Level Of Cultural Competence Research Articles

“It's Self‐Determination. Blackfullas Making Right Decisions for Blackfullas”: Why Indigenous‐owned businesses create better Indigenous employment outcomes

AbstractPrevious research demonstrates that businesses that are Indigenous‐owned are far more likely to employ Indigenous people than non‐Indigenous‐owned businesses (Hunter, 2015). The majority of the literature on Indigenous employment uses a deficit discourse, describing factors that prevent or exclude Indigenous people from non‐Indigenous‐owned organisations. There is markedly less literature using a strength‐based approach, detailing how Indigenous‐owned businesses create workplaces without barriers to Indigenous employment. Through 32 semistructured interviews with Indigenous business owners, managers, and Indigenous employees of Indigenous‐owned businesses, this paper provides insights into how participants' businesses create workplaces that are more supportive of, and conducive to, Indigenous employment. This paper finds that Indigenous approaches to governance inform an organisational level of cultural competence, which creates tailored and specific practices that support better Indigenous employment outcomes. This resonates with the concept of Indigenous ways of “knowing, being, and doing,” and how this framework encompasses participants' approaches to business operations. In the light of increasing public and private policy commitments to improve Indigenous employment outcomes, it is imperative that the Indigenous business sector's best practice inform said policies, given its successes. However, inherent in these findings are broader discussions into more systemic and societal issues that go beyond workplace policy.

Use of the socio-ecological model to explore trusted sources of COVID-19 information in Black and Latinx communities in Michigan

ABSTRACT Background Identifying trusted sources of health information and exploring what makes these sources trustworthy is an important aspect of public health. This exploration requires embracing the cultural differences in minoritized communities, which are often treated as homogeneous. This qualitative study identifies and analyze the sources of trusted COVID-19 information among Black and Latinx communities in Michigan and assesses the rationale underlying this trust. Methods Interviews were conducted with 24 Black and 16 Latinx participants (n = 40) in four Michigan counties significantly impacted by COVID-19. The socio-ecological model was applied as an analytical framework for understanding the entities considered trusted sources of information. Within each level of the model, the dimensions of trustworthiness most salient for participants were identified. Results We found that sources of information came from all levels of the model, including interpersonal (COVID-19 survivors, church representatives, friends, relatives), organizational (employers, healthcare providers, traditional news reports), social media (hybrid source), community (members and groups), and public policy (county health department, federal and state government). Furthermore, participants determined whether they could trust information about COVID-19 by cross-referencing multiple resources. We identified competence, confidence, communication, and system trust as the dimensions of trustworthiness most often reported by participants. Conclusions Our research suggests public health communications should engage in cross-referencing practices, providing information from sources at all levels of interaction, cultural competency, and awareness of historical/structural inequities. These efforts would be further strengthened by attending to needs for both factual information as well as care and personal connection.

Correlation between cultural competence, xenophobia, and attitudes towards brain drain in nursing students

This study aimed to determine the correlation between cultural competence, xenophobia, and attitudes to brain drain in nursing students. Individuals with high levels of intercultural competence have more successful social and emotional interactions with people from various cultural backgrounds. A cross-sectional and correlational design was used. This study was conducted on 473 nursing students from two different provinces neighboring the Syrian border between October 28th and December 28th, 2021. An information form and nurse cultural competence, xenophobia, and attitude scales for brain drain were used to collect data. A negative nonsignificant correlation between cultural competence and xenophobia and a positive nonsignificant correlation between cultural competence and attitude towards brain drain were found. The students had high levels of cultural competence and positive attitudes towards brain drain, and a moderate level of xenophobia. Socio-demographic characteristics affected cultural competence, xenophobia, and attitudes towards brain drain.

Cultural Competence among Healthcare Professional Educators: A Mixed-Methods Study

As cultural diversity gains global prominence, healthcare professional educators (HPEs) are expected to exhibit a high level of cultural competence in education. Responding to this necessity requires the establishment of healthcare education that is oriented toward sustainability. This study aimed to investigate HPEs’ perceptions of cultural competence at the Qatar University-Health Cluster (QU-HC). A convergent mixed-methods design was applied. The quantitative phase involved 118 HPEs at QU-HC responding to the Multicultural Teaching Competency Scale (MTCS). The qualitative phase included 3 focus groups (FGs) with 22 HPEs guided by Campinha-Bacote’s (1999) model of cultural competence. Thematic analysis was applied to analyze FGs data. Seventy-one educators responded to the MTCS (response rate was 60.2%), and twenty-two educators attended the FGs. HPEs demonstrated a moderate level of cultural awareness (total MTCS mean = 57 ± 7.8). The FGs revealed that the HPEs exhibited awareness and responsive teaching, but individual and institutional factors needed improvement. This study expands upon the existing literature concerning the cultural diversity impacts on the teaching and learning aspects of health profession programs, specifically within the Middle East context. It is recommended that health professional programs intensify the cultural orientation provided to educators, reanalyze the curricular content to serve diverse patients, and explore innovative approaches that embrace cultural diversity and sustainability.

보건의료계열 대학생의 다문화 인식, 다문화 자기효능감이 문화적 역량에 미치는 영향

Objectives The purpose of this study was to multicultural awareness, multicultural self-efficacy, and cultural competency in health care college students and to identify factors affecting cultural competency. Methods Data were collected using self-report questionnaires from 277 health care college students who were 1st and 4th years of the college in H city and D city. The data were analyzed using SPSS/WIN 29.0 program with descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficients, and hierarchical multiple regression. Results First, health care college students had high levels of multicultural awareness (5.37±0.53), multicultural self-efficacy (5.05±0.71), and cultural competency (3.70±0.75). Second, there was a significant difference in cultural competency according to age (F=3.253 p=.040), major (F=5.013, p=.002), presence of foreign friends (t=-2.810, p=.006), experience to taking multicultural lectures (t=-2.348, p=.020), and perception of the need for multicultural education (F=10.370, p<.001) among health care college students. Third, multicultural Competency had a statistically significant positive correlation with multicultural awareness (r=.406, p<.001) and multicultural self-efficacy (r=.651, p<.001). And multicultural awareness had a statistically significant positive correlation with multicultural self-efficacy (r=.583, p<.001). Fourth, as a result of hierarchical multiple regression analysis, the factors significantly influencing the cultural competency were major (nursing) (β=.140, p=.025), major (emergency medical technology) (β=.115, p=.043), multicultural self-efficacy (β=.572, p<.001), and a total explanatory power was 43.8% (F=20.566, p<.001). Conclusions These results suggest the development of a multicultural educational program that utilizes a multicultural self-efficacy promotion strategy and reflects the characteristics of the major to enhance the cultural competency of health care college students.

Perception of cultural competence among physiotherapy students in Bangalore, karnataka

Background: Cultural Competence is defined as having sensitivity towards different cultural groups, this includes awareness of the effect of factors such as immigration, stress, perceived lack of harmony in a person's life, language barriers, myths, taboos, and the potential for these factors to enhance or inhibit professional practice. Physiotherapy students are in the need to possess a high level of cultural competence to provide health care to patients from various cultural backgrounds. As it emphasis the importance of culturally competent practice as well as enhances health outcome and lowers health disparities.
 Aim Of Study: “To study the awareness and knowledge of cultural competence among physiotherapy students in Bangalore, Karnataka”.
 Methodology: with a sample size of 200, a set of question were prepared by the investigators and data is collected using structured interview method where a set of closed ended questions were asked to the first year and second year physiotherapy students.
 Results: The principal findings revealed that out of 200 students, majority of physiotherapy students strongly agreed to the statement that “Culture is not external but is within the person” and majority of students had very limited knowledge in understanding the way they think and act when interacting with their peer of different cultural background.
 Conclusion: This study concluded that it will be of great value if multicultural education interventions are included in the curriculums of undergraduate physiotherapy students to prevent health care disparities.

The Increasing Need for Cultural Experts in New Zealand Courts

New Zealand’s unique demography, with a large indigenous Māori population and a national population which is also increasingly superdiverse, means that New Zealand courts need more assistance from cultural experts if “the common law [is to] serve all in society”, as our Chief Justice recently said in the Supreme Court (Peter Hugh McGregor Ellis v R (Ellis) 2022: para 174). This paper examines two recent Supreme Court decisions: Ellis and Deng v Zheng (2022), which explain the increasing need for cultural experts in New Zealand courts to determine what tikanga (Māori customs and practices) as the first law of New Zealand is and how it applies, as well as to ensure equal access to justice despite cultural and linguistic diversity. The greatest need for cultural experts arises from the majority of the Supreme Court’s acceptance that tikanga was the first law of Aotearoa/New Zealand. There has been ad hoc (albeit growing) incorporation of tikanga and Te Tiriti o Waitangi (Te Tiriti) in various statutes, and no entrenchment in a supreme constitution, but even without statutory incorporation, the courts have interpreted statutes to take account of tikanga values and interests and to be consistent with Te Tiriti to the extent possible. Lawyers and judges need to acquire a base level of tikanga knowledge and cultural competency to be able to identify when a deeper level of tikanga/cultural expertise is needed, and cultural experts need to be called on to provide evidence to assist the Court.
 This is important (not only to ensure that justice is done in particular cases) but to maintain broader constitutional legitimacy. This includes acknowledging significant cultural differences in the application and development of the common law, in relevant cases. Pluralism is an important value which may be relevant to filling the gaps in the common law created by new situations that indigenous and superdiverse cultures and languages give rise to (Chen, forthcoming 2024; see also Palmer & Ling 2023).
 Keywords: tikanga; New Zealand; cultural experts; evidence; statutory interpretation; development of the common law.

A virtual training program for improving cultural competence among academic nurse educators

BackgroundEveryday, nursing students interact with culturally diverse clients. Nursing education recognizes that cultural competence is a necessary outcome of nursing programs. Nurse educators expect all nursing students to provide culturally congruent care to multicultural clients. Therefore, nurse educators must be culturally competent in order to prepare culturally competent nursing students for clinical practice. This study aimed to evaluate the effect of virtual training program on the cultural competence of academic nurse educators.MethodsThis randomized controlled study included nurse educators working in six nursing schools affiliated with medical universities of Kerman province in southeastern Iran. Sixty-nine nurse educators were randomly assigned to the intervention (n = 35) and control (n = 34) groups. The training program consisted of three 2-hour sessions for a month. Cultural Diversity Questionnaire for Nurse Educators Revised (CDQNE-R) was used to evaluate the cultural competence of educators before and one month after the virtual training program.ResultsBoth the intervention (3.29 ± 0.58) and control (3.24 ± 0.58) groups demonstrated a similar level of cultural competence before the training program (t = 0.05, p = 0.95). After the training, the intervention group showed a significant increase in cultural competence (3.80 ± 0.7) compared to the control group (3.23 ± 0.67). This improvement resulted in culturally competent participants becoming culturally proficient, as evidenced by a large effect size (t = -4.76, p = 0.001).ConclusionThe virtual training program had a positive impact on the cultural competence of nurse educators. Given the importance of cultural competence in nursing education, continuing education programs that focus on strengthening the cultural competence of nurse educators should be prioritized. The experiences gained from implementing virtual training programs can serve as a valuable resource for nurse educators seeking to enhance their cultural competence.

Pharmacy faculty perspectives on Cultural Competence education in pharmacy schools

Background: Faculties that teach cultural competence are in a great position to identify training gaps and improve the depth of teaching for pharmacy students. Objective: To assess the perspective of faculty on their perceived confidence and extent of teaching cultural competence (CC) content in the pharmacy curricula. Methods: A cross-sectional study using an adapted version of the Self-assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire. Data analysis included factor-level and item-level analysis using descriptive and inferential statistics. Results: Out of the 70 study participants, 77.1% were female and the average age was 47.97 (±10.52). Faculty with prior training reported a higher level of confidence to teach CC content in three areas, “addressing population health needs” (p = 0.007), “ recognising disparity-related discrimination” (p = 0.017), and “recognising social determinants of health” (p = 0.03). The faculty’s years of experience had a positive impact on both the extent of teaching CC and confidence. Conclusion: Study findings indicate a gap to address training needs for faculty development on CC to prepare students for an increasingly diverse patient population.

Self-Reported Level of Cultural Competence of Midwives in the North-West Province of South Africa.

Limited research on cultural competence in nursing, midwifery, and education exists within low- and middle-income countries such as South Africa (SA). This study aimed to describe midwives' self-reported levels of cultural competence toward women receiving maternal care. A descriptive, cross-sectional survey design and an all-inclusive sample of (N = 104; n = 82) midwives yielded a 79% response rate. Data were collected using the Transcultural Self-Efficacy Tool (TSET) questionnaire. Participants included midwives recruited from maternity units of five hospitals in South Africa: different hospitals that included one large district, two regional, and two tertiary hospitals in the North-West Province of SA. An all-inclusive sample of (N = 104; n = 82) midwives participated, representing a 79% response rate. Midwives reported an overall moderate level of competence regarding their knowledge and understanding of cultural factors; it was concerning that their confidence in interviewing patients from different cultural backgrounds on factors such as acculturation and worldview were the lowest. To the best of the authors' knowledge, this was the first study to assess the cultural competence of midwives in SA using TSET. The study highlighted the need for midwives' training to improve their cultural competence.

Cultural competence of nursing educators at medical universities of 2nd regional planning in Iran

BackgroundOne of the facets of nursing care, as a holistic profession, is cultural care. Considering the role of culture in individuals’ health behaviors, nurses are recommended to be mindful of cultural care. Since nursing educators should be culturally competent to teach cultural care to students, this study aimed to determine the cultural competence of nursing educators of medical sciences universities in the 2nd regional planning in Iran.MethodsThe current research was a descriptive and survey study framed within Campinha-Bacote’s cultural competency model. All nursing educators of universities of medical sciences in the 2nd regional planning of Iran (Tabriz, Urmia, Ardabil, Khoy, Maragheh, Sarab, and Khalkhal) were considered as research units, and the cultural diversity questionnaire for nursing faculties (CDQNE-R) was sent to them. Out of 129 questionnaires sent, 84 were turned back. The data were analyzed by the SPSS 22 software.ResultsThe results of this study showed that the research participants agreed with the subscales of cultural awareness, cultural knowledge, cultural skill, and cultural desire according to Sealey and Yates’ interpretation scale. Also, the research units cast doubts on the cultural encounter subscale. The mean scores of the participants’ responses to the questions of every subscale equaled 4.11, 3.52, 3.71, 3.38, and 3.93 for the subscales of cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire, respectively. Likewise, the mean scores of participants’ responses to the subscales of transcultural educational behaviors and general cultural competence equaled 3.90 and 3.73.ConclusionsThe nursing faculties participating in the present study agreed with the 4 sub-models of Campinha-Bacote cultural care and the presence of cultural competence criteria. Also, the research units had doubts about the cultural encounter subscale. This result means that the research participants were undecided about their level of participation in face-to-face interactions with people from different cultural, racial, and ethnic groups. According to the results of the study, it is important to hold transcultural nursing training workshops and courses to maintain and improve the level of cultural competence of nursing faculties at universities of medical sciences in the 2nd regional planning in Iran.

Cultural Competence in L2 Pronunciation Acquisition

This study explored the possible relationship between L2 cultural competence and pronunciation proficiency in seven advanced learners of English as a foreign language (EFL). Three methods were used in this study regarding the participants’ learning experience, pronunciation proficiency, and cultural competence. Their learning experience data were collected through unstructured interviews via WhatsApp (i.e., a smartphone application mainly used for text messaging). Pronunciation proficiency was tested using Brooks’ (1999) pronunciation test, which assesses the mastery of four main aspects: blending sounds, stress, intonation, and rhythm. Berry’s (1980) East Asian Acculturate Measure (EAAM) was used to measure their cultural competence level. The findings showed that the selected participants adapted integrative and assimilation acculturation strategies. The two strategies show high acculturation levels, indicating L2 cultural competence in Fenner’s (2000) classification of cultural exposure outcomes. The pronunciation test implied that the participants mastered English sound blending, stress, intonation, and rhythm. Considering that external factors other than acculturation were controlled, the study concluded that their high acculturation predicts their pronunciation proficiency.

Cultural competence in critical care nurses and its relationships with empathy, job conflict, and work engagement: a cross-sectional descriptive study

BackgroundCultural competence is more important than ever for nurses today; therefore, it may be helpful to learn more about it and examine how it relates to empathy, job conflict, and work engagement. The purpose of this study was to determine (a) the level of cultural competence, empathy, job conflict, and work engagement; (b) the relationship between cultural competence, demographic information, and main variables; (c) the predictors of cultural competence among critical care nurses.MethodsA multicenter, descriptive cross-sectional study was conducted in Iran from August to October 2022. Through convenience sampling, 153 critical care nurses from three hospitals participated. The research tool consisted of five parts: Demographic information questionnaire, Cultural Competence Questionnaire, Jefferson Scale Empathy, Dobrin Job Conflict, and Utrecht Work Engagement, which were collected by paper self-report. Descriptive statistics, the correlation between variables, and linear regression were used to analyze the data.ResultsAmong critical care nurses (response rate 79.27%), the mean (SD) scores for cultural competence, empathy, job conflict, and work engagement were 74.05 (7.96), 83.44 (29.17), 11.00 (2.38), and 43.69 (16.33), respectively. There was a significant correlation between cultural competence and age (r = 0.46, p = 0.001), marital status (r = 0.27, p = 0.004), academic degree (r = 0.44, p = 0.001), work experiences (r = 0.43, p = 0.001), empathy (r = 0.50, p = 0.001), and job conflict (r=-0.16, p = 0.049). Academic degree (β = 0.36, p < 0.001) and empathy (β = 0.26, p < 0.001) were significant explanatory variables that predict cultural competence.ConclusionIn Iranian critical care nurses, cultural competence and job conflict were moderate, empathy was good, and work engagement was poor. There was a significant relationship between cultural competence, age, marital status, academic degree, work experiences, empathy, and job conflict. Academic degree and empathy predict cultural competence.

Cultural knowledge of Russian by Chinese philology students studying Russian (based on the results of a diagnostic questionnaire)

The subject of the study is the cultural knowledge of foreign students of philological profile about Russia. The paper contains the results of a study that was conducted for several years (starting in 2014) among students of the Xinjiang State and Xinjiang Pedagogical Universities (PRC, Urumqi), who studied Russian for 2 years using textbooks "Russian language for universities" series "East" (created in China) and came to Russian as a foreign language for a one-year internship (3rd year of studying Russian as a foreign language) at Novosibirsk State Pedagogical University (NGPU), with a B1 level in Russian. The purpose of the work is to present a system of diagnostic tasks that allow students to identify the initial knowledge of philologists about the culture of the country of the language being studied. The purpose of the work is to present a system of diagnostic tasks that allow to identify the initial knowledge of philology students about the culture of the country of the language being studied and changes in their ideas about the realities of Russian culture at the end of the year of study, to determine the basic cultural and country-specific information acquired during training by carriers of systemically different cultural values. Analysis of pedagogical, methodological and educational literature on the problems of teaching foreign languages, including Russian as a foreign language, questioning of foreign speakers in order to determine cultural and regional knowledge about Russia, a method of describing, generalizing and systematizing the data obtained, a method of thematic classification of cultural studies material presented in textbooks and in assignments performed by students. The novelty of the research is determined by the material introduced into scientific and methodological circulation, obtained as a result of a survey and questionnaire of foreign students of philology and allowing to study the image of Russia that has developed among foreign students. The main conclusions of the study are related to the developed and tested system of diagnostic materials aimed at determining the level of cultural and regional competence of foreign students. The materials obtained allow foreign philology students to identify the basic culturally-oriented knowledge about Russia that they have after studying outside the language environment, as well as to track the changes that have occurred in their ideas about Russian culture during their studies in Russia, and draw conclusions about the dominant cultural values of Russia in the language consciousness of foreign students.

Enhancing cultural competency and empathy toward foreign patients for Korean nursing students through a simulation: A quasi-experimental study

AimThis study aimed to develop a transcultural nursing simulation-based learning program with patients from the United Arab Emirates and evaluate its effects on cultural competence and empathy among undergraduate nursing students in South Korea. BackgroundThe importance of cultural competency and empathy has increased with the increased number of foreign patients in Korea. The United Arab Emirates (UAE) is one of the top Middle Eastern countries from which patients visit Korea for medical services. Because South Korea is a largely homogenous country, foreign patients often experience difficulties in their hospitalizations when Korean nurses lack cultural competency in caring for them. To improve cultural competency, a practical form of education, such as a simulation, is necessary. In addition, the simulation module based on cultural competency model allowing nursing students to provide effective and culturally responsive services to ethnically diverse patients. DesignThis quasi-experimental study used a non-randomized control group design with a convenience sample. MethodsThe program was administered to 53 Korean undergraduate nursing students (26 control and 27 experimental). Fourteen teams of two students practiced infection prevention training with the mother of a 7-year-old child with immunodeficiency. Participants’ cultural competency and empathy were assessed before and after the TN-SBL using an online survey. The effects of cultural competency and empathy were analyzed using a generalized estimation equation. ResultsNursing students in the TN-SBL group showed more positive improvement in cultural competence and had increased cognitive empathy levels than students in the control group. ConclusionThe simulation module developed in this study improved students’ cultural competency and empathy levels. It is valuable because the scenario was developed based actual clinical cases of Emirati patients and their families. The simulation module was designed based on the cultural competency model to raise awareness of cultural diversity and allow students to directly practice culturally competent care. It can be used to educate Korean nurses and improve the quality of care provided to Arabic-speaking Muslim patients.

Cultural Competency of Medical Students: An Asian Context

Introduction: People of different cultures perceive health and disease differently. A culturally competent healthcare team is needed to provide quality healthcare. In Asian medical schools, less emphasis is laid on cultural competency training. In this context, the study aims to assess the cultural competency of medical students in Malaysia and to fathom the demographic factors influencing it. Methods: A cross sectional survey was conducted on students from all five years of a Malaysian medical school using an adapted version of Clinical Cultural Competency Questionnaire (CCCQ) to tap the self-perceived knowledge, skills, comfort level in cross-cultural encounters and attitude towards cultural competency. Descriptive and inferential statistics was used to analyse the data. Results: Among the 291 respondents, the cultural competency was found to be significantly different among medical students of different year of study, age, and ethnicity. However, with regards to gender, country of birth or the number of languages spoken, the difference was insignificant. The clinical year students had significantly higher scores on the knowledge, skills, comfort level and attitude domains of cultural competency when compared to the preclinical students. Chinese students’ perception on cultural competence was significantly distinct from Indian and Malay students. Conclusion: Exposure to cross cultural encounters in clinical settings and personal experiences seem to influence cultural competency of the medical students. It provides valuable data to plan for interventions, training and self-development strategies aimed at providing culturally attuned patient centred care.

Embedding Cultural Competency in First-Year Urban and Regional Planning Undergraduates

This practice report highlights changes made to a first-year unit in an Urban and Regional Planning degree, designed to enhance students’ levels of cultural competency. We briefly discuss the history of cultural competency highlighting a lack of application in the field of urban planning. We report on a practical case study where six strategies were developed to enhance students’ cultural competency. We reflect on the experience of designing and delivering a unit called Diversity and Cultural Planning. The results from 38 students who completed a cultural competency survey at the start and at the end of term, revealed an increase in overall self-assessment scores of around 12%. As cities become more diverse, this practical case study highlights the need and benefits of enhancing the cultural competency of those who both teach and learn about urban planning.

Специфика интертекстуальных отношений как фактор риска в возникновении коммуникативной неудачи (на примере поэтических текстов современного немецкоязычного интернет-дискурса)

The article considers the phenomenon of intertextuality as a textual category. The non-recognition of intertextuality can lead to communication failure in dialogic, when the recipient attempts to enter the communicative intention of the sender, as well as at the time of reading, when the recipient is decoding and analyzing the information received. The relevance of the research is determined by the importance of the more detailed study of such means of explication of intertextual connections as allusion and precedent phenomena within the modern German poetry Internet discourse.&#x0D; The aim of research is to identify the means of intertextuality actualization, that are the causes of communication failure in the interpretation of the modern German texts. &#x0D; Methodology and research methods. The research work used methods of systematization and generalization of the scientific material, a descriptive-analytical method, the method of lingual-stylistic analysis of the text. &#x0D; Results. The article focuses on the polyphony of the German poetry texts, that is expressed in the incorporation of literary and cultural-specific codes. Precedent phenomena and allusions are the sources of communication failures in German poetry discourse and they serve as preferential ways of building intertextual connections in German poems. The author recommends to increase the levels of linguistic and general cultural competence in order to minimize the communicative dissonance, that is a result of the non-recognition of intertextuality.&#x0D; Scientific novelty lies in the study of the specifics of communication failures on the example of modern German poetry discourse.&#x0D; The practical significance is determined by the possibility of using the obtained scientific results in special university basic courses on translation theory, cognitive linguistics, stylistics and culture of speech, linguo-stylistic interpretation of the text.

Cultural competence among nursing students and nurses working in acute care settings: a cross-sectional study

BackgroundThe increasing cultural diversity in healthcare in European countries, including Austria, has highlighted the need to enhance nurses’ cultural competence. Assessing cultural competence and identifying relevant influencing factors can help to improve culturally competent care. The aim of this study was to assess the cultural competence of nurses and nursing students working in Austrian acute care settings and to identify influencing factors using the Cultural Competence Assessment scale.MethodsA cross-sectional design was used. Data collection was carried out in March 2021 with nurses and nursing students in the last year of their studies who were working in Austrian acute care settings. Descriptive analysis was applied to display the general characteristics of the study participants and the levels of their overall cultural competence. A multiple linear regression analysis was conducted to analyze the influencing factors of cultural competence.ResultsThe nurses’ cultural competence level was moderate to high (mean = 3.89; SD = .48). Their age, educational level, cultural diversity training and self-perceived cultural competence significantly influenced the level (F (6, 875) = 18.971, p < .0000, adj. R2 = 1.09).ConclusionsProviding culturally competent healthcare services for culturally diverse patients is essential for all healthcare professionals, and especially for nurses who spend the most time with patients. Effective interventions, such as educational training, need to be implemented in order to deliver culturally competent care and potentially reduce disparities in healthcare and improve patient outcomes.

Using Service-Learning Experiences to Improve Cultural Competence in Pre-Professional Dietetic Students

Cultural encounters were used in a senior-level undergraduate nutrition capstone course to enhance students’ cultural competence attitudes and skills. The course included a service-learning component for which students met weekly with international students who were enrolled in an intensive English language program as conversation partners. The course content and structure focused on Campinha-Bacote’s cultural competence model. The model includes 5 constructs: cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire. This capstone, writing-intensive course included creative writing activities, discussion, journaling, and reflection papers. The 20-item Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version© was used as the pre-post-test measure. Paired sample t-tests were used to calculate outcomes. A significant increase from pre-test to post-test in the total score was found (t(18) = -6.852, p &lt; 0.001). Pre- and post-test scores indicated students were operating at a culturally competent level. There were significant increases in all constructs with notable increases in cultural knowledge and cultural skill constructs. A course dedicated to developing pre-professional healthcare students’ cultural competence levels may better prepare them for professional practice.