Level Of Cultural Competence Research Articles

Individualism or Structuralism–Differences in the Public Perception of Poverty between the United States and East-Central Europe

ABSTRACT Public perception of poverty is assumed to have a significant effect on the legitimacy and viability of welfare policies. The paper compares the public perceptions of poverty in the United States and in East-Central Europe and tests whether they reflect the individualism–structuralism dimension. It examines attributions for poverty in a preselected county in each area. Primary data collection is carried out using the methods of systematic data collection. These methods first certify a certain level of cultural competence in the field of interest, then provide reliable results with the use of a significantly smaller sample than mainstream social science methods. The paper concludes that the structural and individual explanations of poverty are endorsed to the same extent in both countries. Public perception of poverty does not reflect the differences of the welfare systems. The distinction between the two examined areas is sharpest with respect to health and health care-related items, to the family size, and to the role of friends. Policy makers need to be aware that it is vital to keep their minds open to both individualism and structuralism when working out anti-poverty strategies.

Culturally competent communication in Indigenous disability assessment: a qualitative study

BackgroundIndigenous people tend to exhibit a higher burden of disability than their non-Indigenous counterparts, and are often underserved by disability services. Engaging appropriately with Indigenous communities, families and individuals in the initial stages of disability assessment and planning is crucial in order to build trust and understanding of disability service models and ensure that Indigenous people receive support that is tailored to their needs and cultural realities. This article aims to identify key elements of culturally competent communication in Indigenous disability assessment and planning, and provide recommendations for strengthening capacity in this area.MethodsThis qualitative research was designed to involve Aboriginal and Torres Strait Islander people at all stages and to reflect the views of Aboriginal and Torres Strait Islander researchers, people and families affected by disability and the community-controlled health sector. Semi-structured individual interviews were undertaken with staff implementing the National Disability Insurance Scheme (NDIS) (n = 4), NDIS participants (n = 24), disability support providers and organisational partners (n = 19) and Community Connectors (n = 8) in Queensland and the Northern Territory of Australia. Key themes derived from thematic analysis included appropriate and adequate engagement of individuals with disability and their families, the role of trusted relationships, and culturally safe and appropriate communication during planning meetings.ResultsOverall, the research findings highlight that a low level of cultural competence in the initial stages of the disability assessment and planning process exacerbated participant confusion and distrust towards assessment staff and the NDIS. Given difficulties in communication, participant understanding of the NDIS was generally limited. The necessity of culturally safe and appropriate use of interpreters was stressed, as was the role of trusted individuals, including existing service providers, Community Connectors and family members in providing a solid base for participant understanding of the NDIS.ConclusionsCultural competence in disability assessment and planning can be strengthened through multi-level engagement with the Aboriginal community-controlled sector and community leaders. Implementing mechanisms to enable the involvement of families, trusted service providers and Community Connectors can support a more meaningful understanding of individuals’ needs within their cultural context and in relation to their cultural roles.

Cultural competence among nurses and its influencing factors: A cross-sectional study.

The purpose of this study was to investigate the level of cultural competence and its influencing factors among Chinese nurses by using a cross-sectional design. Participants were recruited from four tertiary hospitals in Jiangsu, China, and 325 nurses completed the Cultural Competence Inventory for Nurses in China. Data were analyzed using stepwise multiple regression to identify factors influencing cultural competence. The results showed that Chinese nurses self-rated cultural competence at a moderate level (mean value of 101.7 out of 145), which indicates that cultural training is necessary to improve their cultural competence. Nurses who were younger and had fewer years of working experience, had lower educational backgrounds, seldom learned about different cultures via mass media, and rarely resided in or visited places with different cultures tended to have lower cultural competence levels, and should be provided more opportunities for cultural training. By considering demographic characteristics that influence cultural competence among Chinese nurses, educators can specifically design cultural training content at an appropriate level, targeting trainees' needs and thereby enhance training effectiveness.

Engaging nursing students and older adults through service-learning

Purpose The purpose of this study is to examine nursing students’ (n = 18) perceptions of interrelating with older adults to understand how such interactions might improve students’ levels of cultural competence and enhance their future nursing practice. Additionally, the study sought to contribute to a higher level of technological competency in older adults. Design/methodology/approach A basic qualitative study design (Merriam and Tisdell, 2016) was used to direct the data collection and analysis to achieve the aims of this study. Findings Four themes emerged from the data collected based on cultural knowledge, cultural skills, cultural desire and engaging in cross-cultural interactions. Students reflected on how their experiences would help them to interact with older adults in their future nursing practices. Research limitations/implications The limitation of the research is that the exploratory study cannot be generalized for a wider demographic. Also, the students’ prior experiences working with older adults were not considered and their reflections may not have accurately portrayed their true biases. Practical implications Reflection is a valuable practice to help students think through their experiences and is considered a key component of service-learning. In this study, students reflected on how their experiences would help them to interact with older adults in their future nursing practices. Social implications Nursing students who are later used take with them empathy, more sensitivity and positive attitudes toward older people to benefit the nurse-patient relationship with this population. Originality/value This is one of a handful of studies located that pairs nursing students with older people in teaching technology skills through iPad technology.

INTERTEXTUALITY AND THE DEPICTION OF IDEOLOGICAL CONFLICTS. THE CASE OF V FOR VENDETTA

Intertextuality seems to be Alan Moore’s trademark. In his most famous comic books and graphic novels, such as V for Vendetta, Watchmen, Lost Girls or The League of Extraordinary Gentlemen, he often refers to other texts of high and low culture. Therefore, a certain level of cultural competence is required to decode various messages hidden by the British writer. In V for Vendetta intertextuality is employed to convey certain political and ideological messages in a more subtle and indirect way. Through various allusions and quotations, Moore presents his views on the condition of the depicted society as well as on the political clash between a fascist state and its anarchist enemy. Intertextual references are also included in the graphics of the comic book. It is the aim of this paper to discuss if, how and to what extent intertextuality can influence the complexity of the graphic novel’s message and be used to indirectly convey particular political and social ideas.

Cultural competence among pre-graduate nursing students, new graduate nurses, nurse mentors, and registered nurses: A comparative descriptive study

BackgroundAchieving and improving cultural competence in nursing is an ongoing process, beginning in the student period and continuing through the professional career. ObjectivesThe present study aims to compare pre-graduate students, newly graduated nurses, registered nurses, and nurse mentors in Taiwan in terms of their respective levels of cultural competence, and to determine associated influencing factors. DesignA comparative cross-sectional study. SettingsThree universities and three hospitals (one regional hospital and two teaching hospitals) in Taiwan. ParticipantsA total of 756 nurses/students (103 pre-graduate nurses, 321 newly graduated nurses, 101 registered nurses, and 231 nurse mentors). MethodsThe Cultural Competence Scale for Pre-Graduated Students to Licensed Professionals was used to measure the cultural competence level. One-way analysis of variance and hierarchical regression analysis were used for statistical analysis. ResultsFor overall cultural competence and the subscales of knowledge, awareness, and skills, the pre-graduate students scored lower than the other three groups. Experience of caring for patients from diverse cultures and countries significantly influenced the cultural competence of all four groups. Ability to speak fluent English and receiving cultural competence education during nursing education only significantly influenced the cultural competence of the pre-graduate and new graduate nurses. Current job position and primary practice setting significantly influenced the cultural competence of the registered nurses and nurse mentors. ConclusionPre-graduate students, newly graduated nurses, registered nurses, and nurse mentors have differing levels of cultural competence and differing influencing factors. Cultural competence education that accords with the influencing factors for each nursing position would continuously cultivate nursing staff's cultural competence.

Cultural awareness and competence of pharmacy educators and learners from the perspective of pharmacy students at Qatar University: A mixed-methods approach.

BackgroundSince healthcare professional educators and practitioners in Qatar are culturally diverse, the impact of this diversity on the education and training of healthcare students should be evaluated. This study, therefore, aims at examining pharmacy students’ perspectives on the level of cultural awareness and competence of pharmacy educators and learners at Qatar University and the influence of cultural diversity on pharmacy education in Qatar.MethodsA convergent mixed-methods design was adopted. The Cultural Awareness Scale (CAS) was utilized in the quantitative phase, which was administered on 122 pharmacy students at Qatar University College of Pharmacy (QU CPH), of whom 70 responded. The qualitative phase comprised four focus groups with a total of 23 students. The quantitative and qualitative data were collected concurrently, and the results were integrated.ResultsThe findings suggest that the QU CPH is an institution of a culturally diverse community. Educators and students alike are generally culturally aware and sensitive; however, demonstration of a holistic awareness was hindered by a few barriers. This study suggests curricular changes to reinforce cultural competence, cultural inclusiveness, and the preservation of Qatar’s cultural identity and values in the educational environment.ConclusionsThe internationalization of pharmacy education in Qatar has inspired students and educators alike to achieve new dimensions of cultural awareness. To infuse passion and enthusiasm in learning while maintaining Qatar’s cultural values and identity, healthcare professional educators, researchers, and policymakers are required to collaborate to promote culturally sensitive pharmacy education.

An assessing the role of public financial policy in the field of culture

Purpose of the research. The main purpose of the article is to improve the methodological support for assessing the role of public financial policy in the field of culture. Methodology. The following methods, which used in the study: logical generalization, synthesis, induction and deduction, dialectical and system-structural methods, comparative analysis, graphical method, etc. Results. It is proved that due to the awareness of the role of culture in society, aspects of state activity to ensure the development of the economy in the field of culture are important. Public financial policy is one of the measures to increase the level of cultural competence of citizens. It is proposed to consider culture as a resource, bearing in mind that it becomes not only a costly area, but also the engine of the economy. Given that the sphere of culture around the world is built on a combination of budgetary and extrabudgetary funding, there are different activities, a significant amount of movable and immovable property, some of which is withdrawn from civil circulation or has restrictions on civil turnover (monuments, libraries, archival funds, museum collections, etc.). The sources of financing of cultural institutions in Ukraine and the distribution of expenditures of the Consolidated Budget of Ukraine for culture and art are analyzed. It is determined that the issues of preservation of cultural heritage should become a factor that will really affect the financial performance of cultural transformations in the country. Practical meaning. It is substantiated that the policy in terms of public funding of culture and art should be based on certain effective areas that reflect the real cultural needs of society. Prospects for further research of the author are to study the impact of budget policy on the state of Ukraine’s cultural heritage.

Cultural Competency Among Pediatric Registered Nurses in Saudi Arabia: A Cross-Sectional Design.

Saudi Arabia's culturally diverse population is growing rapidly. The need for cultural competence is greatest in pediatric units where nurses provide care to children in collaboration with their parents. Nonprobability sampling of 394 nurses and cross-sectional descriptive design was used to investigate nurses' cultural competence, and to examine the relationships between the variables and participants' demographic data in pediatric units across five hospitals in Riyadh, Saudi Arabia, by asking nurses to complete a self-report questionnaire. The results suggest a high degree of cultural competency. Participants' scores indicated high levels of perceived cultural awareness, sensitivity, and cultural competence behavior for performance. This study supports the 3-D Puzzle Model of culturally congruent care for cultural competence, which assumes that cultural competence is deeply influenced by one's experiences. The findings revealed a high level of cultural competence despite a lack of information with respect to patient views.

An interactive teaching module for increasing undergraduate physiotherapy students' cultural competence: A quantitative survey.

To provide safe and effective healthcare, physiotherapists must be aware of, and able to appropriately respond to, the individual needs of their clients. Cultural competence is an essential part of the curriculum to prepare physiotherapy students for their graduate practice. The primary aim of this study was to investigate the effectiveness of a 4-week educational intervention to increase the perceived cultural competence of undergraduate physiotherapy students and whether effectiveness changed as students progressed in their education. Secondary aims were to understand if a clinical placement prior to the course intervention, or the student's cultural background, influenced the effectiveness of the intervention. A prospective cohort study was conducted with 73 students in their second year of an Australian Bachelor of Physiotherapy programme who participated in a 4-week tutorial module to develop their cultural competence. Perception of cultural competence was measured at three time points (pre, post, post 18 months) using the Cultural Intelligence Scale questionnaire which assesses metacognitive, cognitive, motivational and behavioural domains. Participant and their parents' country of birth data were collected. Cultural intelligence scores for the cohort significantly increased from pre- to post-intervention (mean change 0.4, p < 0.001). A 3-week clinical placement prior to the teaching intervention had no effect on the change in scores. Students who were not born in Australia, or who had a parent not born in Australia, demonstrated less change in overall cultural intelligence score than Australian-born participants. Undergraduate physiotherapy students at an Australian university can increase their perceived level of cultural competence by participating in a 4-week classroom-based tutorial module, and this effect can be sustained over an 18-month period. Exposure to cultural diversity is not sufficient by itself for a change in perceived cultural competence. However, classroom-based teaching needs to be responsive to the cultural characteristics of the students.

California State University (CSU) System nursing faculty: Are you culturally competent to teach in a multicultural state?

The predicted changes in demographics are forcing health care professionals to recognize they must become not only more culturally sensitive, but also culturally competent. The purpose of this descriptive, correlational study was to describe the level of cultural competence of faculty teaching BSN pre-licensure programs, and faculty personal (age, gender, race/ethnicity, ability to speak another language) and professional characteristics (years in nursing education, highest degree earned, certification, continuing education in cultural competency, and nursing specialty areas) predictive of cultural competency, and the relationship between cultural competency and transcultural teaching behaviors. Campinha-Bacote's (1999) model of cultural competence theoretical framework guided the study. The Cultural Diversity Questionnaire for Nurse Educator-Revised Scale measured a sample of 152 (n=152) faculty cultural competence and transcultural teaching behaviors. CSU System faculty were moderately culturally competent. The overall regression model with faculty personal predictors were statistically significant F(4, 145)=2.98, p=.02, and variables accounted for 7.6% of the variance in cultural competency (R2=0.076). The overall regression model with faculty professional predictors were statistically significant F(9, 139)=3.62, p<.001, and variables accounted for 19% of the variance in cultural competency (R2=0.190). Major findings revealed four aspects of cultural competence predictive of transcultural teaching behaviors. The overall regression model was statistically significant F(5, 146)=182.71, p<.001, and variables accounted for 86.2% of the variance in transcultural teaching behaviors (R2=0.862). The personal characteristic ability to speak another language was predictive of cultural competence. Professional characteristics nursing specialty area of mental health, and continuing education in cultural competency were predictive of cultural competence. The four aspects of cultural competence awareness, knowledge, skills, desire are predictive of transcultural teaching behaviors.

Culturally Competent Sport Psychology: A Survey of Sport Psychology Professionals’ Perception of Cultural Competence

Cultural competence, identified as the ability to understand other cultures and being aware of one’s own cultural assumptions, has been found to be important for sport psychology professionals (SPPs). In the current study, one of a few exploring the SPPs’ own perceived cultural competence, a sample of 203 SPPs completed an online survey examining the perceptions of their own levels of cultural competence. Most participants reported receiving formal training in cultural competence. However, this training was perceived as only moderately effective and only able to predict the reported level of the SPPs’ perceived cultural competence in a limited way. These results could be attributed to the reported lack of support for SPPs engaging in culturally centered self-reflective practice and to the limited role that these factors have played in training programs. Additional findings are described and discussed, along with recommendations for professional development and applied training.

The Impact of Service Learning on Associate Degree Nursing Students' Cultural Competence.

Associate's Degree in Nursing (ADN) programs rarely offer international service learning experiences. A project involving an ADN program in a southwestern U.S. border city and a care facility in a nearby city in Mexico was initiated to address cultural competence. The purpose of this study was to assess the impact of an international service learning experience on ADN students' cultural competence as measured by pre- and post-scores on the student version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV). Twenty third-semester ADN students participated in a 1-day cross-border international experience. Descriptive statistics provided summaries about the participants and their IAPCC-SV scores. Results indicated a positive effect between participating in an international service learning experience and increased levels of cultural competence. Increasing ADN students' cultural competence through international service learning may help reduce health care disparities among different cultures, promote care that enhances communication between nurses and patients, and build upon therapeutic relationships. International service learning provides ADN students the opportunity to incorporate classroom learning into their care of populations living within diverse communities.

European intensive care nurses’ cultural competency: An international cross-sectional survey

ObjectivesTo determine the level of cultural competence of European critical care nurses. DesignA multi-country survey performed in 2017 as a part of the European project Multicultural Care in European Intensive Care Units. MethodOnline survey of critical care nurses in 15 European countries (n = 591) using the Healthcare Provider Cultural Competence Instrument consisting of 49 items divided into five subscales: awareness and sensitivity, behaviour, patient-centred orientation, practice orientation and self-assessment. Descriptive and correlational analyses were performed. ResultsCritical care nurses scored highest for ‘awareness and sensitivity’ (M = 5.09, SD = 0.76), and lowest for ‘patient-centred communication’ (M = 3.26, SD = 0.94). Nurses from northern and southern Europe scored higher across all subsets of the cultural competence instrument (all subsets, p < 0.001) than nurses from central Europe. Speaking other languages significantly correlated with higher scores in all subscales (all > 0.05) except ‘practice orientation’. Previous education on multicultural nursing significantly correlated with higher scores in all subscales (all > 0.01) except patient-centred communication; and visits to other countries was negatively correlated with all subscales (all, p > 0.001) except patient-centred communication. ConclusionBeing exposed to cultural diversity in different ways, like living in a multicultural country, speaking a second language and visiting other countries may influence development of cultural competence. Therefore, programmes which facilitate multicultural clinical practice are strongly recommended in nursing education.

Cultural competence of nurses in Pudong New Area, Shanghai: a mixed-method study

Abstract Objective Cultural competence has gradually attracted attention from many countries, including China. This study was undertaken to determine the cultural competence of registered nurses in Shanghai, China, and to identify the cultural competence among registered nurses in Pudong New Area, Shanghai. Methods Qualitative interviews were conducted in combination with a quantitative survey. Fifteen clinical nurses were interviewed, and 1088 clinical nurses were recruited for the survey with cultural competence scale for registered nurses, based on the results of the qualitative and quantitative studies. Results The overall level of cultural competence among registered nurses in Shanghai's Pudong New Area was moderate. Among the seven dimensions, cultural encounter had the highest score, followed by cultural practice, cultural awareness, cultural desire, cultural skill, cultural experience, and cultural knowledge. Age, level of hospital care, mastery of secondary level, and studying overseas were the influencing factors. Conclusions Hospitals and universities should be aware of the importance of studying cultural competence. Cultural competence-related courses should be increased, and various forms of training should be undertaken to enhance the interest of nurses.

Adult Learning and Development Goals for Female Veterans’ Career Transitions Amid Cultural Adaptation and Identity Formation

AbstractDifferences between military culture and civilian culture can affect the postmilitary experience for transitioning veterans. Adult educators should acquire and maintain a high level of military cultural competence to effectively serve female veterans as they transition out of the military. For women, the military‐to‐veteran transition also includes unique challenges related to identity formation, including occupational gender identity formation, which is not a salient concern for male veterans. Six learning and development goals are presented to guide adult educators in successfully facilitating the cultural adaptation and identity formation process for new female veterans.

Проблема оценки эквивалентности компьютерных и традиционных версий психодиагностических методик

Introduction. This paper (a) discusses the theoretical and methodological evidence for the equivalence of computerized and conventional versions of psychological tests, (b) analyzes the studies investigating psychometric parameters of computerized versions of conventional tests, and (c) examines contradictions in approaches to assessing the equivalence of the two test forms. This paper represents a first effort in structuring the main problems in establishing the equivalence of paper-and-pencil and computer-based testing, as well as in finding ways and means to overcome them. Much attention is devoted to minimal and sufficient mathematical and statistical tools for assessing the equivalence of the two test forms. Theoretical Basis. The main problems associated with assessing the equivalence of computerized and conventional tests include the following: (a) the level of cultural and informational competence of respondents, (b) anxiety, (c) social environment, (d) motivation for testing, (e) difficulties in creating the same conditions for paper-and-pencil and computer-based testing (L. N. Babanin, Y. P. Chua, M. Russell, P. Květon et al.). Researchers most often choose the following procedures for assessing the equivalence of the two versions of psychological tests: (a) comparison of the main statistical parameters (mean values, variances, etc.) and (b) assessment of construct validity and reliability of the computer-based versions of psychological tests. Results and Discussion. The analysis of research methodology for assessing the equivalence of computerized and conventional versions of psychological tests focuses on a variety of approaches to (a) the use of mathematical and statistical methods for assessing psychometric parameters of computer-based versions of conventional tests, (b) the choice of research design, (c) considering specific characteristics of the situation of computer-based testing. It is necessary to formulate specific and structured requirements for the procedure for assessing the equivalence of computerized and conventional versions of psychological tests. The author suggests recommendations for the main sections of such requirements related to (a) the procedure for conducting empirical research, (b) mathematical and statistical methods, and (c) control of the factors specific to computer-based testing that may have impact on the results of equivalence assessment.

Assessment of Cultural Competence Level among Academic Nursing Educators and associated Factors, Jeddah- Saudi Arabia

Assessment of Cultural Competence Level among Academic Nursing Educators and associated Factors, Jeddah- Saudi Arabia

IMoCC – Measure of cultural competence among medical students in the Malaysian context

Cultural beliefs and practices impact heavily on health outcomes of patients. Doctors’ ability to deal with such issues in clinical practice, i.e. cultural competence, is widely studied in the west. It has yet to be given due importance in non-western contexts. This study aimed to develop a valid and reliable measure of cultural competence in the Malaysian cultural context and to assess cultural competence among Malaysian medical students. Thirty-five cultural issues faced by Malaysian doctors were identified with a series of interviews to develop a preliminary tool. The responses of students to these cultural issues were evaluated against the extent of inquiry and advocacy based on a theoretical framework of cultural competence. The responses were subjected to statistical analysis to determine the internal structure of the tool and to reduce the number of items in the tool. The final tool (IMU Measure of Cultural Competence – IMoCC) comprised of 22 issues, which deemed to be reliable in the second round of testing. In both tools, student cohorts demonstrated an acceptable level of cultural competence with room for improvement. However, they appeared to learn how to deal with cultural issues primarily through informal means and not in the formal curriculum.

Integrating a Global Inclusive Perspective into Coursework for Pre-service Teachers

Abstract Intercultural competence is a necessary disposition for teachers in the United States who instruct an increasingly diverse group of P-12 students in inclusive settings. Viewing the world and inclusive practices from multicultural and global perspectives can be difficult when the majority of one's experiences occur within their own culture. The purpose of this qualitative case study was to describe how a teacher educator connected her 40 early childhood pre-service teachers to broader national and global inclusive practice issues via project-based learning activities. Data were collected using a brief, researcher-developed questionnaire and analyzed using thematic pattern analysis and constant comparison methodology. Findings show that pre-service teachers knew little about the global issues prior to the activities, were interested and engaged in the activities, developed global knowledge and perspectives through participation, and held varying levels of cultural competence after participation. While growth in knowledge regarding national and global inclusive practices is important, teacher educators should make concerted efforts to expand teachers' perceptions beyond monocultural views into deeper, multicultural perspectives regarding global inclusive practice.