Multicultural Clients Research Articles

Culturally‐Responsive Wayfinding for the O.B. Lulu Briggs Health Center

When individuals from different cultural backgrounds seek medical care, they have varying expectations, preferences, and understandings of how to navigate the healthcare environment.Navigating a healthcare facility can be challenging in and of itself. A hospital in Nigeria embarks on a mission to create effective wayfinding signage to serve its multicultural clients.

Counselor Personality Displays in Promoting Tolerance to Multicultural Clients

Counselor Personality Displays in Promoting Tolerance to Multicultural Clients

간호대학생의 다문화 지식, 다문화 수용성, 다문화 효능감의 관계

In order to provide nursing services to multicultural clients, nursing students who are prospective nurses must have cultural competency. To this end, it is necessary to acquire multicultural knowledge, an accepting attitude to understand and respect multicultural patients and multicultural efficacy. Accordingly, this study attempted to explore the degree of multicultural knowledge, multicultural acceptance, and multicultural efficacy of nursing students and the relationship between these variables. A survey was conducted on 183 nursing students at a university from November 1 to December 8, 2023 using a structured questionnaire. Descriptive statistics, Pearson correlation, and hierarchical regression analysis were performed on the collected data using the SPSS 22.0 program. As a result, Nursing students' multicultural knowledge(3.05±0.76), multicultural acceptance(3.88±0.49), and multicultural efficacy(58.50±18.66) were at a medium level. Multicultural knowledge has a significant correlation with multicultural acceptance(r=.33, p<.001) and multicultural efficacy(r=.61, p<.001), and multicultural acceptance has a significant correlation with multicultural efficacy(r=.45, p<.001). Experience of interacting with foreigners, multicultural knowledge, and multicultural acceptance explained 45% of multicultural efficacy, with multicultural knowledge appearing to be the most influential factor(β=.47, p<.001). Multicultural efficacy is an essential component of the cultural competency of nurses caring for multicultural patients. Therefore, in order to improve the multicultural efficacy of nursing students, it is necessary to provide various learning experiences to acquire specific knowledge about multiculturalism. However, since research on nursing students' multicultural knowledge and multicultural efficacy is insufficient, future research on this is required.

Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study

IntroductionHealthcare systems are encountering a growing number of diverse and multicultural clients due to globalization and migration. To effectively address the challenges associated with cross-cultural interactions, nurses require a comprehensive framework of critical cultural competencies. One potential approach to enhancing these competencies in mental health care settings is to use innovative methods such as the flipped classroom in cultural care training programs. This study evaluated the effect of using the flipped classroom method in cultural care training on the critical cultural competencies of nurses working in a psychiatric hospital.MethodsThis quasi-experimental study involved 70 nurses working in a psychiatric hospital affiliated with the Kerman University of Medical Sciences in southeastern Iran. Through random sampling, the nurses were allocated into two groups of intervention (n = 35) and control (n = 35). The intervention group participated in a cultural care training program using the flipped classroom method, which consisted of four sessions conducted over a four-week period. To evaluate the nurses’ critical cultural competence, the Almutairi’s Critical Cultural Competence Scale was administered before the training and again one month later.ResultsThe study findings indicated no significant differences in the scores of critical cultural competencies between the intervention group (4.53 ± 0.64) and the control group (4.73 ± 0.42) during the pre-test stage (t = 1.53, p = 0.13). Both groups had a similar perception of critical cultural competencies, which was not particularly positive. However, in the posttest stage, the intervention group (5.33 ± 0.49) demonstrated a significant increase in critical cultural competencies compared to the control group (4.75 ± 0.44) (t = 5.14, p = 0.001).ConclusionThe study results indicated that the use of the flipped classroom method in the cultural care training program effectively enhanced the critical cultural competencies of nurses. Given the importance of cultural care in both physical and psychiatric care settings for multicultural clients, it is crucial for nurses to receive ongoing in-service education that utilizes innovative and active methods such as the flipped classroom.

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.

Transcultural Communication Strategies in Nursing with Multicultural Clients in Hospital Settings: A Systematic Literature Review

A lack of nurse understanding of cultural diversity during nurse-patient communication may cause conflicts and misunderstandings. This study aim to analyze nurse transcultural communication strategies with multicultural clients in hospitals. Systematic literature review incorporating four databases, including PubMed, Science Direct, Google Scholar, and ProQuest. Assessed Article quality based on JBI and MMAT. A total of 47.848 articles were identified, and twelve articles analyzed highlight ten transcultural communication strategies, including the usage of language translators and interpreters, communication skills training, cultural competency training, initiative to learn a new culture, clarity of communication, doing self-reflection, familiarizing to the patient, developing confidence, spending more time to consult, respecting and appreciating patient. Implementing transcultural communication strategies during nurse-patient interactions is important to achieve therapeutic communication goals. Transcultural communication enables nurses to understand and respond to patient needs effectively. The study suggests that nurses develop transcultural communication skills and competencies to practice intercultural communication during clinical care.

Perspectives Relating to Multicultural Training With Speech-Language Pathologists

Purpose: The goal of this project was to assess whether speech-language pathologists (SLPs) feel adequately prepared and comfortable interacting with multicultural clients. To determine whether an SLP feels prepared to interact with, to assess, to teach, or to treat a multicultural client, a 25-question survey was developed and administered. Method: The survey included questions pertaining to the SLPs' experiences with other cultures, both professional and personal, if the SLP speaks more than one language, and if the SLP has received any formal training on how to interact with multicultural clients. The survey was sent out via e-mail to 814 licensed SLPs practicing in preschool, elementary, and secondary school settings in Mississippi and Alabama. A total of 38 surveys were returned, and 36 complete responses were obtained. Results: Preliminary results indicated that many SLPs received minimal multicultural training and felt prepared to work with multicultural clients based on personal and professional experiences; however, they also believed that they could benefit from additional formal multicultural training. Conclusions: Surveyed SLPs do not report receiving adequate training for serving multicultural clients. Many reported that they would benefit from additional formal training in multiculturalism to better serve clients. Further research is indicated to determine the effectiveness of graduate-level training in multiculturalism.

A Local Approach Toward Multicultural Counseling in Malaysia

Malaysia is a multicultural and multi-religious country. The importance of multicultural counseling has been widely recognized and discussed. Counselors need to be multiculturally-knowledgeable when dealing with multicultural clients. The effectiveness of counseling may likely be improved by integrating Malaysian approaches that are tailored to this country’s traditions and insights, into the current conventional counseling practices. Most of these counseling and psychotherapy theories are based on, and biased towards, the Euro-American culture. Novice counselors in particular frequently reported a lack of skills in dealing with culturally-diverse clients. Multicultural counseling competency is an evolutionary progress that is meant to achieve an effective treatment, and greater inclusion of minorities in mainstream society. Therefore, this paper highlights multicultural counseling competencies and the evolution of counseling in Malaysia. Using narrative method literature review, this paper presents local approaches toward counseling in Malaysia, based on various religions, which are specifically focused on an Islamic approach. This paper then compares and contrasts the local approaches with those of the conventional Western based counseling methods. Some recommendations that merit further investigation are highlighted for future studies.

"다문화 청소년 내담자의 ‘학교 적응 경험’에 대한 현상학적 연구"

본 연구는 다문화 청소년 내담자의 학교 적응 경험의 본질과 의미를 이해하는 데 목적이 있다. 이러한 연구목적을 위해 학교 상담실에 방문하여 상담을 받은 경험이 있는 10명의 다문화 청소년 내담자들에게 학교 적응 경험을 묻는 심층 면담을 하고 현상학적 방법으로 분석 절차를 거쳐 다문화 청소년 내담자의 학교 적응 경험과 의미는 무엇인지 알아보았다. 연구 결과 총 108개의 의미를 기반으로 하여 경험의 본질적인 구조인 54개의 주제와 12개의 주제 묶음, 4개의 범주를 도출하였다. 연구 결과 나타난 다문화 청소년 내담자의 학교적응 경험의 본질은 ‘다수의 부정적 경험의 반복과 소수의 긍정적 경험 사이의 위태로운 외줄타기’이다. 이를 구체적으로 살펴보면 중도입국 다문화 청소년들은 첫째, ‘교실의 투명인간’이 된 것 같은 경험을 했다. 둘째, 자신에 대해 “너는 ‘기타 등등’이야.”라고 말하는 듯한, 자신에 향한 경계와 편견, 미묘한 차별과 은밀한 배제를 알아차리는 경험을 했다. 셋째, 질풍노도의 시기라는 발달적 특수성과 이들이 마주한 상황적 특수성이 맞물리며 ‘고민과 고통, 고립을 마주하는’ 경험을 했다. 넷째, 이러한 과정 속에서 이들은 ‘부적응에 적응하는’ 경험을 했다. 이와 같은 결과를 바탕으로 다문화 청소년 내담자의 학교 적응력 향상을 위한 다문화 교육과 학교 상담의 의의 및 제한점을 제시하였다.

A White Counselor in a Multicultural World: Understanding the Need for a Spiritual, Multicultural Counseling Course

Multicultural counseling must be seen a significant factor in today’s multicultural world as therapists provide therapeutic services offered to clients, especially clients who have immigrated from one country to another within the past 50 years. Multicultural counseling refers to the preparation and practices that help White counselors learn to integrate multicultural and culture-specific awareness, knowledge, and skills into counseling interactions into their practice with multicultural clients. White counselors who work with multicultural clients have the choice to either remain handmaidens of the status quo or transmitters of society’s values or become agents of change. Additionally, it has been demonstrated that White counselors who have participated in a multicultural training program have greater therapeutic skill to offer their multicultural clients. Furthermore, when multicultural counseling is incorporated in a spiritually-enriched therapeutic relationship, White counselors are able to relate more effectively with their multicultural clients. A spiritually-enriched therapeutic relationship offers counselors the opportunity to work with their multicultural clients and incorporate the vital aspect of spirituality, because it is universal to human existence. Therefore, through the use of spirituality in multicultural counseling, White counselors must have the desire to understand their multicultural clients’ worldview, which incorporates the view these clients have of their spirituality. Counselors must understand the importance of developing a curiosity to understand how spirituality influences the lives of their multicultural clients and use this new awareness to help facilitate healing and wholeness for their clients.

Investigating the Policy-Reality (Mis)Match in IELTS and TOEFL from the Perspectives of Global Englishes

Abstract Introduction: In recent years, the number of test-takers of international tests of English has grown at an exponential rate. Those whose first language is not English, i.e. non-native English speakers (NNES), constitute the predominant majority of these test-takers, largely based in non-Anglophone contexts. Thus, the state of whether the international tests of English are fit for purpose and reflect the current realities of language users, especially in higher education institutions, has become a matter of serious concern recently. Hence, we aim to analyze the websites and language documents of two major international tests of English boards (i.e. IELTS and TOEFL) in relation to the kind of Englishes against which they judge their test-takers’ English proficiency - either by implication or by explicit expression. Methods: To analyse the websites and language policy documents of the major international tests of English boards, we adopted a qualitative research design in which our prime purpose was to collect a blend of textual, visual and audio materials from their websites as well as publicly available documents, such as skill-band-descriptors, sample test materials, and handbooks for test takers. The analysis of the data was multimodal, utilizing a mixture of qualitative frameworks to analyze the websites and documents. Results: The findings reveal that IELTS and TOEFL promote themselves as welcoming international test takers, while in practice, most of the contents in their examinations still draw on NES norms based on what is considered standardized English. Visual portrayals on their websites indicate that these tests are aware of English diversity and aim to embrace multicultural clients. However, no remedial measures seem to have been taken in practice as can be understood from their test and measurement criteria as regards writing and speaking. Discussion: Drawing on the results, it may be argued that the visual portrayals are merely the tools to attract NNES test takers and the covert message is that those who are NNESs should take these proficiency examinations. Moreover, many listening exams employ NESs to produce the voices or simulate the conversations. Although the tests claim that the voices are from diverse accents, including Australia, Canada, New Zealand, the UK, and the USA; they fail to recognize that many more English varieties exist within the Outer and Expanding Circle countries. Limitations: This research has only dealt with two major international tests of English, namely IELTS and TOEFL. There are other major tests of English available in the market. Therefore, sufficient caution should be exercised while generalizing the results to other tests as there may have been some rethinking and awareness in other tests with respect to their future test-takers’ profile and linguistic diversity. Conclusion: The findings illustrate a degree of recognition of Global Englishes (WE and ELF) at a “theoretical level” in the international tests of English, but at the “practical level”, many crucial principles are absent as the tests, judging international test takers, remain confined within the native-norm territory. In short, the phenomenon demonstrates a theoretical level of awareness, but such awareness is not further applied at the practical level.

Enhancing Training for Multicultural Counseling Efficiency According to the School Counselors Perspective Toward Clients Psychological Health

Malaysian school students are multiracial and multicultural; thus, guidance and counseling services provided should be tailored to the needs of diverse clients. This circumstance requires school counselors to be competent for multicultural client’s psychological health in counseling sessions. The study attempted to obtain feedback from school counselors on the training of multicultural counseling competencies. The findings shows, school counselors can demonstrate good training in multicultural counseling efficiencies and enhance the effectiveness of counseling sessions.

Research Trends in Expressive Arts Therapy of Multicultural Client in Korea: Analysis of Journals

Research Trends in Expressive Arts Therapy of Multicultural Client in Korea: Analysis of Journals

Challenges in Process Consultation Across and Within Cultures

This study investigates multidimensional aspects of process consultation to integrate diverse individuals and groups in post-modern organizations while considering how process consultants deal with challenges across and within cultures. The rapid globalization of recent years has meant that process consultants have more opportunities to work with clients who have multicultural backgrounds. The existing model of process consultation does not consider cultural diversity or the socioemotional dynamics of diverse workgroups. This paper explores process consultants’ verbal and nonverbal behavioral communication patterns based on the cultural mosaic framework. The study contributes to the literature regarding OD interventions and process consultation by suggesting how OD practitioners can support multicultural clients.

The Factors Affecting Cultural Competence in Nursing Students

본 연구는 간호대학생의 문화적 역량에의 영향요인을 파악하기 위한 서술적 조사연구이다. 자료수집은 B시와 Y시 소재 3개 4년제 대학에 재학 중인 간호학과 학생들을 대상으로 진행하였고, 수집된 자료는 SPSS 18.0 프로그램을 활용하여 서술통계, t-검정, 일원분산분석 및 쉐페검증(Scheffe test), Pearson 상관계수와 단계적 다중회귀분석을 사용하여 분석하였다. 대상자의 문화적 역량은 학년, 종교, 임상실습경험, 다문화 대상자 접촉경험, 외국어 실력, 다문화 강좌 수강경험, 다문화 교육에 대한 필요성 인식, 다문화관련 행사 참여경험, 다문화관련 봉사활동 참여경험에 따라 유의한 차이를 보였다. 대상자의 문화적 역량은 세계시민의식(r=.488, p<.001) 및 문화적 공감(r=.442, p<.001)과 순상관관계를 나타냈다. 대상자의 문화적 역량 영향요인으로는 세계시민의식(β=.311), 문화적 공감(β=.246), 다문화 환자 접촉경험(β=.163), 다문화 강좌 수강경험(β=.124)이 포함되어 간호대학생의 문화적 역량에 대한 이들 변인의 총 설명력은 31.9%였다. 따라서 간호대학생의 문화적 역량 증진을 위해 세계시민의식, 문화적 공감력을 향상시키고 다문화 대상자를 접할 기회를 확장할 수 있는 다양한 체험학습 기반 교과 및 비교과 교육프로그램의 개발과 적용이 요구된다고 본다.This study was to identify the factors affecting cultural competence of nursing students. Data were collected from nursing students attending three 4-year colleges in B and Y City, and analyzed using descriptive statistics, t-test, Scheffe test, Pearson s correlation coefficients, and stepwise multiple regression analysis. Cultural competence showed statistical differences according to grade, religion, clinical practice experience, experience of contacting multicultural clients, foreign language proficiency, multicultural education, perceived necessity for multicultural education, experience of participation in multicultural events and volunteer activities. Cultural competence was positively correlated with global citizenship (r=.488, p<.001) and cultural empathy (r=.442, p<.001). The affecting factors on cultural competence were global citizenship (β=.311), cultural empathy (β=.246), experience of contacting multicultural clients (β=.163), and multicultural education (β=.124). These variables explained 31.9% of total variance on the cultural competence. Therefore, to enhance the cultural competence of nursing students, it is necessary to develop and implement experiential learning-based curriculum and comparative educational programs promoting global citizenship, cultural empathy, and opportunities to contact multicultural clients.

Evaluating a Teaching Module on Ethically Responsible Evidence-Based Practice Decision Making in an Advanced Micro Practice Course

ABSTRACTThis article adds to the growing body of literature on the use of evidence-based practice (EBP) in social work. Specifically, it examines a 9-hour EBP educational model designed to prepare MSW students for appropriate decision-making strategies in working with multicultural client populations. The model places emphasis on identification and application of critical thinking skills for micro- and mezzo-level practice in urban social work systems. It moves beyond traditional research approaches and emphasizes community-based and emic approaches for generating evidence appropriate for ethnic minority populations. Students’ written assignments (N = 80) demonstrated the model’s pedagogical value as a learning strategy for applying EBP. Students’ evaluations demonstrated the model’s value in sensitizing students to the importance of becoming ethically responsible research consumers.

Development and an Evaluation of Educational Program for Nurse Professionals: Cultural Competency in Cancer Prevention

Purpose: This study aimed to develop and evaluate a nursing educational program improving nursing professional’s cultural competency in cancer prevention. Methods: An eight-hour long educational program was developed based on several preliminary research projects, one ethnography and three quantitative projects, to identify the educational needs among nursing students and professionals in Korea. Thirty two nursing professionals were recruited for a one group pretest-posttest design. Three questionnaires were used to measure cultural nursing knowledge about cancer prevention, cultural competency and perceived importance of nurses’ quality. Results: After completing the educational program, the clinical nurses showed a significant change in the mean score of the cultural nursing knowledge about cancer prevention from 4.78±2.01 to 8.81±1.52 (t=-8.48, p＜.001) and the level of the cultural competency from 72.47±8.96 to 83.59±8.61 (t=-6.16, p＜.001). Clinical nurses’ perception of ‘Communication ability with patients and family members’ changed from 6th to 2nd most importance but ‘Having a passion for the patient care’ remained the most important perceived factor of nurses’ quality after completing the educational program. Conclusion: The educational program developed was effective in improving nursing professional’s cultural competency in cancer prevention. However, it needs to be improved more to be culturally specific to multi-cultural clients.

Using Mixed Personal Growth Groups to Reduce Biases With Same-Sex Couples

Counselors serve numerous multicultural clients, such as individuals in same-sex relationships. However, some counselors-in-training (students) are reluctant to provide therapy to same-sex couples (SSCs). This article provides counselor education programs with creative guidelines/strategies for students to work with SSCs. Specifically, this article recommends a mixed personal growth group for counselors-in-training to develop better social-relational capabilities and multicultural sensitivity/awareness.

간호대학생의 문화적 역량과 다문화 교육 요구도에 관한 연구

본 연구는 간호대학생의 문화적 역량과 다문화 교육 요구도를 파악하기 위한 조사연구이다. 연구대상자는 3년제 간호과 재학생 총 278명이다. 자료수집은 2012년 11월 19일부터 30일까지였으며 자료분석은 SPSS/WIN 12.0 프로그램을 사용하여 빈도분석, t-test와 ANOVA, 피어슨 상관계수를 이용하였다. 연구결과는 첫째, 간호대학생의 문화적 역량은 5점 만점에 평균평점은 2.8점으로 하위영역별로는 문화적 인식 3.0점, 문화적 수용 2.8점, 문화적 지식 2.5점이며, 다문화 교육 요구도는 3.9점이다. 둘째, 문화적 역량은 다문화 강의 수강 경험유무에 따라 유의한 차이가 나타났다. 셋째, 다문화 교육 요구도는 다문화 교육의 필요성에 있어 유의한 차이를 나타났다. 넷째, 문화적 역량과 다문화 교육 요구도간에는 통계적으로 유의한 정 상관관계가 나타났다. 본 연구결과로 간호대학생의 문화적 역량수준은 낮은 수준이며 다문화 교육 요구도는 높은 수준으로 간호대학생들이 임상현장에서 다문화 간호대상자를 위해 문화적 역량을 발휘할 수 있기 위해서는 간호교육과정에서 다문화 역량교육 프로그램을 운영해나가야 할 것이다. This study analyzed the cultural competency and demand for a multicultural education program among nursing college students. The participants were 278 college students gathered through convenience sample method. Data were collected from November, 19 to 30, 2012 and analyzed using SPSS/PC Win 12.0 program. The major findings were as follows, First, the mean scores of cultural competency and demand for a multicultural education program were 2.8 and 3.9. respectively. Second, cultural competency scores of students varied with multicultural educational course experience. Third, demand for a multicultural education program varied in accordance with student's views of the necessity of multicultural education. Our results suggest that, courses focusing on understanding multicultural clients are needed and highly desired by nursing students.

Transcultural Self-efficacy and Educational Needs for Cultural Competence in Nursing of Korean Nurses

This study was done to investigate the level of transcultural self-efficacy (TSE) and related factors and educational needs for cultural competence in nursing (CCN) of Korean hospital nurses. A self-assessment instrument was used to measure TSE and educational needs for CCN. Questionnaires were completed by 285 nurses working in four Korean hospitals. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were used to analyze the data. Mean TSE score for all items was 4.54 and score for mean CCN educational needs, 5.77. Nurses with master's degrees or higher had significantly higher levels of TSE than nurses with bachelor's degrees. TSE positively correlated with English language proficiency, degrees of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The regression model explained 28% of TSE. Factors affecting TSE were degree of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The results of the study indicate a need for nurse educators to support nurses to strengthen TSE and provide educational program for TSE to provide nurses with strategies for raising interests in cultural diversity and successful experiences of cultural congruent care.