly between students who have lived abroad for more than 6 months and those who have not. The latter group has a higher score in the CCATool, indicating greater cultural knowledge.ConclusionsThe study suggests that the presence of transcultural elements in the Slovenian nursing curriculum is associated with higher self-reported levels of cultural competence among nursing students, although the present research design does not allow for causal interpretations. This competence is of immense importance in preparing students for their future professional environment. However, it is crucial to further refine the nursing curriculum, especially through greater integration of transcultural content in all health disciplines. In addition, the introduction of innovative teaching and learning approaches can better prepare students to deal with the diverse cultural experiences they will encounter in their nursing careers.

Parameters of learning during clinical nursing study abroad: Focused analysis of phenomenological data using a change-transformative learning theory lens

AimsTo explore the nature and extent of learning attained as a result of unaccompanied-by-faculty clinical nursing study abroad experiences and to answer the research question ‘what is the nature and extent of learning during study abroad?’. BackgroundFollowing the Covid-19 restrictions, international placement opportunities for student nurses are now resuming. In light of this, it is an opportune time for nurse educators to reflect and consider the effectiveness of clinical study abroad placements as contexts of learning, especially in relation to attainment of desired learning outcomes such as personal and professional growth and the development of culturally competent global graduates. This is an important area to research as specific understanding in relation to the extent of learning and variations in learning between students is limited. Design:The study was situated within the interpretivist paradigm to elicit experiences of study abroad. Aligned to this, a hermeneutic phenomenological methodology was applied to ensure these experiences emerged from the subjective horizon of student nurses. Methods:Following ethical approval, two semi-structured interviews per student (post-return and follow-up) were conducted with student nurses who had undertaken a study abroad experience. Phenomenological hermeneutical data analysis for multiple context research was undertaken and a change-transformative learning theory lens was additionally employed to the analysis to differentiate between the extent of and variations in, learning attained. Twenty UK and European student nurses, who were registered onto a study abroad programme prior to the Covid-19 restrictions participated. Results:Variations between participants were identified in relation to the nature and extent of learning. Participants experienced personal and professional growth and they experienced transformation in relation to self as a person, learner and nurse. However, variations existed when considering the attributes of global graduateness and cultural competence development. Whilst participants changed by expanding their knowledge in relation to global and cultural issues, some participants also appear to have concurrently experienced a reinforcement of ethnocentric frames of reference. ConclusionsAnalysis revealed that study abroad offered opportunities for students to experience change and transformation. Whilst students demonstrated learning in both the domains of change and transformation, transformative learning in all identified outcome areas was not guaranteed. Whilst transformative learning was apparent when considering personal and professional growth, less extensive learning was demonstrated when considering development of the attributes of global graduateness and cultural competence. The paper therefore recognises the complex nature of study abroad experiences and recommends continued investigation in this field.

Supporting ethical and cultural competency development in cross-disciplinary information education in Germany

This paper discusses development, teaching, and learning of a graduate level course on information ethics in a German academic setting. It provides an overview of student and course learning objectives, course design, approach to student engagement, assessment, and educational activities. The educational environment was cross-disciplinary between library and information science informed information ethics and computer science concepts and applications. Learning and teaching were contextualized to AI in medical domains, to support focus of educational environment. Ethical and cultural competencies were incorporated into course design to support application of information ethics in design choices, alongside European and United States guidelines on ethical AI. This paper also discusses experienced challenges to balancing disciplinary perspectives and European and North American pedagogical approaches. Specific, identifiable opportunities for future course expansion to support interdisciplinary, ethically, and culturally informed professional education are discussed.

“Culture is Where I Come From”: An Analysis of Cultural Competence of Student Teachers of Color in Early Childhood Education

ABSTRACT This study explored early childhood student teachers of color’s (ECSToCs) development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an early childhood education fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data including students’ reflection papers on culture and diversity, teaching philosophy papers, interview transcripts, lesson plans on cultural diversity, and post-teaching reflection. The findings showed: (a) ECSToCs’ perceptions of culture were highly influenced by their lived experiences including their bilingual, bicultural, and schooling experiences; (b) ECSToCs’ awareness of and attitude toward diversity were implicated by their parents’ lived experiences and knowledge; and (c) they viewed culture as a pedagogical and methodological tool to guide their teaching practices, emphasizing asset-based approach. This study contributes to developing effective instructional strategies to elevate ECSToCs’ cultural competence in their teaching.

Culturally Intelligent Educational Leaders: Effectiveness of Preparation Programs in Developing Educational Leaders Cultural Intelligence

The burgeoning cultural diversity in public schools calls for culturally competent educational leaders. Drawing on the theoretical framework of cultural intelligence (CQ), this quantitative, causal–comparative study examines the relationship between educational leadership preparation programs and participants’ cultural competence development. Data collected from 546 graduate students at 54 U.S. universities and analyzed using an independent samples t-test revealed no statistically significant difference between program starters’ and program completers’ aggregate CQ, cognitive CQ, and metacognitive CQ. Program completers had significantly lower levels of motivational CQ and behavioral CQ than program starters . Findings yield implications for educational leadership research and preparation programs.

The Value of Critical Self-Reflection in the Development of Cultural Competency

The Culturally Responsive Teaching and Learning program at the Community College of Baltimore County collects reflections from workshop participants for each training module. The purpose of these reflections is twofold: firstly, for participants to examine their personal connection to the theories we present and secondly, for participants to examine how they can utilize the theories and activities in their classrooms and institutions. In this article we describe the results from analyzing reflections from participants across 3 different educational institutions since 2020. The overall results showed that participants were at different points in their personal cultural competency journeys, and that they gained practical tools to help students along their own cultural competency journeys.

An autoethnographic exploration of ABCD within a rural pre-service education course

ABSTRACT Studies of community engagement in preservice teacher education include quality field experiences and the development of cultural competencies. However, fewer scholarly conversations focus on rural preservice teacher education programs, and even fewer tackle the issue of quality field experiences that help develop preservice teachers’ cultural competencies. Utilizing autoethnographic research methods, this study highlights how the tenets of asset based community development (ABCD) were integrated into an education course. Findings highlight the limitations of ABCD, students’ responses to the tenets, and the community’s responses to diversity efforts. In addition, this study highlights assets and networks that supported students’ learning of diverse literature within the rural community. Implications for preservice teacher education, problematizing the limits of ABCD, and continued studies of ABCD using autoethnographic methods.

Need for Widely Applicable Cultural Competencies in the Healthcare of Humans and Animals

This entry discusses the importance of cultural competence in the healthcare of humans and animals, its challenges, its mixed research results, and the need for widely applicable competencies. Although there is research evidence showing that cultural competence is linked with patient satisfaction, better doctor–patient relationships, adherence to therapy, and to some extent, better health outcomes, there is a huge variety of models and competencies in the literature, which has sometimes resulted in inclusive outcomes, confusion as to what constitutes the necessary competencies, and patchy implementation. In spite of the development of cultural competence in human healthcare, its implementation in veterinary medicine remains poor. On this note, the aims of this entry are to provide a brief overview of the cultural competence in healthcare and veterinary medicine and education, to outline the important facts, and to highlight the need for more standardisation in implementing and testing widely applicable cultural competencies for both human and veterinary healthcare.

Content and language integrated learning: enhancing language acquisition and content understanding

Content and Language Integrated Learning (CLIL) is an educational approach that integrates the teaching of content subjects with the learning of a foreign or second language. This article explores the concept of CLIL, its benefits, and provides evidence-based citations to support its effectiveness in language acquisition and content understanding. The benefits of CLIL include enhanced language acquisition, improved content understanding, increased motivation and engagement, and the development of cultural and intercultural competence. Research has shown that CLIL students demonstrate improved language proficiency in all language skills, including listening, speaking, reading, and writing. CLIL also facilitates a deeper understanding of academic content by allowing students to explore complex topics using authentic language. Furthermore, CLIL programs promote active learning and intrinsic motivation, as students perceive the relevance and utility of the language being learned. The integration of language learning with content subjects creates opportunities for cultural and intercultural competence development, as students are exposed to diverse perspectives and collaborate with individuals from different linguistic backgrounds. Multiple studies have provided evidence supporting the effectiveness of CLIL. Research has consistently shown that CLIL programs result in significant improvements in language proficiency, both in receptive and productive skills. Additionally, CLIL students have demonstrated higher levels of motivation and engagement compared to those in traditional language learning settings. The findings from these studies highlight the positive impact of CLIL on language acquisition and content understanding. As the demand for multilingual individuals continues to grow in our interconnected world, CLIL stands as a valuable educational approach that equips learners with language skills and subject knowledge simultaneously. This article serves as a comprehensive overview of CLIL, providing educators, researchers, and policymakers with insights into the benefits and evidence supporting the implementation of CLIL programs in educational settings.

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

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

Interprofessional collaboration in telemedicine for long-term care: An exploratory qualitative study.

Widespread and sustained adoption of telemedicine in long-term residential care is emerging. Nursing home (NH) nurses play a key role in collaborating with remote physicians to manage residents' medical conditions through videoconferencing. Therefore, understanding of interprofessional collaboration and effective communication between nurses and physicians is critical to ensure quality of care and safety during teleconsultations. To explore NH nurses' and physicians' experiences of interprofessional collaboration and communication during teleconsultations. A qualitative descriptive design was adopted. Purposive sampling was conducted to recruit 22 physicians and nurses involved in NH teleconsultations. Semi-structured online interviews were conducted, and data were thematically analyzed. Three themes were identified: (1) Manner of communication in telemedicine, (2) sociocultural influences in collaborative practice, and (3) role expectations in telemedicine. Both nurses and physicians recognized the importance of building and maintaining trust as physicians heavily depended on nurses for provision of objective information for clinical decision-making. However, practice differences were observed between nurses and physicians during teleconsultations. Sociocultural influences such as power relations and language barriers also affected the nurse-physician relationship and interpersonal communication. Additionally, different performance expectations were identified between nurses and physicians. Interprofessional collaboration in teleconsultations is challenging because of lack of in-person assessment and dependence on nurses for clinical information. In addition, expectations and communication styles differ among healthcare professionals. This study called for interprofessional telemedicine training with incorporation of shared mental models to improve role clarity and communication. Given the international-dominated healthcare workforce in long-term care, the development of cultural competency could also be considered in telemedicine training to enhance nurse-physician collaborative practice. Telemedicine is increasingly adopted in long-term care settings, where multidisciplinary healthcare professionals from different health institutions are involved in resident care. Interprofessional collaboration should be incorporated into telehealth education for enhanced clinical practice in this care delivery model.