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Sample records for cultural competency curriculum

  1. A students' survey of cultural competence as a basis for identifying gaps in the medical curriculum

    NARCIS (Netherlands)

    Seeleman, Conny; Hermans, Jessie; Lamkaddem, Majda; Suurmond, Jeanine; Stronks, Karien; Essink-Bot, Marie-Louise

    2014-01-01

    Assessing the cultural competence of medical students that have completed the curriculum provides indications on the effectiveness of cultural competence training in that curriculum. However, existing measures for cultural competence mostly rely on self-perceived cultural competence. This paper

  2. Cultural competence in the baccalaureate degree nursing curriculum

    Science.gov (United States)

    Silvestri, Angela

    Health care providers are members of a helping profession and need to provide quality care to all members of society. As a result of current and projected demographic changes within the United States (U.S.), health care professionals are faced with the challenges of providing culturally competent care and fulfilling the role as the "helping profession." In the past 10 years, minority populations have increased in the U.S. For example, the African American population experienced an approximate 12.3% increase, and the Hispanic population increased by 43%. Just as it is necessary for health care professionals to respond to the increase in the geriatric population as a result of the Baby Boomer generation, it is crucial to address the needs of an increasingly culturally diverse population in the U.S. Preparing to care for a culturally diverse population begins during the teaching and learning process in the nursing curriculum. This study intended to identify the methods in which nursing programs are integrating cultural concepts in their plan of study. Josepha Campinha-Bacote's model titled "The Process of Cultural Competence in the Delivery of Health Care Services" was used as the theoretical framework to guide this study. Campinha-Bacote has studied transcultural nursing and has added to the current body of nursing knowledge with regard to incorporating cultural concepts in the nursing curriculum. This model requires health care professionals to see themselves as becoming culturally competent rather than being culturally competent and involves the integration of cultural awareness, cultural skill, cultural knowledge, cultural encounters, and cultural desire. An electronic survey was sent using Survey Monkey to 298 schools in the Northeast and Southern regions of the United States. The survey was sent on January 19, 2012 and remained open for 20 days. Once the survey closed, statistical analyses were conducted using frequencies and cross-tabluations, and the findings

  3. An integrative approach to cultural competence in the psychiatric curriculum.

    Science.gov (United States)

    Fung, Kenneth; Andermann, Lisa; Zaretsky, Ari; Lo, Hung-Tat

    2008-01-01

    As it is increasingly recognized that cultural competence is an essential quality for any practicing psychiatrist, postgraduate psychiatry training programs need to incorporate cultural competence training into their curricula. This article documents the unique approach to resident cultural competence training being developed in the Department of Psychiatry at the University of Toronto, which has the largest residency training program in North America and is situated in an ethnically diverse city and country. The authors conducted a systematic review of cultural competence by searching databases including PubMed, PsycINFO, PsycArticles, CINAHL, Social Science Abstracts, and Sociological Abstracts; by searching government and professional association publications; and through on-site visits to local cross-cultural training programs. Based on the results of the review, a resident survey, and a staff retreat, the authors developed a deliberate "integrative" approach with a mindful, balanced emphasis on both generic and specific cultural competencies. Learning objectives were derived from integrating the seven core competencies of a physician as defined by the Canadian Medical Education Directions for Specialists (CanMEDS) roles framework with the tripartite model of attitudes, knowledge, and skills. The learning objectives and teaching program were further integrated across different psychiatric subspecialties and across the successive years of residency. Another unique strategy used to foster curricular and institutional change was the program's emphasis on evaluation, making use of insights from modern educational theories such as formative feedback and blueprinting. Course evaluations of the core curriculum from the first group of residents were positive. The authors propose that these changes to the curriculum may lead to enhanced cultural competence and clinical effectiveness in health care.

  4. Designing a cultural competency curriculum: asking the stakeholders.

    Science.gov (United States)

    Kamaka, Martina L

    2010-06-01

    The design of a cultural competency curriculum can be challenging. The 2002 Institute of Medicine report, Unequal Treatment, challenged medical schools to integrate cross-cultural education into the training of all current and future health professionals. However, there is no current consensus on how to do this. The Department of Native Hawaiian Health at the John A. Burns School of Medicine formed a Cultural Competency Curriculum Development team that was charged with developing a curriculum for the medical school to address Native Hawaiian health disparities. By addressing cultural competency training of physicians, the team is hoping to help decrease the health disparities found in Native Hawaiians. Prior attempts to address culture at the time consisted of conferences sponsored by the Native Hawaiian Center of Excellence for faculty and clinicians and Problem Based Learning cases that have imbedded cultural issues. Gather ideas from focus groups of Native Hawaiian stake- holders. The stakeholders consisted of Native Hawaiian medical students, patients and physicians. Information from the focus groups would be incorporated into a medical school curriculum addressing Native Hawaiian health and cultural competency training. Focus groups were held with Native Hawaiian medical students, patients and physicians in the summer and fall of 2006. Institutional Review Board approval was obtained from the University of Hawaii as well as the Native Hawaiian Health Care Systems. Qualitative analysis of tape recorded data was performed by looking for recurrent themes. Primary themes and secondary themes were ascertained based on the number of participants mentioning the topic. Amongst all three groups, cultural sensitivity training was either a primary theme or secondary theme. Primary themes were mentioned by all students, by 80% of the physicians and were mentioned in all 4 patient groups. Secondary themes were mentioned by 75% of students, 50% of the physicians and by 75

  5. A students? survey of cultural competence as a basis for identifying gaps in the medical curriculum

    OpenAIRE

    Seeleman, Conny; Hermans, Jessie; Lamkaddem, Majda; Suurmond, Jeanine; Stronks, Karien; Essink-Bot, Marie-Louise

    2014-01-01

    Background Assessing the cultural competence of medical students that have completed the curriculum provides indications on the effectiveness of cultural competence training in that curriculum. However, existing measures for cultural competence mostly rely on self-perceived cultural competence. This paper describes the outcomes of an assessment of knowledge, reflection ability and self-reported culturally competent consultation behaviour, the relation between these assessments and self-percei...

  6. Competence-Based Teacher Education: A Change from "Didaktik" to Curriculum Culture?

    Science.gov (United States)

    Pantic, Natasa; Wubbels, Theo

    2012-01-01

    This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of "Didaktik" and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of…

  7. A students' survey of cultural competence as a basis for identifying gaps in the medical curriculum.

    Science.gov (United States)

    Seeleman, Conny; Hermans, Jessie; Lamkaddem, Majda; Suurmond, Jeanine; Stronks, Karien; Essink-Bot, Marie-Louise

    2014-10-11

    Assessing the cultural competence of medical students that have completed the curriculum provides indications on the effectiveness of cultural competence training in that curriculum. However, existing measures for cultural competence mostly rely on self-perceived cultural competence. This paper describes the outcomes of an assessment of knowledge, reflection ability and self-reported culturally competent consultation behaviour, the relation between these assessments and self-perceived cultural competence, and the applicability of the results in the light of developing a cultural competence educational programme. 392 medical students, Youth Health Care (YHC) Physician Residents and their Physician Supervisors were invited to complete a web-based questionnaire that assessed three domains of cultural competence: 1) general knowledge of ethnic minority care provision and interpretation services; 2) reflection ability; and 3) culturally competent consultation behaviour. Additionally, respondents graded their overall self-perceived cultural competence on a 1-10 scale. 86 medical students, 56 YHC Residents and 35 YHC Supervisors completed the questionnaire (overall response rate 41%; n= 177). On average, respondents scored low on general knowledge (mean 46% of maximum score) and knowledge of interpretation services (mean 55%) and much higher on reflection ability (80%). The respondents' reports of their consultation behaviour reflected moderately adequate behaviour in exploring patients' perspectives (mean 64%) and in interaction with low health literate patients (mean 60%) while the score on exploring patients' social contexts was on average low (46%). YHC respondents scored higher than medical students on knowledge of interpretation services, exploring patients' perspectives and exploring social contexts. The associations between self-perceived cultural competence and assessed knowledge, reflection ability and consultation behaviour were weak. Assessing the cultural

  8. Incorporating cultural competency into the general surgery residency curriculum: a preliminary assessment.

    Science.gov (United States)

    Chun, Maria B J; Young, Keane G M; Jackson, David S

    2009-08-01

    In response to the growing diversity of the United States population and concerns with health disparities, formal training in cross-cultural care has become mandatory for all medical specialties, including surgery. The aim of this study was to assess the readiness of a general surgery residency program to incorporate cultural competency initiatives into its curriculum. Eighteen surgical teaching faculty (at a community-based hospital with a university affiliation) voluntarily participated in a qualitative study to share their views on cultural competency and to discuss ways that it could potentially be incorporated into the curriculum. Reflective of current definitions of cultural competency, faculty viewed the term culture broadly (i.e., beyond race and ethnicity). Suggested instructional methods varied, with some noting that exposure to different cultures was helpful. Others stated the importance of faculty serving as role models. Most faculty in this study appear open to cultural training, but desire a clear understanding of what that would entail and how it can be taught. They also acknowledged the lack of time to address cultural issues. Taking into consideration these and other concerns, planned curricular interventions are also presented.

  9. Patient-based cultural competency curriculum for pre-health professionals.

    Science.gov (United States)

    Melamed, Esther; Wyatt, Lacey E; Padilla, Tony; Ferry, Robert J

    2008-01-01

    The diverse US population requires medical cultural competency education for health providers throughout their pre-professional and professional years. We present a curriculum to train pre-health professional undergraduates by combining classroom education in the humanities and cross-cultural communication skills with volunteer clinical experiences at the University of California, Los Angeles (UCLA) hospital. The course was open to a maximum of 15 UCLA junior and senior undergraduate students with a pre-health or humanities major and was held in the spring quarters of 2002--2004. The change in students' knowledge of cultural competency was evaluated using the Provider's Guide to Quality and Culture Quiz (QCQ) and through students' written assignments and evaluations. Trainees displayed a statistically significant improvement in scores on the QCQ. Participants' written assignments and subjective evaluations confirmed an improvement in awareness and a high motivation to continue learning at the graduate level. This is the first evaluated undergraduate curriculum that integrates interdisciplinary cultural competency training with patient volunteering in the medical field. The didactic, volunteering, and writing components of the course comprise a broadly applicable tool for training future health care providers at other institutions.

  10. "That never would have occurred to me": a qualitative study of medical students' views of a cultural competence curriculum

    Directory of Open Access Journals (Sweden)

    Zhuang Gabriella

    2006-05-01

    Full Text Available Abstract Background The evidence is mixed regarding the efficacy of cultural competence curricula in developing learners' knowledge, attitudes and skills. More research is needed to better understand both the strengths and shortcomings of existing curricula from the perspective of learners in order to improve training. Methods We conducted three focus groups with medical students in their first year of clinical training to assess their perceptions of the cultural competence curriculum at a public university school of medicine. Results Students evaluated the informal curriculum as a more important source of learning about cultural competence than the formal curriculum. In terms of bias in both self and others, the cultural competence curriculum increased awareness, but was less effective in teaching specific interventional skills. Students also noted that the cultural competence curriculum did not always sufficiently help them find a balance between group-specific knowledge and respect for individual differences. Despite some concerns as to whether political correctness characterized the cultural competence curriculum, it was also seen as a way to rehumanize the medical education experience. Conclusion Future research needs to pay attention to issues such as perceived relevance, stereotyping, and political correctness in developing cross-cultural training programs.

  11. Marketing to increase participation in a Web-based continuing medical education cultural competence curriculum.

    Science.gov (United States)

    Estrada, Carlos A; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J; Allison, Jeroan J; Houston, Thomas K

    2011-01-01

    CME providers may be interested in identifying effective marketing strategies to direct users to specific content. Online advertisements for recruiting participants into activities such as clinical trials, public health programs, and continuing medical education (CME) have been effective in some but not all studies. The purpose of this study was to compare the impact of 2 marketing strategies in the context of an online CME cultural competence curriculum (www.c-comp.org). In an interrupted time-series quasi-experimental design, 2 marketing strategies were tested: (1) wide dissemination to relevant organizations over a period of approximately 4 months, and (2) Internet paid search using Google Ads (5 consecutive 8-week periods--control 1, cultural/CME advertisement, control 2, hypertension/ content advertisement, control 3). Outcome measures were CME credit requests, Web traffic (visits per day, page views, pages viewed per visit), and cost. Overall, the site was visited 19,156 times and 78,160 pages were viewed. During the wide dissemination phase, the proportion of visits requesting CME credit decreased between the first (5.3%) and second (3.3%) halves of this phase (p = .04). During the Internet paid search phase, the proportion of visits requesting CME credit was highest during the cultural/CME advertisement period (control 1, 1.4%; cultural/CME ad, 4.3%; control 2, 1.5%; hypertension/content ad, 0.6%; control 3, 0.8%; p advertisement periods. The incremental cost for the cultural advertisement per CME credit requested was US $0.64. Internet advertisement focusing on cultural competence and CME was associated with about a threefold increase in requests for CME credit at an incremental cost of under US $1; however, Web traffic changes were independent of the advertisement strategy. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical

  12. Adding silver to the rainbow: the development of the nurses' health education about LGBT elders (HEALE) cultural competency curriculum.

    Science.gov (United States)

    Hardacker, Cecilia T; Rubinstein, Betsy; Hotton, Anna; Houlberg, Magda

    2014-03-01

    In 2009, the Howard Brown Health Center received funding from the US Department of Health and Human Services, and Health Resources and Services Administration to develop and disseminate a peer-reviewed, six-module curriculum entitled, Health Education about LGBT (lesbian, gay, bisexual and transgender) Elders (HEALE). The HEALE curriculum targets nurses and health-care staff and is focused on the treatment of LGBT elders, a population that is largely misunderstood and discriminated against in health-care settings. The HEALE curriculum was presented in hospital academic centres, community-based clinics and nursing homes over a three-year period, and training staff provided education to over 500 nurses and health-care providers. A pre-test and post-test was administered to participants, and all data were collected and archived to measure knowledge gained. Participants also completed an evaluation at the conclusion of the training to report change in personal attitude and individual response to the curriculum. From March 2011 to June 2012, 848 individuals attended HEALE curriculum sessions at 23 locations in Chicago and surrounding areas. Participants were 40% white, 25% black, 9% Hispanic/Latino and 25% Asian race/ethnicity. The majority of participants were female and approximately 25% were under the age of 30 years. There were statistically significant gains in knowledge in each of the six modules both in nursing home/home health-care settings and in hospital/educational settings, although participants in nursing home/home health care settings had lower pre-test scores and smaller knowledge gains in each of the six modules than those in hospital/educational settings. Mean increases ranged from 6.4 points (an 8.7% increase) in module 1-14.6 points (a 26.2% increase) in Module 6 (P LGBT cultural competency in geriatric education. As such, implementation of this cultural competency training will go a long way to establish fundamental concepts regarding LGBT elder care

  13. USING ONLINE MARKETING TO INCREASE PARTICIPATION IN A WEB-BASED CONTINUING MEDICAL EDUCATION CULTURAL COMPETENCE CURRICULUM

    Science.gov (United States)

    Estrada, Carlos A.; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J.; Allison, Jeroan J.; Houston, Thomas K.

    2012-01-01

    Introduction CME providers may be interested in identifying effective marketing strategies to direct users to specific content. The use of online advertisements to recruit participants for clinical trials, public health programs, and Continuing Medical Education (CME) has been shown to be effective in some but not all studies. The purpose of this study was to compare the impact of two marketing strategies in the context of an online CME cultural competence curriculum (www.c-comp.org). Methods In an interrupted time-series quasi-experimental design, two marketing strategies were tested: a) wide dissemination to relevant organizations over a period of approximately four months, and b) Internet paid search using Google Ads (five consecutive eight-week periods--control 1, cultural/ CME advertisement, control 2, hypertension/ content advertisement, control 3). Outcome measures were CME credit requests, Web traffic (visits per day, page views, pages viewed per visit), and cost. Results Overall, the site was visited 19,156 times and 78,160 pages were viewed. During the wide dissemination phase, the proportion of visits requesting CME credit decreased between the first (5.3%) and second halves (3.3%) of this phase (p= .04). During the Internet paid search phase, the proportion of visits requesting CME credit was highest during the cultural/ CME advertisement period (control 1, 1.4%; cultural/CME ad, 4.3%; control 2, 1.5%; hypertension/content ad, 0.6%; control 3, 0.8%; p<.001). All measures of Web traffic changed during the Internet paid search phase (p<.01); however, changes were independent of the advertisement periods. The incremental cost for the cultural advertisement per CME credit requested was $0.64US. Discussion Internet advertisement focusing on cultural competence and CME was associated with about a three-fold increase in requests for CME credit at an incremental cost of under $1; however, Web traffic changes were independent of the advertisement strategy. PMID

  14. Guidelines for Developing Competency-Based Curriculum.

    Science.gov (United States)

    Goodson, Ludy

    1979-01-01

    Presents guidelines for the development of competency-based curriculum formulated as a result of an automotive mechanics curriculum workshop. Listed are specific guidelines for content development, writing style, and illustration. (LRA)

  15. Cultural Competence Revisited

    Science.gov (United States)

    Garran, Ann Marie; Werkmeister Rozas, Lisa

    2013-01-01

    In 2001, the National Association of Social Workers (NASW) adopted 10 discrete standards of culturally competent practice which undergird our commitment to diversity and social justice. The concept of intersectionality is newly emerging in social work, though, causing us to reflect on our current conceptualizations of cultural competence.…

  16. Culture Competence in the Training of Geriatric Medicine Fellows

    Science.gov (United States)

    Tanabe, Marianne K. G.

    2007-01-01

    With the aging and diversifying of the elder population in the United States, there is a pressing need for an organized and effective curriculum in cultural competence. The Accreditation Council for Graduate Medical Education (ACGME) requires that the curriculum for Geriatric Medicine Fellowship training include cultural competency training.…

  17. Culture, Identity and the Curriculum.

    Science.gov (United States)

    Burtonwood, Neil

    1996-01-01

    Critiques recent versions of pluralism by examining the concepts of culture and identity underlying them. Proposes a model of education that rejects cultural transmission in favor of a transformational curriculum that goes beyond culture. (SK)

  18. Adolescents, curriculum, and literary competence

    Directory of Open Access Journals (Sweden)

    Guadalupe López Bonilla

    2006-11-01

    Full Text Available In this paper we look at access to literary texts, and analyze literacy practices in a specific context and domain: high school literature classes. We start out from a sociocultural perspective for our study of literacy events and practices. In particular, we have begun our research supported by the work of Mary Hamilton and the New Literacy Studies to identify events and their components, in order to infer the practices that give meaning to the events observed. The study was conducted in a state high school (COBACH, and in a federal high school offering two different programs: the General Diploma (GD, similar to that of the COBACH, and the International Baccalaureate Diploma (IB. The results allow us to surmise what type of reader and level of literary competency is offered by each scholastic culture.

  19. Assessing Culturally Competent Scholarship.

    Science.gov (United States)

    Mendias, Elnora P.; Guevara, Edilma B.

    2001-01-01

    Eight criteria for culturally competent scholarship (contextuality, relevance, communication styles, awareness of identity and power differences, disclosure, reciprocation, empowerment, time) were applied to an international education/research nursing program. Appropriate measures for each were developed and ways to improve the program were…

  20. Competency Based Curriculum for Real Estate Agent.

    Science.gov (United States)

    McCloy, Robert J.

    This publication is a curriculum and teaching guide for preparing real estate agents in the state of West Virginia. The guide contains 30 units, or lessons. Each lesson is designed to cover three to five hours of instruction time. Competencies provided for each lesson are stated in terms of what the student should be able to do as a result of the…

  1. Competency based ophthalmology training curriculum for ...

    African Journals Online (AJOL)

    Background: The establishment of a credible, defensible and acceptable “formal competency based ophthalmology training curriculum for undergraduate medical and dental students” is fundamental to program recognition, monitoring and evaluation. The University of Zimbabwe College of Health Sciences (UZ-CHS) has ...

  2. Influence of the geographical curriculum on competences of geography teachers

    Directory of Open Access Journals (Sweden)

    Tatjana Resnik Planinc

    2007-12-01

    Full Text Available The paper analyses the influence of geographical curriculum on competences of geography teacher. It is focused on complex and symbiotic relation between curriculum and achieved and recommended competences of geography teacher and their importance for geographical education. The competences should therefore be derived from the theories, concerning values, knowledge, curriculum and whole educational process, which underpin good pedagogical practice.

  3. Cultural competency training in psychiatry.

    Science.gov (United States)

    Qureshi, A; Collazos, F; Ramos, M; Casas, M

    2008-01-01

    Recent reports indicate that the quality of care provided to immigrant and ethnic minority patients is not at the same level as that provided to majority group patients. Although the European Board of Medical Specialists recognizes awareness of cultural issues as a core component of the psychiatry specialization, few medical schools provide training in cultural issues. Cultural competence represents a comprehensive response to the mental health care needs of immigrant and ethnic minority patients. Cultural competence training involves the development of knowledge, skills, and attitudes that can improve the effectiveness of psychiatric treatment. Cognitive cultural competence involves awareness of the various ways in which culture, immigration status, and race impact psychosocial development, psychopathology, and therapeutic transactions. Technical cultural competence involves the application of cognitive cultural competence, and requires proficiency in intercultural communication, the capacity to develop a therapeutic relationship with a culturally different patient, and the ability to adapt diagnosis and treatment in response to cultural difference. Perhaps the greatest challenge in cultural competence training involves the development of attitudinal competence inasmuch as it requires exploration of cultural and racial preconceptions. Although research is in its infancy, there are increasing indications that cultural competence can improve key aspects of the psychiatric treatment of immigrant and minority group patients.

  4. Constructivism in cultural competence education.

    Science.gov (United States)

    Hunter, Jennifer L; Krantz, Steven

    2010-04-01

    A graduate course on cultural diversity, based in constructivist theory and structured on the Process of Cultural Competence in the Delivery of Healthcare Services model, was developed and taught through classroom and online methods. The following research questions were explored: 1) Can an educational experience, built on constructivist learning theory tenets, change students' perceptions, attitudes, knowledge, and skills in the area of cultural competence? 2) Does the delivery method, online or traditional classroom, influence the degree of change? The study used a quasi-experimental, pretest-posttest control group design using the Inventory for Assessing the Process of Cultural Competence Among healthcare Professionals Revised. Findings showed significant changes (p<0.001) in cultural competence scores and subscores for all learners with both teaching modalities based on interval scale and in categories of cultural knowledge, skills, desire, and overall competence based on a nominal scale. The untaught construct of cultural desire showed the most significant improvement.

  5. Cultural competence: a constructivist definition.

    Science.gov (United States)

    Blanchet Garneau, Amélie; Pepin, Jacinthe

    2015-01-01

    In nursing education, most of the current teaching practices perpetuate an essentialist perspective of culture and make it imperative to refresh the concept of cultural competence in nursing. The purpose of this article is to propose a constructivist definition of cultural competence that stems from the conclusions of an extensive critical review of the literature on the concepts of culture, cultural competence, and cultural safety among nurses and other health professionals. The proposed constructivist definition is situated in the unitary-transformative paradigm in nursing as defined by Newman and colleagues. It makes the connection between the field of competency-based education and the nursing discipline. Cultural competence in a constructivist paradigm that is oriented toward critical, reflective practice can help us develop knowledge about the role of nurses in reducing health inequalities and lead to a comprehensive ethical reflection about the social mandate of health care professionals. © The Author(s) 2014.

  6. Putting culture in the curriculum

    DEFF Research Database (Denmark)

    Sairanen, Raija; Richardson, Eileen; Kelly, Hélène

    2013-01-01

    The purpose of this paper is to describe the rationale for and the method of designing a framework for a European curriculum to promote intercultural competence in health care students. The background relating to the migration of people into and across Europe is cited as the factor driving the need...... for such a project. The project group emerged from the European organisation known as COHEHRE (Consortium of Higher Education Institutes in Health and Rehabilitation in Europe). Composed of a group of nurse educators from 5 European countries it charts the process which led them to create a curriculum framework...

  7. Building a Competency-Based Curriculum in Social Work Education

    Science.gov (United States)

    Bracy, Wanda

    2018-01-01

    The focus on competency in social work education makes the development of a competency-based curriculum critical. This article describes an approach to curriculum building taking into account the integration, coherency, and integrity of such a curriculum. A presentation of how performance outcomes are fundamental to the relationship between the…

  8. Cultural competence in medical education

    DEFF Research Database (Denmark)

    Sørensen, Janne; Jervelund, Signe Smith; Nørredam, Marie Louise

    2017-01-01

    the survey, and 199 responded. The response rate is 14%. Data were analysed through descriptive calculations, and answers to open-ended questions were coded using content analysis. Results: Results showed that 82.4% of the informants agreed or strongly agreed that the medical education programme should...... in receiving training on cultural competence. Conclusions: Generally, there is interest in and acknowledgement of the importance of cultural competence in Danish medical education among teachers at the University of Copenhagen. This creates an opportunity to implement cultural competence in the medical...

  9. Food Marketing: Cashier-Checker. Student Material. Competency Based Curriculum.

    Science.gov (United States)

    Froelich, Larry; And Others

    This curriculum for food marketing (cashier-checking) is designed to provide entry-level employment skills. It is organized into 13 units which contain one to ten competencies. A student competency sheet provided for each competency is organized into this format: unit and competency number and name, learning steps, learning activities, and…

  10. Developing a Model for an Innovative Culinary Competency Curriculum and Examining Its Effects on Students' Performance

    Science.gov (United States)

    Hu, Meng-Lei I-Chen Monica; Horng, Jeou-Shyan; Teng, Chih-Ching

    2016-01-01

    The present study designs and develops an innovative culinary competency curriculum (ICCC) model comprising seven sections: innovative culture, aesthetics, techniques, service, product, management, and creativity. The model is formulated based on culinary concept, creativity, innovation, and competency theory. The four elements of curriculum…

  11. An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

    Science.gov (United States)

    Arra, Christopher T.

    2010-01-01

    The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

  12. An Examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training.

    Science.gov (United States)

    Jernigan, Valarie Blue Bird; Hearod, Jordan B; Tran, Kim; Norris, Keith C; Buchwald, Dedra

    2016-01-01

    In the United States, medical students must demonstrate a standard level of "cultural competence," upon graduation. Cultural competence is most often defined as a set of congruent behaviors, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations. The Association of American Medical Colleges developed the Tool for Assessing Cultural Competence Training (TACCT) to assist schools in developing and evaluating cultural competence curricula to meet these requirements. This review uses the TACCT as a guideline to describe and assess pedagogical approaches to cultural competence training in US medical education and identify content gaps and opportunities for curriculum improvement. A total of 18 programs are assessed. Findings support previous research that cultural competence training can improve the knowledge, attitudes, and skills of medical trainees. However, wide variation in the conceptualization, implementation, and evaluation of cultural competence training programs exists, leading to differences in training quality and outcomes. More research is needed to establish optimal approaches to implementing and evaluating cultural competence training that incorporate cultural humility, the social determinants of health, and broader structural competency within the medical system.

  13. An Examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training

    Science.gov (United States)

    Jernigan, Valarie Blue Bird; Hearod, Jordan B.; Tran, Kim; Norris, Keith C.; Buchwald, Dedra

    2015-01-01

    In the United States, medical students must demonstrate a standard level of “cultural competence,” upon graduation. Cultural competence is most often defined as a set of congruent behaviors, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations. The Association of American Medical Colleges developed the Tool for Assessing Cultural Competence Training (TACCT) to assist schools in developing and evaluating cultural competence curricula to meet these requirements. This review uses the TACCT as a guideline to describe and assess pedagogical approaches to cultural competence training in US medical education and identify content gaps and opportunities for curriculum improvement. A total of 18 programs are assessed. Findings support previous research that cultural competence training can improve the knowledge, attitudes, and skills of medical trainees. However, wide variation in the conceptualization, implementation, and evaluation of cultural competence training programs exists, leading to differences in training quality and outcomes. More research is needed to establish optimal approaches to implementing and evaluating cultural competence training that incorporate cultural humility, the social determinants of health, and broader structural competency within the medical system. PMID:27818848

  14. The primary school teachers’ competence in implementing the 2013 curriculum

    Directory of Open Access Journals (Sweden)

    Maba Wayan

    2018-01-01

    Full Text Available This study was conducted to analyze the competence of primary school teachers in implementing the 2013 curriculum. The 2013 curriculum has been implemented in almost all schools and there are still many unsuccessful implementations in several Indonesian schools. Therefore it is important to study the teachers’ competence in implementing the 2013 curriculum. A qualitative research design was carried out in this study by utilizing argumentative descriptive analysis. The data was collected by carrying out in depth interviews to the primary schools teachers who were selected by random sampling techniques. The results of this study indicated that primary school teachers have insufficient competence in implementing the 2013 curriculum especially in designing lesson plan, lesson plan implementation and assessment practices. Consequently, it is recommended that further intensive training and focus group discussion should be held to improve the teachers’ competence in implementing the 2013 curriculum.

  15. Developing cultural competences.

    Directory of Open Access Journals (Sweden)

    Vanessa Bachofer

    2009-05-01

    Full Text Available This contribution deals with a topic of intercultural management as a source of competitive advantages whose significance together with the development of the international trade becomes more important. Firms that expand into foreign markets must adapt themselves to different cultures to be able to communicate effectively with the local background and to achieve the best possible results. This entry is based on the methodology of action research and includes the analysis of the intercultural context of the company Skanska Property CZ

  16. Cultural Competence in Business Japanese.

    Science.gov (United States)

    Koike, Shohei

    Cultural competence in business Japanese requires more than superficial knowledge of business etiquette. One must truly understand why Japanese people think and act differently from their American counterparts. For example, instruction in the use of Japanese taxis must be accompanied by instruction in the concept and implications of seating order…

  17. A snapshot of cultural competency education in US dental schools.

    Science.gov (United States)

    Rowland, Michael L; Bean, Canise Y; Casamassimo, Paul S

    2006-09-01

    During the last decade, cultural competency has received a great deal of attention in health care and the literature of many fields, including education, social services, law, and health care. The dental education literature provides little information regarding status, strategies, or guiding principles of cultural competency education in U.S. dental schools. This study was an attempt to describe the status of cultural competency education in U.S. dental schools. A web-based thirty-question survey regarding cultural competency education coursework, teaching, course materials, and content was sent in 2005 to the assistant/associate deans for academic affairs at fifty-six U.S. dental schools, followed up by subsequent email messages. Thirty-four (61 percent) dental school officials responded to the survey. The majority of respondents (twenty-eight; 82 percent) did not have a specific stand-alone cultural competency course, but indicated it was integrated into the curriculum. Recognition of local and national community diversity needs prompted course creation in most schools. Respondents at almost two-thirds of schools indicated that their impression of students' acceptance was positive. Teachers of cultural competency were primarily white female dentists. Few schools required faculty to have similar cultural competency or diversity training. Thirty-three of the thirty-four U.S. dental schools responding to this survey offer some form of coursework in cultural competency with little standardization and a variety of methods and strategies to teach dental students.

  18. Integrating components of culture in curriculum planning

    Directory of Open Access Journals (Sweden)

    Grace Chibiko Offorma

    2016-05-01

    Full Text Available Culture is seen from different perspectives but the focus of this paper is on the totality of people’s way of life; those things that bind the society together. In this paper, the key concepts of curriculum, culture, and curriculum planning are explained. The components of culture, namely, universals of culture, specialties of culture and alternatives of culture are discussed. Integration is briefly presented and how to integrate culture in the curriculum planning is discussed. This can be done through situational analysis to identify the necessary cultural contents to be included or integrated in the curriculum. Different modes of delivery to be used are role play, dramatization, collaboration, field trips, games and simulation, and other interactive modes that make learning meaningful and worthwhile.

  19. Assessing Pharmacy Students’ Self-Perception of Cultural Competence

    Science.gov (United States)

    Echeverri, Margarita; Brookover, Cecile; Kennedy, Kathleen

    2014-01-01

    Pharmacists play an increasingly important role in medication therapy management, which requires communicating effectively with patients. Pharmacy students completed the Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire, and their results were used to identify patterns in self-assessment of cultural competence. In general, students rated their knowledge as less than their skills and attitudes. Important differences were found by race, comparing each group with its counterparts: African American students rated their perceived competencies regarding patient discrimination and barriers to health care at a significantly higher level; Asian American students rated their attitudes to engaging in self-reflection and their knowledge in multicultural issues at significantly lower level; and White students rated their awareness regarding racial dynamics at a significantly lower level. It is recommended to consider the students’ cultural, racial, and ethnic backgrounds before developing curriculum in cultural competence and, perhaps, to develop targeted educational interventions for specific groups. PMID:23395945

  20. Reducing barriers to interprofessional training: promoting interprofessional cultural competence.

    Science.gov (United States)

    Pecukonis, Edward; Doyle, Otima; Bliss, Donna Leigh

    2008-08-01

    The need to train health professionals who can work across disciplines is essential for effective, competent, and culturally sensitive health care delivery. By its very nature, the provision of health service requires communication and coordination between practitioners. However, preparation for interdisciplinary practice within the health care setting is rare. The authors argue that the primary reason students are not trained across disciplines is related to the diverse cultural structures that guide and moderate health education environments. It is further argued that this profession specific "cultural frame" must be addressed if there is any hope of having interprofessional education accepted as a valued and fully integrated dimension of our curriculum. Each health discipline possess its own professional culture that shapes the educational experience; determines curriculum content, core values, customs, dress, salience of symbols, the meaning, attribution, and etiology of symptoms; as well as defines what constitutes health, wellness and treatment success. Most importantly, professional culture defines the means for distributing power; determines how training should proceed within the clinical setting; and the level and nature of inter-profession communication, resolution of conflicts and management of relationships between team members and constituents. It might be said that one factor limiting interdisciplinary training is profession-centrism. If we are to achieve effective and fully integrated interdisciplinary education, we must decrease profession-centrism by crafting curriculum that promotes interprofessional cultural competence. The article explores how to promote interprofessional cultural competence within the health education setting.

  1. Competency Analytics Tool: Analyzing Curriculum Using Course Competencies

    Science.gov (United States)

    Gottipati, Swapna; Shankararaman, Venky

    2018-01-01

    The applications of learning outcomes and competency frameworks have brought better clarity to engineering programs in many universities. Several frameworks have been proposed to integrate outcomes and competencies into course design, delivery and assessment. However, in many cases, competencies are course-specific and their overall impact on the…

  2. THE SIGNIFICANCE OF INTERCULTURAL COMPETENCE IN CROSS-CULTURAL COMMUNICATION

    Directory of Open Access Journals (Sweden)

    Jadranka Zlomislić

    2016-12-01

    Full Text Available The aim of this study is to explore the influence of education and additional factors influencing students’ awareness of intercultural differences. For the purposes of this research assessment was carried out with regard to their role in promoting cultural awareness and facing cross-cultural challenges posed by unfamiliar cross-cultural contexts. Cultural education is presumed to be a key factor for achieving a significant increase of cultural sensitivity and cultural awareness in order to ensure successful cross-cultural communication and increase mobility of students/working professionals. For this study, it was assumed that the cultural awareness of students increases due to the courses they take and their overall study experience. A special questionnaire was developed for the purposes of this research, and the obtained results were statistically analyzed with the help of descriptive statistics, the non-parametric chi-square test, and the Mann-Whitney test. The research has shown that intercultural competence has a statistically significant positive effect on the readiness of students to participate in study and work programs abroad. Thus, it is mandatory that foreign language competence as well as intercultural competence be a priority of the curriculum if we are to increase the number of highly educated experts who will be capable to compete successfully as students or professionals in all fields and all cultural areas. If we recognize that globalization has made the world a global village, we all need the intercultural competence to successfully live in it.

  3. A tool for assessing cultural competence training in dental education.

    Science.gov (United States)

    Holyfield, Lavern J; Miller, Barbara H

    2013-08-01

    Policies exist to promote fairness and equal access to opportunities and services that address basic human needs of all U.S. citizens. Nonetheless, health disparities continue to persist among certain subpopulations, including those of racial, ethnic, geographic, socioeconomic, and other cultural identity groups. The Commission on Dental Accreditation (CODA) has added standards to address this concern. According to the most recent standards, adopted in 2010 for implementation in July 2013, CODA stipulates that "students should learn about factors and practices associated with disparities in health." Thus, it is imperative that dental schools develop strategies to comply with this addition. One key strategy for compliance is the inclusion of cultural competence training in the dental curriculum. A survey, the Dental Tool for Assessing Cultural Competence Training (D-TACCT), based on the Association of American Medical Colleges' Tool for Assessing Cultural Competence Training (TACCT), was sent to the academic deans at seventy-one U.S. and Canadian dental schools to determine best practices for cultural competence training. The survey was completed by thirty-seven individuals, for a 52 percent response rate. This article describes the use of this survey as a guide for developing culturally competent strategies and enhancing cultural competence training in dental schools.

  4. Nurse Educator Pathway Project: a competency-based intersectoral curriculum.

    Science.gov (United States)

    Young, Lynne; Frost, Linda J; Bigl, Julie; Clauson, Marion; McRae, Cora; Scarborough, Kathy S; Murphy, Sue; Jillings, Carol; Gillespie, Frank

    2010-01-01

    In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005). The goal of the curriculum was to prepare nurses through a four-level career pathway model that contextualized practice and education theory to various education-related roles and levels of experience within the practice setting. Over 1,100 nurses participated in this innovative intersectoral nursing initiative.

  5. Developing Cultural Competence in Human Service Providers.

    Science.gov (United States)

    Krajewski-Jaime, Elvia R.; And Others

    Cultural competence assumes greater importance in the United States as international relations shift and the United States changes its own demographic makeup. Hispanics have significant health care needs and cultural beliefs that influence their acceptance of service. As part of an effort to build cultural competence in undergraduate social work…

  6. Cultural Competence and the Operational Commander: Moving Beyond Cultural Awareness into Culture-Centric Warfare

    National Research Council Canada - National Science Library

    Karcanes, James A

    2007-01-01

    .... Understanding the different levels of cultural awareness -- cultural consideration, cultural understanding, and cultural competence -- will help usher in a new focus on culture-centric warfare...

  7. Arkansas' Curriculum Guide. Competency Based Typewriting.

    Science.gov (United States)

    Arkansas State Dept. of Education, Little Rock. Div. of Vocational, Technical and Adult Education.

    This guide contains the essential parts of a total curriculum for a one-year typewriting course at the secondary school level. Addressed in the individual units of the guide are the following topics: alphabetic keyboarding, numeric keyboarding, basic symbol keyboarding, skill development, problem typewriting, ten-key numeric pads, production…

  8. A competency-based longitudinal core curriculum in medical neuroscience.

    Science.gov (United States)

    Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

    2014-07-29

    Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. © 2014 American Academy

  9. Teaching process competencies in a PBL curriculum

    DEFF Research Database (Denmark)

    Kofoed, Lise Busk; Hansen, Søren; Kolmos, Anette

    2004-01-01

    The article describes the background in teaching students process competencies in a project-organized and problem-based (PBL) educational system at Aalborg University, and presents an analysis of a course development....

  10. The Importance of Military Cultural Competence.

    Science.gov (United States)

    Meyer, Eric G; Writer, Brian W; Brim, William

    2016-03-01

    Military cultural competence has recently gained national attention. Experts have posited that limited outcomes in the treatment of posttraumatic stress disorder and depression in the military may be related to limited familiarity with the military. National surveys have indicated low military cultural competence among providers and limited educational efforts on military culture or pertinent military pathology in medical schools and residency training programs. Military families, with their own unique military cultural identity, have been identified as a population with increased risks associated with deployment. In response to these findings, several curricula regarding military culture have been established and widely distributed. Assessments of military cultural competence have also been developed. The clinical impact of enhanced cultural competence in general has thus far been limited. The military, however, with its highly prescribed cultural identity, may be a model culture for further study.

  11. The medical mission and modern cultural competency training.

    Science.gov (United States)

    Campbell, Alex; Sullivan, Maura; Sherman, Randy; Magee, William P

    2011-01-01

    Culture has increasingly appreciated clinical consequences on the patient-physician relationship, and governing bodies of medical education are widely expanding educational programs to train providers in culturally competent care. A recent study demonstrated the value an international surgical mission in modern surgical training, while fulfilling the mandate of educational growth through six core competencies. This report further examines the impact of international volunteerism on surgical residents, and demonstrates that such experiences are particularly suited to education in cultural competency. Twenty-one resident physicians who participated in the inaugural Operation Smile Regan Fellowship were surveyed one year after their experiences. One hundred percent strongly agreed that participation in an international surgical mission was a quality educational experience and 94.7% deemed the experience a valuable part of their residency training. In additional to education in each of the ACGME core competencies, results demonstrate valuable training in cultural competence. A properly structured and proctored experience for surgical residents in international volunteerism is an effective instruction tool in the modern competency-based residency curriculum. These endeavors provide a unique understanding of the global burden of surgical disease, a deeper appreciation for global public health issues, and increased cultural sensitivity. A surgical mission experience should be widely available to surgery residents. Copyright © 2010 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

  12. A Competence-Based Curriculum Design for Entrepreneurship Study Program

    Directory of Open Access Journals (Sweden)

    Priska J.R. Siagian

    2011-08-01

    Full Text Available Indonesia is affected by global crisis. Increasing the number of entrepreneurs is one of many solutions to increase the economic growth in Indonesia. The number of entrepreneurs in Indonesia to leverage the economic growth is still limited. Entrepreneurs can be prepared through an Entrepreneurship Study Program. Entrepreneurship Study Program attempts to create qualified entrepreneurs who have relevant competences. In order to create a qualified entrepreneurs, the Entrepreneurial Studies Program requires a competency-based curriculum that will support the educational process and provide all the necessary to become future entrepreneurs who can survive through a global challenge. This research aims to design a competence-based curriculum for entrepreneurial study and uses Quality Function Deployment (QFD as the major tool to design the competence-based curriculum. From the QFD process, this research finds core and elective courses for the Entrepreneurship Study Program. The result shows the competences covered by the courses and sequence, credits, and teaching methods for each course. The competences prepared the potential entrepreneurs can be achieved through specific courses which can be acquired within 8 semesters.

  13. Addressing the hidden dimension in nursing education: promoting cultural competence.

    Science.gov (United States)

    Carter, Kimberly F; Xu, Yu

    2007-01-01

    The authors describe a cultural competence quality enhancement process to address the retention challenge of students who speak English as second language and international students as part of a school of nursing's continuous program quality improvement to achieve excellence. The process, strategies, outcomes, and evaluation of the training program are detailed within the given geographical, institutional, and curriculum context. Lessons and continuing challenges are also specified.

  14. Student Material for Competency-Based Education Curriculum for Welding.

    Science.gov (United States)

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This student welding competency-based education curriculum consists of six units dealing with general areas related to trade occupations and nine units covering specific aspects of working with welding equipment and performing welding operations. Topics covered in the first six units are welding opportunities, human relations, safety, basic…

  15. Competency Based Curriculum for Clothing Services and Production Sewing.

    Science.gov (United States)

    Blake, Charlotte

    Designed to meet individual needs and learning levels of high school and postsecondary students enrolled in vocational training for occupations in clothing services and production sewing, this competency-based curriculum teaches skills in alterations, dressmaking, and power sewing machine operations. Skills are organized into 13 units: Awareness…

  16. Safety Cultural Competency Modeling in Nuclear Organizations

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Sa Kil; Oh, Yeon Ju; Luo, Meiling; Lee, Yong Hee [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)

    2014-05-15

    The nuclear safety cultural competency model should be supplemented through a bottom-up approach such as behavioral event interview. The developed model, however, is meaningful for determining what should be dealt for enhancing safety cultural competency of nuclear organizations. The more details of the developing process, results, and applications will be introduced later. Organizational culture include safety culture in terms of its organizational characteristics.

  17. Competing Allegiances in ESL Curriculum Work

    Science.gov (United States)

    Melles, Gavin

    2010-01-01

    The ethnography reported here reports on the findings of a practitioner ethnography conducted in a feminised and casualised workforce over four years (1997-2001) in a New Zealand polytechnic. It examines the competing allegiances of teachers and students in a combined community and workplace English oriented programme, in contexts where…

  18. Developing Cultural Competence: Student and Alumni Perspectives

    Science.gov (United States)

    Petrovich, Anne; Lowe, Mitzi

    2005-01-01

    One of the areas of increased importance to social work pedagogy is the development of culturally competent practice skills. In focus groups, first and second year students, and recent alumni reflected on their growing awareness and competence concerning cultural diversity. Meaningful patterns emerged emphasizing the importance of psychologically…

  19. Exploring the 'cultural' in cultural competencies in Pacific mental health.

    Science.gov (United States)

    Samu, Kathleen Seataoai; Suaalii-Sauni, Tamasailau

    2009-02-01

    Cultural competency is about the ability of individuals and systems to respond respectfully and effectively to the cultural needs of peoples of all cultures. Its general attributes include knowledge, attitudes, skills and professional judgment. In Pacific mental health, 'the cultural' is generally understood to be ethnic culture. Accordingly, Pacific cultural competencies assume ethnic specific markers. In mental health Pacific cultural competencies has seen a blending of cultural and clinical beliefs and practices. This paper provides an overview of five key theme areas arising from Auckland-based ethnic-specific Pacific workshop data: language, family, tapu relationships, skills and organisation policy. Workshop participants comprised of Pacific mental health providers, Pacific consumers, family members of Pacific consumers and members of the Pacific community members. This paper purports that identifying the perceptions of different Pacific groups on ethnic-specific elements of cultural competencies are necessary to build and strengthen the capacity and capability of mental health services to provide culturally relevant services.

  20. Exploring Cultural Competence amongst OT Students.

    Science.gov (United States)

    Govender, Pragashnie; Mpanza, December M; Carey, Tarryn; Jiyane, Kwenzile; Andrews, Bicolé; Mashele, Sam

    2017-01-01

    Occupational therapy relies primarily on communication between the therapist and client for effective intervention. Adequate communication may be influenced by language and cultural differences between the therapist and client. Cultural competence in relation to language and culture is thus a vital part in practice. Limited research exists on cultural competence in occupational therapy students. This study thus aimed to explore the cultural competence of final year students and their perceptions of their own cultural competence, with respect to language and culture in their practice as students. An explorative qualitative study design was utilised with a nonprobability purposeful sample of 21 final year undergraduate students at a tertiary institute in South Africa. Three focus groups were conducted, comprising between 6 and 8 students in each group. Thematic analysis using inductive reasoning was undertaken in order to analyse the students' experiences and understanding of cultural competence. Findings of the study suggest that cultural competence, in relation to language and culture, influences the occupational therapy intervention process. It was shown to both positively and negatively influence intervention through supporting or hindering rapport building, client centeredness, and effective intervention.

  1. Exploring Cultural Competence amongst OT Students

    Directory of Open Access Journals (Sweden)

    Pragashnie Govender

    2017-01-01

    Full Text Available Occupational therapy relies primarily on communication between the therapist and client for effective intervention. Adequate communication may be influenced by language and cultural differences between the therapist and client. Cultural competence in relation to language and culture is thus a vital part in practice. Limited research exists on cultural competence in occupational therapy students. This study thus aimed to explore the cultural competence of final year students and their perceptions of their own cultural competence, with respect to language and culture in their practice as students. An explorative qualitative study design was utilised with a nonprobability purposeful sample of 21 final year undergraduate students at a tertiary institute in South Africa. Three focus groups were conducted, comprising between 6 and 8 students in each group. Thematic analysis using inductive reasoning was undertaken in order to analyse the students’ experiences and understanding of cultural competence. Findings of the study suggest that cultural competence, in relation to language and culture, influences the occupational therapy intervention process. It was shown to both positively and negatively influence intervention through supporting or hindering rapport building, client centeredness, and effective intervention.

  2. Clarifying concepts: cultural humility or competency.

    Science.gov (United States)

    Isaacson, Mary

    2014-01-01

    Cultural competency in the delivery of health care to diverse population groups has become an urgent need in the United States. Yet, despite the incorporation of cultural competency education into nursing curricula, inequities in health care remain. The purpose of this mixed-method study was to identify if differences in perceptions of cultural competence were present in senior nursing students (N = 11) before and after cultural immersion experiences on an Indian reservation. Preimmersion results revealed that the majority considered themselves culturally competent, whereas after immersion, there was a downward shift in scores. Triangulation of the quantitative results alongside a hermeneutic phenomenological analysis of the students' reflective journals revealed a paradox. Students perceived themselves as culturally competent, yet their journals demonstrated many negative stereotypes. Three common themes emerged: seeing with closed eyes, seeing through a fused horizon, and disruption to reshaping. These combined results revealed the misperceptions regarding the concept of cultural competency. Efforts must be made in nursing education to teach students the importance of adopting an ethic of cultural humility, where we emphasize attentive listening and openness to other cultures, and stress the importance of self-reflection and self-critique in our interactions with others. © 2014.

  3. Developing a Competency-Based Curriculum for a Dental Hygiene Program.

    Science.gov (United States)

    DeWald, Janice P.; McCann, Ann L.

    1999-01-01

    Describes the three-step process used to develop a competency-based curriculum at the Caruth School of Dental Hygiene (Texas A&M University). The process involved development of a competency document (detailing three domains, nine major competencies, and 54 supporting competencies), an evaluation plan, and a curriculum inventory which defined…

  4. On Chinese Culture Curriculum Planning

    Science.gov (United States)

    Wang, Catherine

    2006-01-01

    The importance of cultural elements in foreign language teaching has been widely accepted in recent years. This applies particularly to the teaching of Chinese as a foreign language (TCFL) to non-native Chinese speakers at tertiary level in mainland China. However, there is no commonly accepted blueprint that defines the parts of Chinese culture…

  5. Intercultural competences and project based learning in the engineering curriculum

    DEFF Research Database (Denmark)

    Hoffmann, Birgitte; Jørgensen, Ulrik; Bregnhøj, Henrik

    2009-01-01

    A cultural dimension is today increasingly taught at universities as a supplement to disciplines that have not traditionally paid much attention to culture. Universities are competing to produce graduates with global mindset who are well equipped to cope in multicultural, team-oriented workplaces...

  6. Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

    Science.gov (United States)

    Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina

    2018-05-01

    Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

  7. High-Impact Practices for Cultural Competency

    Science.gov (United States)

    Talbani, Aziz

    2013-01-01

    The world has closely-knitted economic, social, and cultural relations that offer greater entrepreneurial and professional opportunities than ever before. Students in the 21st century global society will live and work in a rapidly changing social, economic, and political world; they will require global cultural competencies to be successful. Study…

  8. Cultural similarity, cultural competence, and nurse workforce diversity.

    Science.gov (United States)

    McGinnis, Sandra L; Brush, Barbara L; Moore, Jean

    2010-11-01

    Proponents of health workforce diversity argue that increasing the number of minority health care providers will enhance cultural similarity between patients and providers as well as the health system's capacity to provide culturally competent care. Measuring cultural similarity has been difficult, however, given that current benchmarks of workforce diversity categorize health workers by major racial/ethnic classifications rather than by cultural measures. This study examined the use of national racial/ethnic categories in both patient and registered nurse (RN) populations and found them to be a poor indicator of cultural similarity. Rather, we found that cultural similarity between RN and patient populations needs to be established at the level of local labor markets and broadened to include other cultural parameters such as country of origin, primary language, and self-identified ancestry. Only then can the relationship between cultural similarity and cultural competence be accurately determined and its outcomes measured.

  9. Considering the culture of disability in cultural competence education.

    Science.gov (United States)

    Eddey, Gary E; Robey, Kenneth L

    2005-07-01

    Cultural competence extends beyond understanding those values, beliefs, and needs that are associated with patients' age or gender or with their racial, ethnic, or religious backgrounds. People hold many simultaneous cultural associations, and each have implications for the care process. The "culture of disability" is a pan-ethnic culture for which a set of physician competencies are required to ensure appropriate, culturally sensitive care to persons with congenital or acquired disabilities. Such competencies include communicating with patients who have deficits in verbal communication and avoidance of infantilizing speech; understanding the values and needs of persons with disabilities; the ability to encourage self-advocacy skills of patients and families; acknowledging the core values of disability culture including the emphasis on interdependence rather than independence; and feeling comfortable with patients with complex disabilities. Medical schools have developed programs to increase students' exposure to persons with disabilities and it is suggested that such programs are most effective when they are the result of collaboration with community-based facilities or organizations that serve persons with disabilities in the natural environment. Combining lecture-based instruction and structured experiences with the opportunity for students to interact with patients in their natural environments may facilitate development of competencies with respect to patients with disabilities. The culture of disability should be included as one of the many cultures addressed in cultural competence initiatives in medical school and residency curricula.

  10. Cross-cultural research: challenge and competence.

    Science.gov (United States)

    Clark, Mary Jo

    2012-07-01

    Increasing globalization, population diversity and health disparities among non-dominant cultures necessitate cross-cultural research. Research with other cultures is fraught with challenges that must be addressed by the competent cross-cultural researcher. Areas for consideration include choice of research foci, ethical concerns, cultural adaptation of research measurements and interventions, participant recruitment and retention, strategies for data collection and analysis, dissemination of findings and perspectives of time. Approaches to dealing with these challenges are addressed, with an emphasis on community-based participatory research. © 2012 Blackwell Publishing Asia Pty Ltd.

  11. Enhancing cultural competence in medical education

    DEFF Research Database (Denmark)

    Sorensen, Janne; Norredam, Marie; Dogra, Nisha

    2017-01-01

    the project Culturally Competent in Medical Education involving 13 partners from 11 countries.4 The project aimed to support the implementation of CC in medical curricula. First, a Delphi Study involving 34 experts was conducted to develop a framework of core cultural competencies for medical school teachers...... stage of the project was a survey conducted to identify the strengths, gaps, and limitations of CC in the programmes of the 13 medical school project partners. Based on the Delphi study and survey findings, we created guidelines for the development and delivery of CC training at medical schools.4...... The proposed guidelines were presented in September 2015 in Amsterdam at a workshop entitled: “How to integrate cultural competence in medical education”. A range of participants attended the workshop, including the project partners, deans and faculty members of Dutch medical schools, physicians, and students...

  12. How Australian and New Zealand schools of optometry prepare students for culturally competent practice.

    Science.gov (United States)

    Truong, Mandy; Bentley, Sharon A; Napper, Genevieve A; Guest, Daryl J; Anjou, Mitchell D

    2014-11-01

    This study is an investigation of how Australian and New Zealand schools of optometry prepare students for culturally competent practice. The aims are: (1) to review how optometric courses and educators teach and prepare their students to work with culturally diverse patients; and (2) to determine the demographic characteristics of current optometric students and obtain their views on cultural diversity. All Australian and New Zealand schools of optometry were invited to participate in the study. Data were collected with two surveys: a curriculum survey about the content of the optometric courses in relation to cultural competency issues and a survey for second year optometry students containing questions in relation to cultural awareness, cultural sensitivity and attitudes to cultural diversity. Four schools of optometry participated in the curriculum survey (Deakin University, Flinders University, University of Melbourne and University of New South Wales). Sixty-three students (22.3 per cent) from these four schools as well as the University of Auckland participated in the student survey. Cultural competency training was reported to be included in the curriculum of some schools, to varying degrees in terms of structure, content, teaching method and hours of teaching. Among second year optometry students across Australia and New Zealand, training in cultural diversity issues was the strongest predictor of cultural awareness and sensitivity after adjusting for school, age, gender, country of birth and language other than English. This study provides some evidence that previous cultural competency-related training is associated with better cultural awareness and sensitivity among optometric students. The variable approaches to cultural competency training reported by the schools of optometry participating in the study suggest that there may be opportunity for further development in all schools to consider best practice training in cultural competency. © 2014 The

  13. Determining and prioritizing competencies in the undergraduate internal medicine curriculum in Saudi Arabia.

    Science.gov (United States)

    Almoallim, H

    2011-08-01

    To determine knowledge and skills competencies in internal medicine for the undergraduate curriculum in Saudi Arabia, competencies were identified based on group work utilizing common textbooks. The Delphi Technique was used as a consensus method to determine and prioritize competencies in internal medicine. A group of 20 clinicians rated the identified competencies from 0-3 (0: no need to know, 1: interesting to know, 2: should know and 3: must know). After formulating the results, a second Delphi round was conducted with 5 experts in internal medicine. A total of 1513 knowledge competencies and 189 skills competencies were determined and prioritized. The competencies corresponded to the 12 systems in internal medicine. All competencies rated 2.2-3.0 were produced separately and considered core competencies for the undergraduate internal medicine curriculum. Determining and prioritizing competencies should influence the curriculum reform process.

  14. Cultural competence and social relationships: a social network analysis.

    Science.gov (United States)

    Dauvrin, M; Lorant, V

    2017-06-01

    This study investigated the role of social relationships in the sharing of cultural competence by testing two hypotheses: cultural competence is a socially shared behaviour; and central healthcare professionals are more culturally competent than non-central healthcare professionals. Sustaining cultural competence in healthcare services relies on the assumption that being culturally competent is a socially shared behaviour among health professionals. This assumption has never been tested. Organizational aspects surrounding cultural competence are poorly considered. This therefore leads to a heterogeneous implementation of cultural competence - especially in continental Europe. We carried out a social network analysis in 24 Belgian inpatient and outpatient health services. All healthcare professionals (ego) were requested to fill in a questionnaire (Survey on social relationships of health care professionals) on their level of cultural competence and to identify their professional relationships (alter). We fitted regression models to assess whether (1) at the dyadic level, ego cultural competence was associated with alter cultural competence, and (2) health professionals of greater centrality had greater cultural competence. At the dyadic level, no significant associations were found between ego cultural competence and alter cultural competence, with the exception of subjective exposure to intercultural situations. No significant associations were found between centrality and cultural competence, except for subjective exposure to intercultural situations. Being culturally competent is not a shared behaviour among health professionals. The most central healthcare professionals are not more culturally competent than less central health professionals. Culturally competent health care is not yet a norm in health services. Health care and training authorities should either make cultural competent health care a licensing criteria or reward culturally competent health care

  15. Cultural competence in medical education: aligning the formal, informal and hidden curricula.

    Science.gov (United States)

    Paul, David; Ewen, Shaun C; Jones, Rhys

    2014-12-01

    The concept of cultural competence has become reified by inclusion as an accreditation standard in the US and Canada, in New Zealand it is demanded through an Act of Parliament, and it pervades discussion in Australian medical education discourse. However, there is evidence that medical graduates feel poorly prepared to deliver cross-cultural care (Weissman et al. in J Am Med Assoc 294(9):1058-1067, 2005) and many commentators have questioned the effectiveness of cultural competence curricula. In this paper we apply Hafferty's taxonomy of curricula, the formal, informal and hidden curriculum (Hafferty in Acad Med 73(4):403-407, 1998), to cultural competence. Using an example across each of these curricular domains, we highlight the need for curricular congruence to support cultural competence development among learners. We argue that much of the focus on cultural competence has been in the realm of formal curricula, with existing informal and hidden curricula which may be at odds with the formal curriculum. The focus of the formal, informal and hidden curriculum, we contend, should be to address disparities in health care outcomes. In conclusion, we suggest that without congruence between formal, informal and hidden curricula, approaches to addressing disparity in health care outcomes in medical education may continue to represent reform without change.

  16. Assessing Cultural Competence in Graduating Students

    Science.gov (United States)

    Kohli, Hermeet K.; Kohli, Amarpreet S.; Huber, Ruth; Faul, Anna C.

    2010-01-01

    Twofold purpose of this study was to develop a framework to understand cultural competence in graduating social work students, and test that framework for appropriateness and predictability using multivariate statistics. Scale and predictor variables were collected using an online instrument from a nationwide convenience sample of graduating…

  17. Connecting care competencies and culture during disasters

    Science.gov (United States)

    Chhabra, Vivek

    2009-01-01

    Connecting care Competencies and Culture are core fundamentals in responding to disasters. Thick coordination between professionals, communities and agencies in different geographical areas is crucial to the happening of appropriate preparedness and thus efficient response and mitigation of a disaster. In the next few articles, we present diverse examples related to the preparedness and recovery process to adverse disasters across the globe PMID:19561968

  18. Assessing Cultural Competency in School Crisis Plans

    Science.gov (United States)

    Annandale, Neil O.; Heath, Melissa Allen; Dean, Brenda; Kemple, Ana; Takino, Yozo

    2011-01-01

    This study reviewed school-based crisis planning resources and guidelines provided by 40 state departments of education and offices of safe and drug-free schools. Content was examined for indications of cultural competency. The most frequently reported topics included: (a) assisting students with mental and physical disabilities, (b) tapping into…

  19. Cultural Competence and Related Factors Among Taiwanese Nurses.

    Science.gov (United States)

    Lin, Chin-Nu; Mastel-Smith, Beth; Alfred, Danita; Lin, Yu-Hua

    2015-12-01

    Taiwan is a multicultural and multiethnic society with a growing number of immigrants who have diverse ethnic, racial, and cultural needs. Although this diversity highlights the pressing need for culturally competent healthcare providers, cultural competence is a concept that is little understood and implemented only sporadically in Taiwan. This study investigates the cultural competence of Taiwanese nurses and the related factors of influence. An online self-report survey was used to collect data from 221 Taiwanese nurses from December 2012 through January 2013. Data from the demographic questionnaire, the Nurses' Cultural Competence Scale, and the Perceived Nurses' Cultural Competence Rating were analyzed using descriptive statistics, Pearson correlation, independent sample t tests, and multiple regressions. The cultural competence of the participants was in the "low to moderate" range, with relatively higher mean scores for the subscales of cultural awareness and cultural sensitivity and relatively lower scores for the subscales of cultural knowledge and cultural skills. Participants generally perceived themselves as being "not culturally competent." Variables found to predict cultural competence included years of work experience, hours of continuing education related to cultural nursing care, and frequency of caring for clients from culturally and ethnically diverse backgrounds. Participating Taiwanese nurses rated their level of cultural competence as in the low-to-moderate range and self-perceived as being not culturally competent. These findings support the need to further expand and enhance cultural-competence-related continuing education and to address the topic of cultural care in the nursing curricula.

  20. Twelve Years Since Importance of Cross-Cultural Competency Recognized: Where Are We Now?

    Science.gov (United States)

    Kessler, Remi A; Coates, Wendy C; Chanmugam, Arjun

    2017-02-01

    The objective of this study was to analyze the content and volume of literature that has been written on cultural competency in emergency medicine (EM) since its educational imperative was first described by the Institute of Medicine in 2002. We conducted a comprehensive literature search through the PubMed portal in January 2015 to identify all articles and reviews that addressed cultural competency in EM. Articles were included in the review if cultural competency was described or if its impact on healthcare disparities or curriculum development was described. Two reviewers independently investigated all relevant articles. These articles were then summarized. Of the 73 abstracts identified in the initial search, only 10 met criteria for inclusion. A common theme found among these 10 articles is that cultural competency in EM is essential to reducing healthcare disparities and improving patient care. These articles were consistent in their support for cross-cultural educational advancements in the EM curriculum. Despite the documented importance of cultural competency education in medicine, there appears to be only 10 articles over the past 12 years regarding its development and implementation in EM. This comprehensive literature review underscores the relative dearth of publications related to cultural competency in EM. The limited number of articles found is striking when compared to the growth of EM research over the same time period and can serve as a stimulus for further research in this significant area of EM education.

  1. The Influence of Cross-Cultural Experiences & Location on Teachers' Perceptions of Cultural Competence

    Science.gov (United States)

    Lopes-Murphy, Solange A.; Murphy, Christopher G.

    2016-01-01

    The increasing cultural and linguistic diversity in academic settings necessitates greater cultural competence on the part of teachers, and enhancing the cultural competence of teachers requires a greater understanding of both the level of cultural competence among teachers and the experiences that enhance cultural competence. Teacher educators…

  2. Identifying Critical Cross-Cultural School Psychology Competencies.

    Science.gov (United States)

    Rogers, Margaret R.; Lopez, Emilia C.

    2002-01-01

    Study sought to identify critical cross-cultural competencies for school psychologists. To identify the competencies, an extensive literature search about cross-cultural school psychology competencies was conducted, as well as a questionnaire to ask expert panelists. The 102 competencies identified cover 14 major domains of professional activities…

  3. Cultural competence among nursing students in Saudi Arabia: a cross-sectional study.

    Science.gov (United States)

    Cruz, J P; Alquwez, N; Cruz, C P; Felicilda-Reynaldo, R F D; Vitorino, L M; Islam, S M S

    2017-06-01

    This study assessed the cultural competence of nursing students in a Saudi University. With the current situation of immigration in Saudi Arabia, the cultural diversity in healthcare facilities is anticipated to grow. This presents a great challenge to the members of the healthcare team. A cross-sectional study was conducted among 272 nursing students in a Saudi university using a self-administered questionnaire consisting of two parts, namely the respondents' demographics and cultural background information sheet and the Cultural Capacity Scale Arabic version. The respondents showed the highest competence in their ability to demonstrate communication skills with culturally diverse patients and lowest in the familiarity with health- or illness-related cultural knowledge or theory. Gender, academic level, clinical exposure, prior diversity training, the experience of taking care of culturally diverse patients and patients belonging to special population groups were significant factors that could likely to influence cultural competence. The findings suggest that the Saudi nursing students possess the ability to provide culturally appropriate nursing care to patients with a diverse cultural background. Despite the good cultural competence reflected in this study, some aspects in ensuring a culturally competent care rendered by Saudi nursing students need to be improved. With the country's Saudization policy in health care (replacing foreign nurses with Saudi nurses), the findings can be used in designing training and interventions to meet the needs of Saudi nursing students regarding cultural competence development, which is integral in their preparation to assume their future roles as nurses. Policy guidelines, such as including cultural competency training and foreign languages training as mandatory continuing education for nurses, as well as integrating cultural competency and foreign languages in the prelicensure curriculum, should be developed and implemented in

  4. Leading change in diversity and cultural competence.

    Science.gov (United States)

    de Leon Siantz, Mary Lou

    2008-01-01

    This article describes an expanded leadership role needed in schools of nursing as the nurse of the 21st century is prepared to assume expanded roles in a diverse society. With schools of nursing becoming more global, and the diverse population of the United States rapidly growing, a critical need exists for nurses who are ready to partner in the health care that multicultural communities need locally, nationally, and globally. Diversity and cultural competence have now become central issues in nursing education, research, practice, and health policy. Diversity leadership in a school of nursing can no longer concentrate only on issues of affirmative action, recruitment, and retention. The purpose of this article is to discuss how diversity leadership must increasingly focus on building a corporate environment in schools of nursing that integrates diversity and cultural competence with the strategic plan of the School's Chief Nursing Officer, across academic programs, research, practice, and public policy to eliminate health disparities in partnership with faculty, students, staff, the University infrastructure, and the community at large. The theoretical framework that guided the strategic planning is based on the model used by the Robert Wood Johnson Executive Nurse Fellowship Program. Examples of program initiatives designed to implement the strategic plan to strengthen the diversity and cultural competence of one school of nursing environment are described.

  5. THE INFLUENCE OF LANGUAGE COMPETENCE, WRITING COMPETENCE, AND CULTURAL COMPETENCE ON PRODUCING A SUCCESSFUL WRITING

    Directory of Open Access Journals (Sweden)

    Hermanto Hermanto

    2008-11-01

    Full Text Available Writing is a skill derived from a long way of learning and exercises. Different from other language skills, writing is considered the difficult language skill to acquire since it involves many aspects of linguistics, social, and writing knowledge and conventions. There are at least three important elements of writing useful to produce a good piece of composition, language competence, writing competence and cultural competence. This paper shows the influence of these three elements in order to produce good, readable, communicative, and successful writing

  6. Obstetric and Gynecologic Ultrasound Curriculum and Competency Assessment in Residency Training Programs

    DEFF Research Database (Denmark)

    Abuhamad, Alfred; Minton, Katherine K; Benson, Carol B

    2018-01-01

    in Medicine assembled a multisociety task force to develop a consensus-based, standardized curriculum and competency assessment tools for obstetric and gynecologic ultrasound training in residency programs. The curriculum and competency assessment tools were developed based on existing national...... and international guidelines for the performance of obstetric and gynecologic ultrasound examinations and thus are intended to represent the minimum requirement for such training. By expert consensus, the curriculum was developed for each year of training, criteria for each competency assessment image were...... that the criteria set forth in this document will evolve with time. The task force also encourages use of ultrasound simulation in residency training and expects that simulation will play a significant part in the curriculum and the competency assessment process. Incorporating this training curriculum...

  7. Obstetric and gynecologic ultrasound curriculum and competency assessment in residency training programs

    DEFF Research Database (Denmark)

    Abuhamad, Alfred; Minton, Katherine K; Benson, Carol B

    2018-01-01

    in Medicine assembled a multisociety task force to develop a consensus-based, standardized curriculum and competency assessment tools for obstetric and gynecologic ultrasound training in residency programs. The curriculum and competency assessment tools were developed based on existing national...... and international guidelines for the performance of obstetric and gynecologic ultrasound examinations and thus are intended to represent the minimum requirement for such training. By expert consensus, the curriculum was developed for each year of training, criteria for each competency assessment image were...... that the criteria set forth in this document will evolve with time. The task force also encourages use of ultrasound simulation in residency training and expects that simulation will play a significant part in the curriculum and the competency assessment process. Incorporating this training curriculum...

  8. Cultural diversity: blind spot in medical curriculum documents, a document analysis.

    Science.gov (United States)

    Paternotte, Emma; Fokkema, Joanne P I; van Loon, Karsten A; van Dulmen, Sandra; Scheele, Fedde

    2014-08-22

    Cultural diversity among patients presents specific challenges to physicians. Therefore, cultural diversity training is needed in medical education. In cases where strategic curriculum documents form the basis of medical training it is expected that the topic of cultural diversity is included in these documents, especially if these have been recently updated. The aim of this study was to assess the current formal status of cultural diversity training in the Netherlands, which is a multi-ethnic country with recently updated medical curriculum documents. In February and March 2013, a document analysis was performed of strategic curriculum documents for undergraduate and postgraduate medical education in the Netherlands. All text phrases that referred to cultural diversity were extracted from these documents. Subsequently, these phrases were sorted into objectives, training methods or evaluation tools to assess how they contributed to adequate curriculum design. Of a total of 52 documents, 33 documents contained phrases with information about cultural diversity training. Cultural diversity aspects were more prominently described in the curriculum documents for undergraduate education than in those for postgraduate education. The most specific information about cultural diversity was found in the blueprint for undergraduate medical education. In the postgraduate curriculum documents, attention to cultural diversity differed among specialties and was mainly superficial. Cultural diversity is an underrepresented topic in the Dutch documents that form the basis for actual medical training, although the documents have been updated recently. Attention to the topic is thus unwarranted. This situation does not fit the demand of a multi-ethnic society for doctors with cultural diversity competences. Multi-ethnic countries should be critical on the content of the bases for their medical educational curricula.

  9. Implementation of Competency and Conservation Based Curriculum to Improve Graduates’ Quality to be Competence and Conservation-Minded

    Directory of Open Access Journals (Sweden)

    Asrori Asrori

    2016-06-01

    Full Text Available This research aims to analyze the implementation of Competency and Conservation Based Curriculum in order to improve the quality of graduates of Economics Faculty of Universitas Negeri Semarang (UNNES. The goal of this study was to provide information, policy,  and recommendations to improve the quality of graduates based on lectures behavior. The respondents of this research were lecturers of Faculty of Economics. Research data were collected by using questionnaires. Descriptive statistics and inferential statistical multiple linear regression were employed to analyze data. This study provided empirical support that lecturers’ ability and commitment positively contributed to the implementation of Competency and Conservation Based Curriculum to improve the quality of graduates to be competence and conservation-minded. This study also proved that while lecturers’ ability and commitment play an important role, their commitments do not affect the implementation of Competency and Conservation Based Curriculum. Based on the results of this study, it is recommended that lecturers’ ability to implement the Competency and Conservation Based Curriculum needs to be improved. Workshops and training should be given to lecturers in order to help them to create learning apparatus such as syllabus, lesson plans and teaching materials, as well as the evaluation of Competency and Conservation Based Curriculum.

  10. Addressing Competencies for the Future in the Professional Curriculum

    Science.gov (United States)

    Kelley, Kristi W.; Hammer, Dana P.; Haines, Stuart T.; Marlowe, Karen F.

    2009-01-01

    This paper reviews the literature, analyzes current and future practice, develops a list of competencies necessary for future pharmacists, and provides recommendations to pharmacy's academic enterprise regarding curricula of the future. Curricula of the future will center around 3 functional roles for pharmacists: patient-centered care, population-based care, and systems management; and must also foster the development of 5 cross-cutting abilities in student pharmacists: professionalism, self-directed learning, leadership and advocacy, interprofessional collaboration, and cultural competency. Future curricula must be developed in an evidence-based manner, focus less on information storage and retrieval, engage student pharmacists in a variety of highly interactive learning experiences, and expand experiential learning opportunities throughout all years. PMID:20221349

  11. Adjusting to future demands in healthcare: Curriculum changes and nursing students' self-reported professional competence.

    Science.gov (United States)

    Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Florin, Jan; Gardulf, Ann; Johansson, Eva; Lindholm, Christina; Nordström, Gun; Nilsson, Jan

    2016-02-01

    Nursing competence is of significant importance for patient care. Newly graduated nursing students rate their competence as high. However, the impact of different designs of nursing curricula on nursing students' self-reported nursing competence areas is seldom reported. To compare newly graduated nursing students' self-reported professional competence before and after the implementation of a new nursing curriculum. The study had a descriptive comparative design. Nursing students, who graduated in 2011, having studied according to an older curriculum, were compared with those who graduated in 2014, after a new nursing curriculum with more focus on person-centered nursing had been implemented. A higher education nursing program at a Swedish university. In total, 119 (2011 n=69, 2014 n=50) nursing students responded. Nursing students' self-reported professional competencies were assessed with the Nurse Professional Competence (NPC) scale. There were no significant differences between the two groups of nursing students, who graduated in 2011 and 2014, respectively, with regard to age, sex, education, or work experience. Both groups rated their competencies as very high. Competence in value-based nursing was perceived to be significantly higher after the change in curriculum. The lowest competence, both in 2011 and 2014, was reported in education and supervision of staff and students. Our findings indicate that newly graduated nursing students - both those following the old curriculum and the first batch of students following the new one - perceive that their professional competence is high. Competence in value-based nursing, measured with the NPC scale, was reported higher after the implementation of a new curriculum, reflecting curriculum changes with more focus on person-centered nursing. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Global health language and culture competency.

    Science.gov (United States)

    Beadling, Charles; Maza, John; Nakano, Gregg; Mahmood, Maysaa; Jawad, Shakir; Al-Ameri, Ali; Zuerlein, Scott; Anderson, Warner

    2012-01-01

    This article presents findings from a survey conducted to examine the availability of foreign language and culture training to Civil Affairs health personnel and the relevance of that training to the tasks they perform. Civil Affairs forces recognize the value of cross-cultural communication competence because their missions involve a significant level of interaction with foreign governments? officials, military, and civilians. Members of the 95th Civil Affairs Brigade (Airborne) who had a health-related military occupational specialty code were invited to participate in the survey. More than 45% of those surveyed were foreign language qualified. Many also received predeployment language and culture training specific to the area of deployment. Significantly more respondents reported receiving cultural training and training on how to work effectively with interpreters than having received foreign language training. Respondents perceived interpreters as important assets and were generally satisfied with their performance. Findings from the survey highlight a need to identify standard requirements for predeployment language training that focuses on medical and health terminology and to determine the best delivery platform(s). Civil Affairs health personnel would benefit from additional cultural training that focuses on health and healthcare in the country or region of deployment. Investing in the development of distance learning capabilities as a platform for delivering health-specific language and culture training may help ease the time and resources constraints that limit the ability of Civil Affairs health personnel to access the training they need. 2012.

  13. Culture Matters in Successful Curriculum Change: An International Study of the Influence of National and Organizational Culture Tested With Multilevel Structural Equation Modeling.

    Science.gov (United States)

    Jippes, Mariëlle; Driessen, Erik W; Broers, Nick J; Majoor, Gerard D; Gijselaers, Wim H; van der Vleuten, Cees P M

    2015-07-01

    National culture has been shown to play a role in curriculum change in medical schools, and business literature has described a similar influence of organizational culture on change processes in organizations. This study investigated the impact of both national and organizational culture on successful curriculum change in medical schools internationally. The authors tested a literature-based conceptual model using multilevel structural equation modeling. For the operationalization of national and organizational culture, the authors used Hofstede's dimensions of culture and Quinn and Spreitzer's competing values framework, respectively. To operationalize successful curriculum change, the authors used two derivates: medical schools' organizational readiness for curriculum change developed by Jippes and colleagues, and change-related behavior developed by Herscovitch and Meyer. The authors administered a questionnaire in 2012 measuring the described operationalizations to medical schools in the process of changing their curriculum. Nine hundred ninety-one of 1,073 invited staff members from 131 of 345 medical schools in 56 of 80 countries completed the questionnaire. An initial poor fit of the model improved to a reasonable fit by two suggested modifications which seemed theoretically plausible. In sum, characteristics of national culture and organizational culture, such as a certain level of risk taking, flexible policies and procedures, and strong leadership, affected successful curriculum change. National and organizational culture influence readiness for change in medical schools. Therefore, medical schools considering curriculum reform should anticipate the potential impact of national and organizational culture.

  14. Development Of Training Curriculum In Improving Community-Based Geological Hazard Mitigation Competency

    Directory of Open Access Journals (Sweden)

    Rusman Rusman

    2017-12-01

    Full Text Available The purpose of this study was to provide training curriculum model in improving community-based geological hazard mitigation competency. The goal was achieved through research and development method, is divided into three main stages. First, applied need analysis as the introduction. Second, developed the curriculum model. Third, tested the curriculum model in order to explore the curriculum effectiveness in improving the competency for mitigation measurement related to geological hazard. This study showed that the training curriculum model, which is developed based on the result of need analysis, is effective to improve the participant’s competency. The result of pre-post test shows that the improvement of the participant’s cognitive aspect.  The significant improvement is identified in the training competency showing the effectiveness of Test II in improving the participant’s practical competency to carry out the training. Some factors that support the training curriculum model development related to community-based Landslides management are: (a the public servant’s competency for geological hazard mitigation; (b the motivation of the community who becomes the volunteer; and (c support from the decision maker. On the other hand, the inhibitors are the lack of competency for training related to geological field, the lack of educational background and knowledge of geology and landslides, and the lack of time.

  15. Cultural competence education for health professionals.

    Science.gov (United States)

    Horvat, Lidia; Horey, Dell; Romios, Panayiota; Kis-Rigo, John

    2014-05-05

    Cultural competence education for health professionals aims to ensure all people receive equitable, effective health care, particularly those from culturally and linguistically diverse (CALD) backgrounds. It has emerged as a strategy in high-income English-speaking countries in response to evidence of health disparities, structural inequalities, and poorer quality health care and outcomes among people from minority CALD backgrounds. However there is a paucity of evidence to link cultural competence education with patient, professional and organisational outcomes. To assess efficacy, for this review we developed a four-dimensional conceptual framework comprising educational content, pedagogical approach, structure of the intervention, and participant characteristics to provide consistency in describing and assessing interventions. We use the term 'CALD participants' when referring to minority CALD populations as a whole. When referring to participants in included studies we describe them in terms used by study authors. To assess the effects of cultural competence education interventions for health professionals on patient-related outcomes, health professional outcomes, and healthcare organisation outcomes. We searched: MEDLINE (OvidSP) (1946 to June 2012); Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library) (June 2012); EMBASE (OvidSP) (1988 to June 2012); CINAHL (EbscoHOST) (1981 to June 2012); PsycINFO (OvidSP) (1806 to June 2012); Proquest Dissertations and Theses database (1861 to October 2011); ERIC (CSA) (1966 to October 2011); LILACS (1982 to March 2012); and Current Contents (OvidSP) (1993 Week 27 to June 2012).Searches in MEDLINE, CENTRAL, PsycINFO, EMBASE, Proquest Dissertations and Theses, ERIC and Current Contents were updated in February 2014. Searches in CINAHL were updated in March 2014.There were no language restrictions. We included randomised controlled trials (RCTs), cluster RCTs, and controlled clinical trials of

  16. Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence

    NARCIS (Netherlands)

    Lansu, Angelique; Boon, Jo; Sloep, Peter; van Dam-Mieras, Rietje

    2012-01-01

    Lansu, A., Boon, J., Sloep, P. B., & Van Dam-Mieras, R. (Accepted). Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence. Journal of Cleaner Production. [Special Issue: Learning for Sustainable Development in Regional

  17. Cultural Competence among Maternal Healthcare Providers in Bahir Dar City Administration, Northwest Ethiopia: Cross sectional Study.

    Science.gov (United States)

    Aragaw, Amanu; Yigzaw, Tegbar; Tetemke, Desalegn; G/Amlak, Wubalem

    2015-09-24

    awareness, knowledge, skill, encounter and desire, respectively. The overall competence level of health workers was low and the mean competence level falls in awareness stage in the continuum of culturally incompetent, culturally aware, culturally competent, and culturally proficient indicated that the providers were aware of only their own culture but not the world view of their clients. The voices of mothers also showed that they were dissatisfied for the services they got and the interactions they had with health care providers. Hence, we recommend on job training of health workers and incorporation of cultural components in the curriculum of health workers as it would be the key to provide culturally acceptable services.

  18. Self-reported competency ratings of graduates of a problem-leased medical curriculum

    NARCIS (Netherlands)

    van der Molen, H. T.

    Purpose. To study the self-reports of professional competencies by graduates of a problem-based medical curriculum. Method. All graduates from a medical school and a faculty of health sciences with a problem-based curriculum were sent a questionnaire asking them to compare their own performances in

  19. Self-reported competency ratings of graduates of a problem-based medical curriculum

    NARCIS (Netherlands)

    H.G. Schmidt (Henk); H.M. van der Molen

    2001-01-01

    textabstractPurpose. To study the self-reports of professional competencies by graduates of a problem-based medical curriculum. Method. All graduates from a medical school and a faculty of health sciences with a problem-based curriculum were sent a questionnaire asking them to compare their own

  20. Development of Articulated Competency-Based Curriculum in Laser/Electro-Optics Technology. Final Report.

    Science.gov (United States)

    Luzerne County Community Coll., Nanticoke, PA.

    A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in laser/electro-optics technology. Existing programs were reviewed and private sector input was sought in developing the curriculum and identifying…

  1. Communicative Competence Approach to Person-Oriented Teaching of the Russian Language and Culture of Speech

    Directory of Open Access Journals (Sweden)

    Y. V. Orlova

    2012-01-01

    Full Text Available The paper is devoted to the communicative competence approach in professional training of physicians on the undergraduate level. The main emphasis is on developing linguistic, sociolinguistic and pragmatic competences while teaching the Russian language and the culture of speech. The paper is aimed at analyzing the requirements of federal state educational standards of the 3rd generation concerning the competences in the humanities which should be developed by medical students in the course of the Russian language and the culture of speech; defining the contents of the «communicative competence» term based on consideration of general European competences in mastering the language and the analysis of lingua-didactic works of modern Russian scientists; identifying the component content of linguistic, sociolinguistic and pragmatic competences of the Russian language and the culture of speech course for medical schools. The research results regarding the analysis and component content of linguistic, sociolinguistic and pragmatic competences of the Russian language and the culture of speech course have been applied while designing the Russian and the culture of speech curriculum, as well as electronic textbooks and manuals for medical students. 

  2. Gap analysis: a method to assess core competency development in the curriculum.

    Science.gov (United States)

    Fater, Kerry H

    2013-01-01

    To determine the extent to which safety and quality improvement core competency development occurs in an undergraduate nursing program. Rapid change and increased complexity of health care environments demands that health care professionals are adequately prepared to provide high quality, safe care. A gap analysis compared the present state of competency development to a desirable (ideal) state. The core competencies, Nurse of the Future Nursing Core Competencies, reflect the ideal state and represent minimal expectations for entry into practice from pre-licensure programs. Findings from the gap analysis suggest significant strengths in numerous competency domains, deficiencies in two competency domains, and areas of redundancy in the curriculum. Gap analysis provides valuable data to direct curriculum revision. Opportunities for competency development were identified, and strategies were created jointly with the practice partner, thereby enhancing relevant knowledge, attitudes, and skills nurses need for clinical practice currently and in the future.

  3. A Spanish language and culture initiative for a doctor of pharmacy curriculum.

    Science.gov (United States)

    VanTyle, W Kent; Kennedy, Gala; Vance, Michael A; Hancock, Bruce

    2011-02-10

    To implement a Spanish language and culture initiative in a doctor of pharmacy (PharmD) curriculum that would improve students' Spanish language skills and cultural competence so that graduates could provide competent pharmaceutical care to Spanish-speaking patients. Five elective courses were created and introduced to the curriculum including 2 medical Spanish courses; a medical Spanish service-learning course; a 2-week Spanish language and cultural immersion trip to Mexico; and an advanced practice pharmacy experience (APPE) at a medical care clinic serving a high percentage of Spanish-speaking patients. Advisors placed increased emphasis on encouraging pharmacy students to complete a major or minor in Spanish. Enrollment in the Spanish language courses and the cultural immersion trip has been strong. Twenty-three students have completed the APPE at a Spanish-speaking clinic. Eleven percent of 2010 Butler University pharmacy graduates completed a major or minor in Spanish compared to approximately 1% in 2004 when the initiative began. A Spanish language and culture initiative started in 2004 has resulted in increased Spanish language and cultural competence among pharmacy students and recent graduates.

  4. Culture, Personality, Health, and Family Dynamics: Cultural Competence in the Selection of Culturally Sensitive Treatments

    Science.gov (United States)

    Sperry, Len

    2010-01-01

    Cultural sensitivity and cultural competence in the selection of culturally sensitive treatments is a requisite for effective counseling practice in working with diverse clients and their families, particularly when clients present with health issues or medical problems. Described here is a strategy for selecting culturally sensitive treatments…

  5. Assessment of Military Cultural Competence: A Pilot Study.

    Science.gov (United States)

    Meyer, Eric G; Hall-Clark, Brittany N; Hamaoka, Derrick; Peterson, Alan L

    2015-08-01

    Cultural competence is widely considered a cornerstone of patient care. Efforts to improve military cultural competency have recently gained national attention. Assessment of cultural competence is a critical component to this effort, but no assessment of military cultural competence currently exists. An assessment of military cultural competence (AMCC) was created through broad input and consensus. Careful review of previous cultural competency assessment designs and analysis techniques was considered. The AMCC was organized into three sections: skills, attitudes, and knowledge. In addition to gathering data to determine absolute responses from groups with different exposure levels to the military (direct, indirect, and none), paired questions were utilized to assess relative competencies between military culture and culture in general. Piloting of the AMCC revealed significant differences between military exposure groups. Specifically, those with personal military exposure were more likely to be in absolute agreement that the military is a culture, were more likely to screen for military culture, and had increased knowledge of military culture compared to those with no military exposure. Relative differences were more informative. For example, all groups were less likely to agree that their personal culture could be at odds with military culture as compared to other cultures. Such perceptions could hinder asking difficult questions and thus undermine care. The AMCC is a model for the measurement of the skills, attitudes, and knowledge related to military cultural competence. With further validity testing, the AMCC will be helpful in the critical task of measuring outcomes in ongoing efforts to improve military cultural competence. The novel approach of assessing variance appears to reduce bias and may also be helpful in the design of other cultural competency assessments.

  6. A framework for cultural competence in health care organizations.

    Science.gov (United States)

    Castillo, Richard J; Guo, Kristina L

    2011-01-01

    Increased racial and ethnic diversity in the United States brings challenges and opportunities for health care organizations to provide culturally competent services that effectively meet the needs of diverse populations. The need to provide more culturally competent care is essential to reducing and eliminating health disparities among minorities. By removing barriers to cultural competence and placing a stronger emphasis on culture in health care, health care organizations will be better able to address the unique health care needs of minorities. Organizations should assess cultural differences, gain greater cultural knowledge, and provide cultural competence training to deliver high-quality services. This article develops a framework to guide health care organizations as they focus on establishing culturally competent strategies and implementing best practices aimed to improve quality of care and achieve better outcomes for minority populations.

  7. Evaluation of a Cultural Competence Assessment for Preservice Teachers

    Science.gov (United States)

    Bustamante, Rebecca M.; Skidmore, Susan T.; Nelson, Judith A.; Jones, Brandolyn E.

    2016-01-01

    Globally, public schools enroll culturally and linguistically diverse student populations and teacher preparation programs must assess the cultural competence of preservice teachers. Yet, few adequately tested measures of teacher cultural competence are available. In this research study, a sample of 396 preservice teachers were surveyed to…

  8. Developing Cultural Competence in Working with Korean Immigrant Families

    Science.gov (United States)

    Kim, Irene J.; Kim, Luke I. C.; Kelly, James G.

    2006-01-01

    The authors provide an in-depth examination of the historical background, cultural values, family roles, and community contexts of Korean Americans as an aid to both researchers and clinicians in developing cultural competence with this particular group. First, the concept of cultural competence is defined. A brief history of Korean immigration…

  9. Cultural competence among nurse practitioners working with asylum seekers

    NARCIS (Netherlands)

    Suurmond, Jeanine; Seeleman, Conny; Rupp, Ines; Goosen, Simone; Stronks, Karien

    2010-01-01

    Asylum seekers often have complex medical needs. Little is known about the cultural competences health care providers should have in their contact with asylum seekers in order to meet their needs. Cultural competence is generally defined as a combination of knowledge about certain cultural groups,

  10. International Society on Thrombosis and Haemostasis core curriculum project: core competencies in clinical thrombosis and hemostasis

    NARCIS (Netherlands)

    McLintock, C.; Pabinger, I.; Bauer, K. A.; Laffan, M.; Angchaisuksiri, P.; Rezende, S. M.; Middeldorp, S.; Ross, M.

    2016-01-01

    Essentials The priority of ISTH was to establish a global core curriculum in thrombosis and hemostasis. International survey to determine competencies required for clinical specialists was carried out in the field. Competency framework provides a reference point for mapping and developing regional

  11. Competency-Based Curriculum Guide for Laser Technology. September 1980-June 1981.

    Science.gov (United States)

    Fioroni, John J.

    This document contains materials developed by a project to provide a competency-based curriculum guide for laser technology at the community college level. An abstract of the final report is included. Next, the 17 job competencies determined as necessary to meet the job description of laser technician are listed. A career ladder and qualifications…

  12. Cultural competency and diversity among hospice palliative care volunteers.

    Science.gov (United States)

    Jovanovic, Maja

    2012-05-01

    This case study examines the current state of cultural competence in hospice and palliative care in the Greater Toronto Area (GTA). Because of changing demographic trends and ethnic minorities underutilizing hospice palliative care services, this research examined the current state of culturally competent care in a hospice setting, and the challenges to providing culturally competent care in a hospice in the GTA. A case study was conducted with a hospice and included in-depth interviews with 14 hospice volunteers. The findings reveal that volunteers encountered cultural clashes when their level of cultural competency was weak. Second, volunteers revealed there was a lack of adequate cultural competency training with their hospice, and finally, there was a lack of ethnic, cultural, and linguistic diversity among the hospice volunteers.

  13. Cultural Core Competencies: Perceptions of 4-H Youth Development Professionals

    Directory of Open Access Journals (Sweden)

    Janet E. Fox

    2015-10-01

    Full Text Available As society grows increasingly diverse, it is critical that youth development professionals are equipped with cultural core competencies. This descriptive study gauged the perceived level of cultural competence among 4-H Youth Development professionals from a Southern state in the United States. Based on the 4-H Professional Research, Knowledge, and Competency (PRKC Model (Stone & Rennekamp, 2004, youth development professionals rated their cultural competence (equity, access, and opportunity in eight core competency areas. Based on a five-point Likert scale ranging from 0 = No knowledge to 4 = Expert, youth development professionals evaluated their cultural competence ranging from 0.66 to 4.00. According to an interpretive scale, most youth development professionals rated their competence as intermediate. Participants reported the skills of active listening and an open attitude as areas in which they felt most competent. Areas of least competence were community outreach policies and procedures. No significant relationships existed between the demographic variables of gender, degree earned, and field of study when compared to perceived cultural competence. The findings will be used to detect deficiencies and create opportunities for professional training and development experiences in supporting the cultural competence and growth of youth professionals.

  14. Conceptualizations on Innovation Competency in a Problem- and Project-Based Learning Curriculum

    DEFF Research Database (Denmark)

    Zhang, Fenzhi; Kolmos, Anette; de Graaff, Erik

    2013-01-01

    Understanding innovation competency is the first step in fostering innovative engineers as conceptualizations can both enhance and inhibit innovative behaviors. Though literature is replete with discussions on conceptualizing innovation competency, there is much disagreement regarding its concepts...... identified by analyzing the narratives of interviewees and coding the transcriptions into pre-prepared categories, based on the theoretical framework inspired by activity theory. The analysis of empirical data indicates a collaborative nature of innovation competency in the PBL curriculum; emphasizes...

  15. Evaluating the Impact of Two Globalization Projects on College Students' Cultural Competence and Cultural Intelligence (CQ)

    Science.gov (United States)

    Lopes-Murphy, Solange A.

    2013-01-01

    Cultural competence and CQ involve awareness of cultural similarities and differences, knowledge of differences in cultural values, and intercultural encounters. To assess college students' cultural competence and cultural intelligence gains, this experimental study evaluated the impact of two globalization projects on these two constructs. The…

  16. A Cultural Interpretation of a Social Studies Curriculum.

    Science.gov (United States)

    Chilcott, John H.

    Social studies documents were collected from teachers in the Tucson, Arizona area and examined using three theories of culture as a way to explore the interrelationships between social studies curriculum and United States society. Malinowski's functionalist position suggests that culture is composed of traits each of which provide a specific…

  17. Transforming LEND leadership training curriculum through the maternal and child health leadership competencies.

    Science.gov (United States)

    Humphreys, Betsy P; Couse, Leslie J; Sonnenmeier, Rae M; Kurtz, Alan; Russell, Susan M; Antal, Peter

    2015-02-01

    The purpose of this article is to describe how the Maternal and Child Health (MCH) Leadership Competencies (v 3.0) were used to examine and improve an MCH Leadership Education in Neurodevelopmental and Related Disabilities (LEND) training curriculum for New Hampshire and Maine. Over 15 % of the nation's children experience neurodevelopmental disabilities or special health care needs and estimates suggest 1 in every 68 children is diagnosed with an autism spectrum disorder. Across the Unites States critical shortages of qualified MCH professionals exist, particularly in poor and rural areas. A continued investment in training interdisciplinary leaders is critical. The MCH Leadership Competencies provide an effective foundation for leadership training through identification of requisite knowledge, skills, and dispositions required of MCH leaders. This paper describes a three-step process, which began in 2010 and included utilizing the MCH Leadership Competencies as a tool to reflect on, develop, and evaluate the NH LEND leadership curriculum. Curriculum development was further supported through participation in a multi-state learning collaborative. Through a series of intentional decisions, the curriculum design of NH LEND utilized the competencies and evidence-based principles of instruction to engage trainees in the development of specific MCH content knowledge and leadership skills. The LEND network specifically, and MCH leadership programs more broadly, may benefit from the intentional use of the MCH competencies to assist in curriculum development and program evaluation, and as a means to support trainees in identifying specific leadership goals and evaluating their leadership skill development.

  18. Cultural competence: reflections on patient autonomy and patient good.

    Science.gov (United States)

    Leever, Martin G

    2011-07-01

    Terms such as 'cultural competence' and 'transcultural nursing' have comfortably taken their place in the lexicon of health care. Their high profile is a reflection of the diversity of western societies and health care's commitment to provide care that is responsive to the values and beliefs of all who require treatment. However, the relationship between cultural competence and familiar ethical concepts such as patient autonomy has been an uneasy one. This article explores the moral foundations of cultural competence, ultimately locating them in patient autonomy and patient good. The discussion of patient good raises questions about the moral relevance of a value's rootedness in a particular culture. I argue that the moral justification for honoring cultural values has more to do with the fact that patients are strongly committed to them than it does with their cultural rootedness. Finally, I suggest an organizational approach to cultural competence that emphasizes overall organizational preparedness.

  19. Higher specialty training in genitourinary medicine: A curriculum competencies-based approach.

    Science.gov (United States)

    Desai, Mitesh; Davies, Olubanke; Menon-Johansson, Anatole; Sethi, Gulshan Cindy

    2018-01-01

    Specialty trainees in genitourinary medicine (GUM) are required to attain competencies described in the GUM higher specialty training curriculum by the end of their training, but learning opportunities available may conflict with service delivery needs. In response to poor feedback on trainee satisfaction surveys, a four-year modular training programme was developed to achieve a curriculum competencies-based approach to training. We evaluated the clinical opportunities of the new programme to determine: (1) Whether opportunity cost of training to service delivery is justifiable; (2) Which competencies are inadequately addressed by direct clinical opportunities alone and (3) Trainee satisfaction. Local faculty and trainees assessed the 'usefulness' of the new modular programme to meet each curriculum competence. The annual General Medical Council (GMC) national training survey assessed trainee satisfaction. The clinical opportunities provided by the modular training programme were sufficiently useful for attaining many competencies. Trainee satisfaction as captured by the GMC survey improved from two reds pre- to nine greens post-intervention on a background of rising clinical activity in the department. The curriculum competencies-based approach to training offers an objective way to balance training with service provision and led to an improvement in GMC survey satisfaction.

  20. Cultural competence in healthcare in the community: A concept analysis.

    Science.gov (United States)

    Henderson, Saras; Horne, Maria; Hills, Ruth; Kendall, Elizabeth

    2018-03-07

    This study aims to conduct a concept analysis on cultural competence in community healthcare. Clarification of the concept of cultural competence is needed to enable clarity in the definition and operation, research and theory development to assist healthcare providers to better understand this evolving concept. Rodgers' evolutionary concept analysis method was used to clarify the concept's context, surrogate terms, antecedents, attributes and consequences and to determine implications for further research. Articles from 2004 to 2015 were sought from Medline, PubMed, CINAHL and Scopus using the terms "cultural competency" AND "health," "cultural competence" OR "cultural safety" OR "cultural knowledge" OR "cultural awareness" OR cultural sensitivity OR "cultural skill" AND "Health." Articles with antecedents, attributes and consequences of cultural competence in community health were included. The 26 articles selected included nursing (n = 8), health (n = 8), psychology (n = 2), social work (n = 1), mental health (n = 3), medicine (n = 3) and occupational therapy (n = 1). Findings identify cultural openness, awareness, desire, knowledge and sensitivity and encounter as antecedents of cultural competence. Defining attributes are respecting and tailoring care aligned with clients' values, needs, practices and expectations, providing equitable and ethical care, and understanding. Consequences of cultural competence are satisfaction with care, the perception of quality healthcare, better adherence to treatments, effective interaction and improved health outcomes. An interesting finding is that the antecedents and attributes of cultural competence appear to represent a superficial level of understanding, sometimes only manifested through the need for social desirability. What is reported as critical in sustaining competence is the carers' capacity for a higher level of moral reasoning attainable through formal education in cultural and ethics knowledge. Our

  1. Cross-cultural medical education: can patient-centered cultural competency training be effective in non-Western countries?

    Science.gov (United States)

    Ho, Ming-Jung; Yao, Grace; Lee, Keng-Lin; Beach, Mary Catherine; Green, Alexander R

    2008-01-01

    No evidence addresses the effectiveness of patient-centered cultural competence training in non-Western settings. To examine whether a patient-centered cultural competency curriculum improves medical students' skills in eliciting the patients' perspective and exploring illness-related social factors. Fifty-seven medical students in Taiwan were randomly assigned to either the control (n = 27) or one of two intervention groups: basic (n = 15) and extensive (n = 15). Both intervention groups received two 2-hour patient-centered cultural competency workshops. In addition, the extensive intervention group received a 2-hour practice session. The control group received no training. At the end of the clerkship, all students were evaluated with an objective structured clinical examination (OSCE). Students in the extensive intervention group scored significantly higher than the basic intervention and control groups in eliciting the patient's perspective (F = 18.38, p social factors (F = 6.66, p = 0.003, eta(2) = 0.20). Patient-centered cultural competency training can produce improvement in medical students' cross-cultural communication skills in non-Western settings, especially when adequate practice is provided.

  2. Promoting Cultural Awareness: A Faculty Development Workshop on Cultural Competency.

    Science.gov (United States)

    Carnevale, Franco A; Macdonald, Mary Ellen; Razack, Saleem; Steinert, Yvonne

    2015-06-01

    An interdisciplinary faculty development workshop on cultural competency (CC) was implemented and evaluated for the Faculty of Medicine at McGill University. It consisted of a 4-hour workshop and 2 follow-up sessions. A reflective practice framework was used. The project was evaluated using the Multicultural Assessment Questionnaire (MAQ), evaluation forms completed by participants, and detailed field notes taken during the sessions. The workshop was attended by 49 faculty members with diverse professional backgrounds. Statistically significant improvements were measured using the MAQ. On a scale of 1 to 5 (5 = very useful) on the evaluation form, the majority of participants (76.1%) gave the workshop a score of 4 or 5 for overall usefulness. A thematic analysis of field-note data highlighted participant responses to specific activities in the workshop. Participants expressed a need for faculty development initiatives on CC such as this one. Copyright© by Ingram School of Nursing, McGill University.

  3. Embracing a competency-based specialty curriculum for community-based nursing roles.

    Science.gov (United States)

    Levin, Pamela F; Swider, Susan M; Breakwell, Susan; Cowell, Julia M; Reising, Virginia

    2013-01-01

    The Quad Council competencies for public health nursing (PHN) provide guidance in developing curricula at both the generalist and specialist level. However, these competencies are based on nursing roles in traditional public health agencies and community/public health is defined more broadly than official agency practice. The question arises as to whether community-based specialties require largely the same knowledge and skill set as PHN. The purpose of the competency cross-mapping project reported here was to (a) assess the intersection of the Quad Council competencies with four community-based specialties and (b) ensure the appropriateness of a Quad Council-based curriculum to prepare graduates across these four specialties (home health, occupational health, environmental health, and school nursing). This article details the multistep cross-mapping process, including validation with practice leaders. Results indicate strong alignment of community-based specialty competencies with Quad Council competencies. Community-based specialty-specific content that did not align well is identified, along with examples of didactic and clinical strategies to address gaps. This work indicates that a Quad Council-based curriculum is appropriate to prepare graduates in community-based specialties when attention to the specialty-specific competencies in the clinical setting is included. This work guides the development of a doctorate of nursing practice curriculum in PHN, encompassing the four additional community-based specialties. © 2013 Wiley Periodicals, Inc.

  4. Congruence between Culturally Competent Treatment and Cultural Needs of Older Latinos

    Science.gov (United States)

    Costantino, Giuseppe; Malgady, Robert G.; Primavera, Louis H.

    2009-01-01

    This study investigated a new 2-factor construct, termed "cultural congruence", which is related to cultural competence in the delivery of mental health services to ethnic minority clients. Cultural congruence was defined as the distance between the cultural competence characteristics of the health care organization and the clients' perception of…

  5. [Design and implementation of a competency-based curriculum for medical education].

    Science.gov (United States)

    Risco de Domínguez, Graciela

    2014-01-01

    Competency-based education is a form of designing, developing, delivering and documenting instruction based on a set of objectives and results that have been recommended for medical education. This article describes the steps in the process of designing and implementing a competency-based curriculum at a new medical school in a Peruvian university. We present the process followed including context analysis, mission design, the professional profile, the content and organization of the curriculum as well as the evaluation and resources for the training. Finally, issues and challenges faced, as well as lessons learned are summarized.

  6. Curriculum Integration and Cross-Cultural Psychology.

    Science.gov (United States)

    Goldstein, Susan B.

    While many undergraduate disciplines are revising curricula to address issues of diversity more effectively, it is commonly assumed that courses in cross-cultural psychology are less in need of revision due to their inherent multi-cultural focus. The field of cross-cultural psychology, however, is not immune to Eurocentric and androcentric biases.…

  7. The importance of cultural competency in general pediatrics.

    Science.gov (United States)

    Brotanek, Jane M; Seeley, Christina E; Flores, Glenn

    2008-12-01

    There is a growing awareness of the importance of cultural competency in pediatrics. The authors review the most recent studies that examine the impact of cultural competency on general pediatric care, explore cultural beliefs and practices affecting clinical care, and describe culturally sensitive interventions designed to address racial/ethnic health disparities. The beneficial effects of cultural competency embrace health outcomes, quality of care, and patient satisfaction, while failure to consider language and culture can have serious adverse consequences for clinical care, including patient safety and healthcare access. A five-component model of cultural competency has been developed, and a growing literature details an array of normative cultural values, folk illnesses, parent beliefs/practices, and provider behaviors that can have a profound impact on pediatric care. Culturally sensitive interventions are being developed to lessen racial/ethnic health disparities. A goal for the pediatrician is to provide culturally competent healthcare by using trained medical interpreters with limited English-proficient families, being familiar with normative cultural values that affect the healthcare of commonly encountered racial/ethnic groups, and asking about folk illness beliefs and ethnomedical treatments.

  8. Developing Workforce Capacity in Public Health Informatics: Core Competencies and Curriculum Design

    Directory of Open Access Journals (Sweden)

    Douglas R. Wholey

    2018-05-01

    Full Text Available We describe a master’s level public health informatics (PHI curriculum to support workforce development. Public health decision-making requires intensive information management to organize responses to health threats and develop effective health education and promotion. PHI competencies prepare the public health workforce to design and implement these information systems. The objective for a Master’s and Certificate in PHI is to prepare public health informaticians with the competencies to work collaboratively with colleagues in public health and other health professions to design and develop information systems that support population health improvement. The PHI competencies are drawn from computer, information, and organizational sciences. A curriculum is proposed to deliver the competencies and result of a pilot PHI program is presented. Since the public health workforce needs to use information technology effectively to improve population health, it is essential for public health academic institutions to develop and implement PHI workforce training programs.

  9. Developing Workforce Capacity in Public Health Informatics: Core Competencies and Curriculum Design

    Science.gov (United States)

    Wholey, Douglas R.; LaVenture, Martin; Rajamani, Sripriya; Kreiger, Rob; Hedberg, Craig; Kenyon, Cynthia

    2018-01-01

    We describe a master’s level public health informatics (PHI) curriculum to support workforce development. Public health decision-making requires intensive information management to organize responses to health threats and develop effective health education and promotion. PHI competencies prepare the public health workforce to design and implement these information systems. The objective for a Master’s and Certificate in PHI is to prepare public health informaticians with the competencies to work collaboratively with colleagues in public health and other health professions to design and develop information systems that support population health improvement. The PHI competencies are drawn from computer, information, and organizational sciences. A curriculum is proposed to deliver the competencies and result of a pilot PHI program is presented. Since the public health workforce needs to use information technology effectively to improve population health, it is essential for public health academic institutions to develop and implement PHI workforce training programs. PMID:29770321

  10. Competing Issues in Australian Primary Curriculum: Learning from International Experiences

    Science.gov (United States)

    Ewing, Robyn

    2012-01-01

    There is no doubt that the increasing politicisation of education in an economically rationalist climate is contributing to less equity, access, participation and, therefore, social justice for many Australian primary children. This article initially explores how the development of the impending national Australian curriculum replete with a high…

  11. Achieving Competency in Electroconvulsive Therapy: A Model Curriculum

    Science.gov (United States)

    Dolenc, Tamara J.; Philbrick, Kemuel L.

    2007-01-01

    Objective: This article illustrates a model electroconvulsive therapy (ECT) curriculum with specific parameters of both practice-based learning and medical knowledge. Method: The authors review the recommendations of the APA Task Force on ECT as they relate to training in ECT in psychiatry residency programs, and discuss diverse educational…

  12. Designing Competency-Based Materials for the Automotive Mechanics Curriculum

    Science.gov (United States)

    Richardson, Roger L.

    1977-01-01

    Describes the Career Education Center's (Florida State University) development of the "Automotive Mechanics Catalog" (a job inventory noting performance objectives for specific occupational programs), using the Vocational-Technical Education Consortium of States (V-TECS) model. Also describes the development of curriculum materials using…

  13. Competency-Based Materials for the Florida Automotive Mechanics Curriculum

    Science.gov (United States)

    Goodson, Ludy; And Others

    1978-01-01

    Describes Florida's new automotive mechanics curriculum, an individualized, self-paced learning sequence that combines text material, review exercises and actual work activities. Development of the materials, including incorporation of Florida's V-TECS catalog of performance objectives in auto mechanics, is described. A field-test experience of a…

  14. The development of community competence in the teacher education curriculum

    NARCIS (Netherlands)

    Dobber, M.; Vandyck, I.J.J.; Akkerman, S.F.; de Graaff, R.; Beishuizen, J.J.; Pilot, A.; Verloop, N.; Vermunt, J.D.

    2013-01-01

    Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay

  15. Perceptions of Saudi dental students on cultural competency

    Directory of Open Access Journals (Sweden)

    Huda A. Al-Shehri

    2016-02-01

    Full Text Available Objectives: To probe dental students’ perceptions on their cultural competency and international student exchange programs as a way of improving cultural competency training. Methods: A cross-sectional survey (n=460 was distributed to predoctoral students at the College of Dentistry, King Saud University, Riyadh, Kingdom of Saudi Arabia in May 2014 at the male and female university campuses. Descriptive statistics were carried out using Statistical Package for Social Sciences (p=0.05. Results: It was found that 79.6% of students think that teaching them regarding cultural diversity is important. Only 41% of students thought their dental education teaches them on the importance of volunteerism and philanthropy. Most students (89.8% think that international student exchanges can enhance their cultural competence. Conclusion: In this study, it was found that students believe that cultural competence is important and participation in international student exchange programs can enhance their training.

  16. Perceptions of Saudi dental students on cultural competency.

    Science.gov (United States)

    Al-Shehri, Huda A; Al-Taweel, Sara M; Ivanoff, Chris S

    2016-02-01

    To probe dental students' perceptions on their cultural competency and international student exchange programs as a way of improving cultural competency training. A cross-sectional survey (n=460) was distributed to predoctoral students at the College of Dentistry, King Saud University, Riyadh, Kingdom of Saudi Arabia in May 2014 at the male and female university campuses. Descriptive statistics were carried out using Statistical Package for Social Sciences (p=0.05).  It was found that 79.6% of students think that teaching them regarding cultural diversity is important. Only 41% of students thought their dental education teaches them on the importance of volunteerism and philanthropy. Most students (89.8%) think that international student exchanges can enhance their cultural competence. In this study, it was found that students believe that cultural competence is important and participation in international student exchange programs can enhance their training.

  17. Analysing the hidden curriculum: use of a cultural web.

    Science.gov (United States)

    Mossop, Liz; Dennick, Reg; Hammond, Richard; Robbé, Iain

    2013-02-01

    Major influences on learning about medical professionalism come from the hidden curriculum. These influences can contribute positively or negatively towards the professional enculturation of clinical students. The fact that there is no validated method for identifying the components of the hidden curriculum poses problems for educators considering professionalism. The aim of this study was to analyse whether a cultural web, adapted from a business context, might assist in the identification of elements of the hidden curriculum at a UK veterinary school. A qualitative approach was used. Seven focus groups consisting of three staff groups and four student groups were organised. Questioning was framed using the cultural web, which is a model used by business owners to assess their environment and consider how it affects their employees and customers. The focus group discussions were recorded, transcribed and analysed thematically using a combination of a priori and emergent themes. The cultural web identified elements of the hidden curriculum for both students and staff. These included: core assumptions; routines; rituals; control systems; organisational factors; power structures, and symbols. Discussions occurred about how and where these issues may affect students' professional identity development. The cultural web framework functioned well to help participants identify elements of the hidden curriculum. These aspects aligned broadly with previously described factors such as role models and institutional slang. The influence of these issues on a student's development of a professional identity requires discussion amongst faculty staff, and could be used to develop learning opportunities for students. The framework is promising for the analysis of the hidden curriculum and could be developed as an instrument for implementation in other clinical teaching environments. © Blackwell Publishing Ltd 2013.

  18. Here, There, and (Almost) Everywhere: Civil Religion and Cultural Competency

    Science.gov (United States)

    Nyitray, Vivian-Lee

    2018-01-01

    When preparing students for study abroad, understanding the religious dimension of the target country/culture is generally viewed as essential for cultural competency training. What is generally left unexamined is the civil religious culture that might be operative. This essay first provides an introduction to the concept as it was introduced by…

  19. Integrative Report on a culture-sensitive quality & curriculum framework

    NARCIS (Netherlands)

    Sylva, Kathy; Ereky-Stevens, Katharina; Pastori, Giulia; Slot, P.L.; Lerkkanen, Marja-Kristiina

    This report draws together research findings that support a comprehensive culture-sensitive European curriculum and quality assessment framework that can inform practice, teacher education and policy. The aim of this integrative report is to inform the development of a comprehensive,

  20. Coastal Culture Area. Native American Curriculum Series.

    Science.gov (United States)

    Ross, Cathy; Fernandes, Roger

    Background information, legends, games, illustrations, and art projects are provided in this booklet introducing elementary students to the history and culture of Indian tribes of the North Pacific Coast and Pacific Northwest. One in a series of Native American instructional materials, the booklet provides an overview of the coastal culture area,…

  1. Resident learning across the full range of core competencies through a transitions of care curriculum.

    Science.gov (United States)

    Pavon, Juliessa M; Pinheiro, Sandro O; Buhr, Gwendolen T

    2018-01-01

    The authors developed a Transitions of Care (TOC) curriculum to teach and measure learner competence in performing TOC tasks for older adults. Internal medicine interns at an academic residency program received the curriculum, which consisted of experiential learning, self-study, and small group discussion. Interns completed retrospective pre/post surveys rating their confidence in performing five TOC tasks, qualitative open-ended survey questions, and a self-reflection essay. A subset of interns also completed follow-up assessments. For all five TOC tasks, the interns' confidence improved following completion of the TOC curriculum. Self-confidence persisted for up to 3 months later for some but not all tasks. According to the qualitative responses, the TOC curriculum provided interns with learning experiences and skills integral to performing safe care transitions. The TOC curriculum and a mixed-method assessment approach effectively teaches and measures learner competency in TOC across all six Accreditation Council for Graduate Medical Education competency domains.

  2. Measuring Course Competencies in a School of Business: The Use of Standardized Curriculum and Rubrics

    Science.gov (United States)

    Gibson, Jane Whitney

    2011-01-01

    This paper examines the growing emphasis on measurement of course competencies by individual college students through two course examples, an undergraduate course in managing change and conflict and a graduate course in human resource management. The author explains how standardized curriculum and assignment rubrics are being used to measure…

  3. Secondary-Postsecondary Curriculum Development in Automotive Mechanics. Automotive Electrical Competencies. Final Report.

    Science.gov (United States)

    Hoepner, Ronald

    Developed as part of a competency-based curriculum in automotive mechanics which is usable by students at both the secondary and postsecondary levels, this learning package focuses on automotive electrical systems. It is the first unit to be published in a series of eight which will cover the eight subject areas on the national certification…

  4. Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

    Science.gov (United States)

    Sommaruga, L.; De Angelis, E.

    2007-01-01

    A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

  5. Development of Articulated Competency-Based Curriculum in Automated Systems/Robotics Technology. Final Report.

    Science.gov (United States)

    Luzerne County Community Coll., Nanticoke, PA.

    The project described in this report was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in conjunction with area vocational-technical schools, the second year of a competency-based curriculum in automated systems/robotics technology. During the project, a task force of teachers from the area schools and the college…

  6. Components of cultural competence in three mental health programs.

    Science.gov (United States)

    Siegel, Carole; Haugland, Gary; Reid-Rose, Lenora; Hopper, Kim

    2011-06-01

    The aim of this study was to identify components of cultural competence in mental health programs developed for cultural groups by community and mental health professionals from these groups. Three programs were studied: a prevention program primarily serving African-American and Afro-Caribbean youth, a Latino adult acute inpatient unit, and a Chinese day treatment program in a community-based agency. Nine study-trained field researchers used a semistructured instrument that captures program genealogy, structure, processes, and cultural infusion. Program cultural elements were identified from field notes and from individual and group interviews of consumers and staff (N=104). A research-group consensus process with feedback from program staff was used to group elements by shared characteristics into the program components of cultural competence. Components included communication competencies (with use of colloquialisms and accepted forms of address); staff in culturally acceptable roles; culturally framed trust building (such as pairing youths with mentors), stigma reduction, friendly milieus (such as serving culturally familiar foods and playing music popular with the culture), and services; and peer, family, and community involvement (including use of peer counselors and mentors, hosting parent weekends, and linking clients with senior center and community services). Incorporating these components into any program in which underserved cultural populations are seen is recommended for improving cultural competence.

  7. An Overview of Undergraduate Training in Cultural Competency and Cross-Cultural Psychiatry

    Science.gov (United States)

    Lyons, Zaza; Laugharne, Jonathan

    2011-01-01

    Multiculturalism is a familiar concept in many developed countries. While cultural competency training is part of most medical curricula, training in cultural psychiatry at the undergraduate level is typically minimal. It is important that medical graduates are both culturally competent and able to respond to the mental health needs of patients…

  8. Formation of common cultural competence in country studies ...

    African Journals Online (AJOL)

    ... in country studies classes (based on Turkish language teaching practice) ... the acquisition of common cultural competence in foreign language education. ... analysis of methodological frameworks offered by Russian and foreign specialists.

  9. Study on Spatial Cultural Heritage Integrated into the Core Curriculum

    Science.gov (United States)

    Hsu, W. H.; Lai, Y. P.

    2015-08-01

    These Many countries have put a lot of efforts, promoting education of cultural heritage, to raise the conservation awareness and increase people's participation. However, the development of Taiwan's higher education about cultural heritage has not shown a significant growth, so it didn't train talents with enough cultural heritage awareness. In the workplace, these professionals will inevitably lack of comprehensions and the appropriate professional assessments for cultural heritage. Hence, the main objective of this paper is to study and combine these concepts into the core curriculum of Department of Construction and Spatial Design at Tungnan University. It takes the local "Shenkeng historic cultural district" as a case study, and will gradually develop an proper interdisciplinary course in order to help local residents implement projects of conserving cultural heritage. This plan not only can increase schools' engagements toward communities, with an ability of social civilization, but also it can encourage the conservation and maintenance of cultural heritages.

  10. Impact of a competency based curriculum on quality improvement among internal medicine residents.

    Science.gov (United States)

    Fok, Mark C; Wong, Roger Y

    2014-11-28

    Teaching quality improvement (QI) principles during residency is an important component of promoting patient safety and improving quality of care. The literature on QI curricula for internal medicine residents is limited. We sought to evaluate the impact of a competency based curriculum on QI among internal medicine residents. This was a prospective, cohort study over four years (2007-2011) using pre-post curriculum comparison design in an internal medicine residency program in Canada. Overall 175 post-graduate year one internal medicine residents participated. A two-phase, competency based curriculum on QI was developed with didactic workshops and longitudinal, team-based QI projects. The main outcome measures included self-assessment, objective assessment using the Quality Improvement Knowledge Assessment Tool (QIKAT) scores to assess QI knowledge, and performance-based assessment via presentation of longitudinal QI projects. Overall 175 residents participated, with a response rate of 160/175 (91%) post-curriculum and 114/175 (65%) after conducting their longitudinal QI project. Residents' self-reported confidence in making changes to improve health increased and was sustained at twelve months post-curriculum. Self-assessment scores of QI skills improved significantly from pre-curriculum (53.4 to 69.2 percent post-curriculum [p-value 0.002]) and scores were sustained at twelve months after conducting their longitudinal QI projects (53.4 to 72.2 percent [p-value 0.005]). Objective scores using the QIKAT increased post-curriculum from 8.3 to 10.1 out of 15 (p-value for difference value for difference from pre-curriculum based assessment occurred via presentation of all projects at the annual QI Project Podium Presentation Day. The competency based curriculum on QI improved residents' QI knowledge and skills during residency training. Importantly, residents perceived that their QI knowledge improved after the curriculum and this also correlated to improved QIKAT

  11. Cultural Integrity and Social and Emotional Competence Promotion: Work Notes on Moral Competence.

    Science.gov (United States)

    Jagers, Robert J.

    2001-01-01

    Describes evolving efforts to promote African American children's social and emotional competencies, examining moral competence. Proposes a cultural psychology framework to highlight the theme of communalism and morality of care. Identifies various moral events, offering knowledge of moral emotions and moral self-efficacy as key constructs.…

  12. The Development of Community Competence in the Teacher Education Curriculum

    Science.gov (United States)

    Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

    2013-01-01

    Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

  13. Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches.

    Science.gov (United States)

    Redwood-Campbell, Lynda; Pakes, Barry; Rouleau, Katherine; MacDonald, Colla J; Arya, Neil; Purkey, Eva; Schultz, Karen; Dhatt, Reena; Wilson, Briana; Hadi, Abdullahel; Pottie, Kevin

    2011-07-22

    Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training. The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to develop this framework can be applied

  14. Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches

    Directory of Open Access Journals (Sweden)

    Wilson Briana

    2011-07-01

    Full Text Available Abstract Background Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. Methods A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes for Canadian Family Medicine training. Results The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. Conclusions The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the

  15. Patient-centered care: the key to cultural competence.

    Science.gov (United States)

    Epner, D E; Baile, W F

    2012-04-01

    Much of the early literature on 'cultural competence' focuses on the 'categorical' or 'multicultural' approach, in which providers learn relevant attitudes, values, beliefs, and behaviors of certain cultural groups. In essence, this involves learning key 'dos and don'ts' for each group. Literature and educational materials of this kind focus on broad ethnic, racial, religious, or national groups, such as 'African American', 'Hispanic', or 'Asian'. The problem with this categorical or 'list of traits' approach to clinical cultural competence is that culture is multidimensional and dynamic. Culture comprises multiple variables, affecting all aspects of experience. Cultural processes frequently differ within the same ethnic or social group because of differences in age cohort, gender, political association, class, religion, ethnicity, and even personality. Culture is therefore a very elusive and nebulous concept, like art. The multicultural approach to cultural competence results in stereotypical thinking rather than clinical competence. A newer, cross cultural approach to culturally competent clinical practice focuses on foundational communication skills, awareness of cross-cutting cultural and social issues, and health beliefs that are present in all cultures. We can think of these as universal human beliefs, needs, and traits. This patient centered approach relies on identifying and negotiating different styles of communication, decision-making preferences, roles of family, sexual and gender issues, and issues of mistrust, prejudice, and racism, among other factors. In the current paper, we describe 'cultural' challenges that arise in the care of four patients from disparate cultures, each of whom has advanced colon cancer that is no longer responding to chemotherapy. We then illustrate how to apply principles of patient centered care to these challenges.

  16. Nurses’ Competencies in Disaster Nursing: Implications for Curriculum Development and Public Health

    Science.gov (United States)

    Loke, Alice Yuen; Fung, Olivia Wai Man

    2014-01-01

    The purpose of this study was to explore Hong Kong nurses’ perceptions of competencies required for disaster nursing. Focus group interviews and written inquiry were adopted to solicit nurses’ perceived required competencies for disaster care. A total of 15 nurses were interviewed and 30 nurses completed the written inquiry on their perceived competencies related to disaster nursing. The International Council for Nurses’ (ICN) framework of disaster nursing competencies, consisting of four themes and ten domains, was used to tabulate the perceived competencies for disaster nursing reported by nurses. The most mentioned required competencies were related to disaster response; with the ethical and legal competencies for disaster nursing were mostly neglected by nurses in Hong Kong. With the complexity nature of disasters, special competencies are required if nurses are to deal with adverse happenings in their serving community. Nurses’ perceived disaster nursing competencies reported by nurses were grossly inadequate, demonstrating the needs to develop a comprehensive curriculum for public health. The establishment of a set of tailor-made disaster nursing core competencies for the community they served is the first step in preparing nurses to deal with disastrous situations for the health of the public. PMID:24658409

  17. The difference in cultural curriculum: for a lesser (Physical Education

    Directory of Open Access Journals (Sweden)

    Hugo César Bueno Nunes

    2017-05-01

    Full Text Available The current time is contingent, plural, decentralized, free of old identities and permeated by the noise of voices that have never been heard. Inserted in such context, the school tries to overcome traces of the past and face the struggles of the present. Regarding physical education, the cultural curriculum seems to contribute with the new era mentality by questioning the hegemony of body practices and meanings of the privileged groups to promote the pedagogy of difference. This study analyzed the most important works on this proposal, identifying teaching principles and procedures that characterize it and submitted them to the confrontation with the notion of pure difference by Gilles Deleuze. The results indicate that the cultural curriculum takes the features of a lesser (physical education when it listens what the „different ones‟ have to say and pays attention to the cultural body repertoire that students can access

  18. Cultural competency and communication skills of dental students: clinical supervisors' perceptions.

    Science.gov (United States)

    Mariño, R; Ghanim, A; Morgan, M; Barrow, S

    2017-11-01

    This study explored clinical supervisor's (CS) views and experiences of dental students' cultural competence (CC) at the Melbourne Dental School, The University of Melbourne, Australia. Additionally, this study explored CS insights into how CC could be taught. Semi-structured one-to-one interviews were organised with consenting CS. Interview topics included the following: the importance of CC, communication and rapport, the role of culture in oral health and the need for curriculum enhancement. Interviews were recorded, transcribed and thematically analysed to identify key areas using NVivo software. A total of 12 CS participated in this study. CS acknowledged the importance of CC and felt that it was important for good patient management. CS's definition of CC focused primarily on language and communication skills. CS felt that dental students were generally able to manage culturally diverse patients. However, CS indicated that additional training in this area would be beneficial. Concerns were raised about the students' ability to establish good rapport and communication, with CS highlighting areas such as misuse of interpreters and use of jargon. CS felt that clinical experience, confidence and a positive attitude are effective tools for overcoming cultural barriers. Furthermore, some CS also felt that cultural competency was a skill that is learnt through experience. For most CS, cultural competence was an important part of the clinician-patient exchange which would benefit from enhanced curriculum. They also highlighted areas where transcultural education could be improved. The majority of CS believed dental students managed culturally diverse patients well. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  19. Outsourcing and customer service: cultures and competencies

    OpenAIRE

    Morgan, Stephanie

    2010-01-01

    Outsourcing requires staff from two organisations to work together to achieve sometimes conflicting ends. Practitioner advice suggests a matching of organisational cultures; however, whilst there is some research on the impact of national culture in offshore outsourcing, little attention has been paid to the issue of organisational culture, nor the type of interventions that may be useful. This paper discusses research on differences in organisational culture between suppliers and clients in ...

  20. Teaching cultural competence using an exemplar from literary journalism.

    Science.gov (United States)

    Anderson, Kathryn L

    2004-06-01

    Fadiman's work of literary journalism, The Spirit Catches You and You Fall Down, was used as a case study to teach transcultural and other nursing concepts to undergraduate nursing students. Campinha-Bacote's model of cultural competence was used to organize transcultural nursing concepts in the course. Before and after the course, students completed assessments consisting of two cultural attitude questionnaires and a paper describing a personal experience with adherence and failure to adhere by a Mexican American client. After reading Fadiman's book and completing several short writing assignments examining key course concepts, student scores on the questionnaires were mostly unchanged. However, students demonstrated growth in cultural awareness and skill in their "after" papers. Results suggest that valid, reliable tools are needed to detect changes in cultural competence. Qualitative data suggest that students can begin the process of becoming culturally competent through the creative use of literature in nursing education.

  1. Undergraduate Competences as Labour Market Mechanism for Curriculum Alignment in Ghana: Case of University of Cape Coast School of Business

    Directory of Open Access Journals (Sweden)

    Anthony Owusu

    2014-09-01

    Full Text Available The increasing graduate unemployment rate in Ghana is a matter of concern not only to government but also to stakeholders in education. In an era of globalisation, the issue has culminated in discourses about curriculum planning and alignment. Using a concurrent mixed method, the study purposely focused on exploring graduate competences as a labour market mechanism for curriculum alignment. In this regard, 63 participants comprising alumni, Human Resource Managers and lecturers were sampled using multiple procedures. In the end, the study showed that employers’ highly ranked integrated curriculum and their responses favoured an amalgamation of education and practical training tailored to promote organisational growth. A significant difference was found between responses of lecturers and alumni regarding their preference for graduate competences as the basis for curriculum alignment. The study finally advocated, among other things, for competency-based curriculum philosophy as the underpinning variable to underlie Business Education curriculum in Ghana.

  2. Oppositional Culture and Literacy Education: Constructing Curriculum.

    Science.gov (United States)

    Akre, Philip J.

    1991-01-01

    Advocates a new conception of literacy education given that most illiterate adults in the United States are Third-World newcomers or educationally/economically disadvantaged U.S. adults. Urges educators to solicit and heed their students' criticisms of the dominant culture. Recommends 13 topics on which to base learning activities related to…

  3. Toward Defining, Measuring, and Evaluating LGBT Cultural Competence for Psychologists

    Science.gov (United States)

    Boroughs, Michael S.; Andres Bedoya, C.; O'Cleirigh, Conall; Safren, Steven A.

    2015-01-01

    A central part of providing evidence-based practice is appropriate cultural competence to facilitate psychological assessment and intervention with diverse clients. At a minimum, cultural competence with lesbian, gay, bisexual, and transgender (LGBT) people involves adequate scientific and supervised practical training, with increasing depth and complexity across training levels. In order to further this goal, we offer 28 recommendations of minimum standards moving toward ideal training for LGBT-specific cultural competence. We review and synthesize the relevant literature to achieve and assess competence across the various levels of training (doctoral, internship, post-doctoral, and beyond) in order to guide the field towards best practices. These recommendations are aligned with educational and practice guidelines set forth by the field and informed by other allied professions in order to provide a roadmap for programs, faculty, and trainees in improving the training of psychologists to work with LGBT individuals. PMID:26279609

  4. Can One Undergraduate Course Increase Cross-Cultural Competence?

    Science.gov (United States)

    Spitzer, Lois

    2015-01-01

    The majority of students who took this general education undergraduate course in developing cross-cultural understanding at a state college in the northeastern United States reported that their level of cross-cultural competence and global awareness increased by the end of the course. The primary course objective was to help students better…

  5. Utilizing the Project Method for Teaching Culture and Intercultural Competence

    Science.gov (United States)

    Euler, Sasha S.

    2017-01-01

    This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the…

  6. Moving Towards Culturally Competent Health Systems: Organizational and Market Factors

    Science.gov (United States)

    Weech-Maldonado, Robert; Elliott, Marc; Pradhan, Rohit; Schiller, Cameron; Dreachslin, Janice; Hays, Ron D.

    2012-01-01

    Cultural competency has been proposed as an organizational strategy to address racial/ethnic disparities in the health care system; disparities are a long-standing policy challenge whose relevance is only increasing with the increasing population diversity of the US and across the world. Using an integrative conceptual framework based on the resource dependency and institutional theories, we examine the relationship between organizational and market factors and hospitals’ degree of cultural competency. Our sample consists of 119 hospitals located in the state of California (US) and is constructed using the following datasets for the year 2006: Cultural Competency Assessment Tool of Hospitals (CCATH) Survey, California’s Office of Statewide Health Planning & Development’s Hospital Inpatient Discharges and Annual Hospital Financial Data, American Hospital Association’s Annual Survey, and the Area Resource File. The dependent variable consists of the degree of hospital cultural competency, as assessed by the CCATH overall score. Organizational variables include ownership status, teaching hospital, payer mix, size, system membership, financial performance, and the proportion of inpatient racial/ethnic minorities. Market characteristics included hospital competition, the proportion of racial/ethnic minorities in the area, metropolitan area, and per capita income. Regression analyses were conducted to assess the relationship between the CCATH overall score and organizational and market variables. Our results show that hospitals which are not-for-profit, serve a more diverse inpatient population, and are located in more competitive and affluent markets exhibit a higher degree of cultural competency. Our results underscore the importance of both institutional and competitive market pressures in guiding hospital behavior. For instance, while not-for-profit may adopt innovative/progressive policies like cultural competency simply as a function of their organizational

  7. Moving towards culturally competent health systems: organizational and market factors.

    Science.gov (United States)

    Weech-Maldonado, Robert; Elliott, Marc N; Pradhan, Rohit; Schiller, Cameron; Dreachslin, Janice; Hays, Ron D

    2012-09-01

    Cultural competency has been proposed as an organizational strategy to address racial/ethnic disparities in the healthcare system; disparities are a long-standing policy challenge whose relevance is only increasing with the increasing population diversity of the US and across the world. Using an integrative conceptual framework based on the resource dependency and institutional theories, we examine the relationship between organizational and market factors and hospitals' degree of cultural competency. Our sample consists of 119 hospitals located in the state of California (US) and is constructed using the following datasets for the year 2006: Cultural Competency Assessment Tool of Hospitals (CCATH) Survey, California's Office of Statewide Health Planning & Development's Hospital Inpatient Discharges and Annual Hospital Financial Data, American Hospital Association's Annual Survey, and the Area Resource File. The dependent variable consists of the degree of hospital cultural competency, as assessed by the CCATH overall score. Organizational variables include ownership status, teaching hospital, payer mix, size, system membership, financial performance, and the proportion of inpatient racial/ethnic minorities. Market characteristics included hospital competition, the proportion of racial/ethnic minorities in the area, metropolitan area, and per capita income. Regression analyses were conducted to assess the relationship between the CCATH overall score and organizational and market variables. Our results show that hospitals which are not-for-profit, serve a more diverse inpatient population, and are located in more competitive and affluent markets exhibit a higher degree of cultural competency. Our results underscore the importance of both institutional and competitive market pressures in guiding hospital behavior. For instance, while not-for-profit may adopt innovative/progressive policies like cultural competency simply as a function of their organizational goals

  8. Cultural politics and clinical competence in Australian health services.

    Science.gov (United States)

    Manderson, Lenore; Allotey, Pascale

    2003-01-01

    Medical competence is demonstrated in multiple ways in clinical settings, and includes technical competence, both in terms of diagnosis and management, and cultural competence, as demonstrated in communication between providers and clients. In cross-cultural contexts, such communication is complicated by interpersonal communication and the social and cultural context. To illustrate this, we present four case studies that illustrate the themes from interviews with immigrant women and refugees from Middle Eastern and Sahel African backgrounds, conducted as part of a study of their reproductive health. In our analysis, we highlight the limitations of conventional models of communication. We illustrate the need for health providers to appreciate the possible barriers of education, ethnicity, religion and gender that can impede communication, and the need to be mindful of broader structural, institutional and inter-cultural factors that affect the quality of the clinical encounter.

  9. Beyond cultural competency: Bourdieu, patients and clinical encounters.

    Science.gov (United States)

    Lo, Ming-Cheng M; Stacey, Clare L

    2008-07-01

    In response to widely documented racial and ethnic disparities in health, clinicians and public health advocates have taken great strides to implement 'culturally competent' care. While laudable, this important policy and intellectual endeavour has suffered from a lack of conceptual clarity and rigour. This paper develops a more careful conceptual model for understanding the role of culture in the clinical encounter, paying particular attention to the relationship between culture, contexts and social structures. Linking Bourdieu's (1977) notion of 'habitus' and William Sewell's (1992) axioms of multiple and intersecting structures, we theorise patient culture in terms of 'hybrid habitus'. This conceptualisation of patient culture highlights three analytical dimensions: the multiplicity of schemas and resources available to patients, their specific patterns of integration and application in specific contexts, and the constitutive role of clinical encounters. The paper concludes with a discussion of directions for future research as well as reforms of cultural competency training courses.

  10. Between Culture and Cultural Heritage: Curriculum Historical Preconditions as Constitutive for Cultural Relations--The Swedish Case

    Science.gov (United States)

    Brantefors, Lotta

    2015-01-01

    The aim here is to describe and discuss how different cultural meanings, offered in education, can contribute to unjust cultural relations such as othering and xenophobia. By analysing the cultural and discursive content in curricula using a (neo)pragmatic curriculum theory research method, dominating ideas, values and discourses between 1948 and…

  11. A Framework for Enhancing and Assessing Cultural Competency Training

    Directory of Open Access Journals (Sweden)

    Désirée Lie

    2009-09-01

    Full Text Available The globalization of medical practice using accepted evidence-based approaches is matched by a growing trend for shared curricula in medicine and other health professions across international boundaries. Interest in the common challenges of curricular design, delivery and assessment is expressed in conferences and dialogues focused on topics such as teaching of professionalism, humanism, integrative medicine, bioethics and cultural competence. The spirit of collaboration, sharing, acknowledgment and mutual respect is a guiding principle in cross-cultural teaching. This paper uses the Tool for Assessing Cultural Competency Training to explore methods for designing and implementing cultural competency curricula. The intent is to identify elements shared across institutional, national and cross-cultural borders and derive common principles for the assessment of learners and the curricula. Two examples of integrating new content into existing clerkships are provided to guide educators interested in an integrated and learner-centered approach to assimilate cultural competency teaching into existing required courses, clerkships and elective experiences. The paper follows an overarching principle that “every patient–doctor encounter is a cross-cultural encounter”, whether based on ethnicity, age, socioeconomic status, sex, religious values, disability, sexual orientation or other differences; and whether the differences are explicit or implicit.

  12. Culturally responsible curriculum development in hospitality, tourism and events management

    Directory of Open Access Journals (Sweden)

    Erwin Losekoot

    2014-06-01

    Full Text Available This paper considers the importance of the Treaty of Waitangi (1840 to Higher Education in New Zealand and how this influences the educational experience of hospitality, tourism and event management students. The paper reviews the literature on cultural diversity, internationalization and curriculum development, the role of culture in educating domestic and international students, and how the acculturation Higher Education students experience as part of their studies might lead to a deeper understanding of culture and identity in the hospitality workplace. The gap in the literature concerns how a higher education curriculum can assist in the development of cultural awareness and an understanding of historical commitments. The paper therefore identifies a number of key principles which are regarded as essential to the identity of those living in New Zealand/Aotearoa. The paper then goes on to illustrate how these principles could be applied to Higher Education. It suggests that these principles enshrined in the Treaty of Waitangi are also worth considering when creating an inclusive curriculum which supports all hospitality, tourism and events management students, irrespective of ethnic background, culture or upbringing. Finally, this paper proposes a matrix of ‘hooks’ - tools which academics can use to ensure their lectures address the needs of all learners. This matrix is developed from a study of the educational goals of the Principles of the Treaty of Waitangi (ToW, the founding document of this country. This research adds value by creating an awareness of the diverse environment in which academics and students operate, thereby enabling students to develop a cultural sensitivity to the international hospitality industry they will be employed in on graduation.

  13. Development of the competency-based medical curriculum for the new Augsburg University Medical School

    Directory of Open Access Journals (Sweden)

    Härtl, Anja

    2017-05-01

    Full Text Available Aim: With the resolution from April 28, 2014, the Bavarian state government in Germany decided to found a new medical school at Augsburg University, thereby requiring the development of a competency-based medical curriculum.Methods: Two interdisciplinary groups developed a spiral curriculum (following Harden employing the model of Thumser-Dauth & Öchsner. The curriculum focuses on specifically defined competencies: medical expertise, independent scientific reasoning, argumentation and scholarship, as well as communication skills.Results: The spiral curriculum was developed as a hybrid curriculum. Its modular structure incorporates the mandatory subjects required by the German regulations for medical licensure (Approbationsordnung into organ- and system-centered blocks which are integrated both horizontally and vertically. Basic preclinical sciences are covered in the blocks “Movement,” “Balance” and “Contact.” The clinical sciences are organized according to six pillars (conservative medicine, surgical medicine, men’s-women’s-children’s medicine, the senses, the nervous system and the mind, and general medicine which students revisit three times each over the course of the program. A longitudinal clinical course incorporates interdisciplinary education. A particular focus is on scientific education encompassing a longitudinal course in the sciences (including interdisciplinary classes with other university departments, block practicums, and two scientific projects.Conclusion: It is not only the degree of integration und intensity of the Augsburg University undergraduate medical degree program, but also its targeted advancement of academic, social and communication skills that have not yet been realized to such an extent elsewhere in Germany. On July 8, 2016, the German Council of Science and Humanities unanimously gave this concept a positive evaluation. Future research will examine and evaluate the Augsburg medical curriculum

  14. Caring for LGBTQ patients: Methods for improving physician cultural competence.

    Science.gov (United States)

    Klein, Elizabeth W; Nakhai, Maliheh

    2016-05-01

    This article summarizes the components of a curriculum used to teach family medicine residents and faculty about LGBTQ patients' needs in a family medicine residency program in the Pacific Northwest region of the United States. This curriculum was developed to provide primary care physicians and physicians-in-training with skills to provide better health care for LGBTQ-identified patients. The curriculum covers topics that range from implicit and explicit bias and appropriate terminology to techniques for crafting patient-centered treatment plans. Additionally, focus is placed on improving the understanding of specific and unique barriers to competent health care encountered by LGBTQ patients. Through facilitated discussion, learners explore the health disparities that disproportionately affect LGBTQ individuals and develop skills that will improve their ability to care for LGBTQ patients. The goal of the curriculum is to teach family medicine faculty and physicians in training how to more effectively communicate with and treat LGBTQ patients in a safe, non-judgmental, and welcoming primary care environment. © The Author(s) 2016.

  15. A Simulation-Based Approach to Training Operational Cultural Competence

    Science.gov (United States)

    Johnson, W. Lewis

    2010-01-01

    Cultural knowledge and skills are critically important for military operations, emergency response, or any job that involves interaction with a culturally diverse population. However, it is not obvious what cultural knowledge and skills need to be trained, and how to integrate that training with the other training that trainees must undergo. Cultural training needs to be broad enough to encompass both regional (culture-specific) and cross-cultural (culture-general) competencies, yet be focused enough to result in targeted improvements in on-the-job performance. This paper describes a comprehensive instructional development methodology and training technology framework that focuses cultural training on operational needs. It supports knowledge acquisition, skill acquisition, and skill transfer. It supports both training and assessment, and integrates with other aspects of operational skills training. Two training systems will be used to illustrate this approach: the Virtual Cultural Awareness Trainer (VCAT) and the Tactical Dari language and culture training system. The paper also discusses new and emerging capabilities that are integrating cultural competence training more strongly with other aspects of training and mission rehearsal.

  16. Intercultural Competence and Cultural Learning through Telecollaboration

    Science.gov (United States)

    Schenker, Theresa

    2012-01-01

    This paper presents the findings of a six-week telecollaborative project between sixteen American students enrolled in a second-semester German class at an American university and sixteen German students enrolled in an advanced English course at a high school in Germany. Students discussed various cultural topics with their partner in two e-mails…

  17. The Development of a Competency Based Food Preparations Curriculum for High School Special Needs Students in New Castle County, Delaware.

    Science.gov (United States)

    Stewart, Richard Lee

    A competency-based culinary arts food preparation curriculum for Delaware high school students with special needs was developed during a project that included the following activities: review of the state's existing culinary arts curriculum for regular education students; incumbent worker survey administered to 24 restaurant…

  18. Culturally competent substance abuse treatment with transgender persons.

    Science.gov (United States)

    Nuttbrock, Larry A

    2012-01-01

    Transgender individuals are misunderstood and inadequately treated in many conventional substance abuse treatment programs. This article reviews current concepts regarding the definition and diversity of transgenderism and summarizes the existing literature on the prevalence and correlates of substance use in transgendered populations. Examples of culturally competent and gender-sensitive treatment in specialized settings are cited, with a call to extend these initiatives throughout the gamut of service venues that engage transgender individuals. Cultural competence combined with gender sensitivity should improve the effectiveness of substance abuse treatment for transgender individuals and will contribute to the goal of providing effective services in an increasingly diverse society.

  19. International Business Students’ Cross-Cultural Competence Development

    Directory of Open Access Journals (Sweden)

    Natalie S. Mikhaylov

    2014-12-01

    Full Text Available This study explores the role of educational programs in promoting students’ cross-cultural competence (CCC development in international business education. Using constructivist grounded theory methodology (GTM, a comparative analysis of four extensive case studies was conducted within four schools, all of which offer international management education in English for local and international students. This study examines institutional contributions to an environment that supports students’ CCC development. A typology model consisting of four educational approaches to students’ CCC development is presented based on student experiences. The study provides recommendations regarding the steps that higher educational institutions (HEIs can take to promote educational environments that support cross-cultural exchange, cultural knowledge creation, and individual and organizational cross-cultural competence development.

  20. Cultural Diversity Training: The Necessity of Cultural Competence for Health Care Providers and in Nursing Practice.

    Science.gov (United States)

    Young, Susan; Guo, Kristina L

    2016-01-01

    The purpose of this article is to discuss the need to provide culturally sensitive care to the growing number of diverse health care consumers. A literature review of national standards and research on cultural competency was conducted and specifically focused on the field of nursing. This study supports the theory that cultural competence is learned over time and is a process of inner reflection and awareness. The domains of awareness, skill, and knowledge are essential competencies that must be gained by health care providers and especially for nurses. Although barriers to providing culturally sensitive care exist, gaining a better understanding of cultural competence is essential to developing realistic education and training techniques, which will lead to quality professional nursing practice for increasingly diverse populations.

  1. Safety Culture for Regulator Competence Management in Embarking States

    International Nuclear Information System (INIS)

    Kandil, M.

    2016-01-01

    Full text: Safety is based on preventive actions where the ability of a regulatory body to fulfill its responsibilities depends largely on the competence of its staff. Building employees’ skills and knowledge is an investment for each employee and in the future of the organization. This building must be the competence of its staff integration with their safety culture, the essential to ensure competent human resources as required in the IAEA safety standards and other documents, in which the need and importance of ensuring regulatory competence is emphasized. As it involves both operational and management issues, safety culture is a sensitive topic for regulators whose role is to ensure compliance with safety requirements and not to intervene in management decisions. A number of embarking States are aspiring to develop nuclear power generation and this means that, among other things, regulatory bodies have to be established and rapidly expanded. This paper reports major considerations on the integration of safety culture with an adequate competence management system for regulators in embarking states. (author

  2. Cultural competency: providing quality care to diverse populations.

    Science.gov (United States)

    Betancourt, Joseph R

    2006-12-01

    The goal of this paper is to define cultural competence and present a practical framework to address crosscultural challenges that emerge in the clinical encounter, with a particular focus on the issue of nonadherence. English-language literature, both primary and reports from various agencies, and the author's personal experiences in clinical practice. Relevant literature on patient-centered care and cultural competence. There is a growing literature that delineates the impact of sociocultural factors, race, ethnicity, and limited-English proficiency on health and clinical care. The field of cultural competence focuses on addressing these issues. Health care providers need a practical set of tools and skills that will enable them to provide quality care to patients during a brief encounter, whatever differences in background that may exist. Cultural competence has evolved from the gathering of information and making of assumptions about patients on the basis of their sociocultural background to the development of skills to implement the principles of patient-centered care. This patient-based approach to cross-cultural care consists of first, assessing core cross-cultural issues; second, exploring the meaning of the illness to the patient; third, determining the social context in which the patient lives; and fourth, engaging in negotiation with the patient to encourage adherence. Addressing adherence is a particularly challenging issue, the determinants of which are multifactorial, and the ESFT (explanatory/social/fears/treatment) model--derived from the patient-based approach--is a tool that identifies barriers to adherence and provides strategies to address them. It obviously is impossible to learn everything about every culture and that should not be expected. Instead, we should learn about the communities we care for. More important, we should have a framework that allows us to provide appropriate care for any patient--one that deals with issues of adherence

  3. Developing cultural competence and social responsibility in preclinical dental students.

    Science.gov (United States)

    Rubin, Richard W

    2004-04-01

    Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.

  4. Ethno-cultural competence as a component of competence in communication

    OpenAIRE

    Stefanenko, Tatiana; Kupavskaya, Aleksandra

    2010-01-01

    The importance of success in cross-cultural communication in the modern world is growing every day. However, because of the lack of a coherent methodological framework and common terminology, there is eclecticism in the practical concepts of successful intercultural communication. This article presents the integration of Russian and western social-psychological knowledge and creates a model of the ethno-cultural competence. Thus, in accordance with Russian social psychology, the socio-percept...

  5. Online cultural competency education for millennial dental students.

    Science.gov (United States)

    Evans, Lorraine; Hanes, Philip J

    2014-06-01

    Teaching cultural competence is now an educational requirement for U.S. dental curricula to meet 2013 accreditation standards. The question now is, given time restrictions, limited resources, and budget constraints faced by the majority of dental schools, how can they provide effective cultural competency education to prepare future dental professionals? An additional concern regarding instruction is the recent focus on techniques to engage Millennial learners since this generation is characterized as technologically savvy with a preference for multimedia and general dislike of traditional lectures. With these issues in mind, Georgia Regents University developed Healthy Perspectives, an online, interactive course in cultural competence designed to engage Millennial students. Both before and after the course, the students were asked to complete a modified version of the Clinical Cultural Competency Questionnaire. Of the eighty-eight students in the course (eighty-one first-year dental students and seven entering radiology students), seventy-one completed the questionnaire both before and after the course, for an 81 percent response rate. Seventy-five students also completed the course evaluation. The pre and post questionnaires showed statistically significant gains for students across the four primary areas of self-awareness, knowledge, attitudes, and skills. Student evaluations of the course were generally positive, particularly regarding content, but somewhat surprisingly their assessment of the interactive components (which were designed to meet generational expectations) was ambivalent.

  6. Study Abroad in Psychology: Increasing Cultural Competencies through Experiential Learning

    Science.gov (United States)

    Earnest, David R.; Rosenbusch, Katherine; Wallace-Williams, Devin; Keim, Alaina C.

    2016-01-01

    Despite the prominence of study abroad programs, few are offered in the field of psychology. The current study sought to investigate the impact of study abroad programs in psychology through a comparison of study abroad and domestic student cultural competencies. Participants included 104 undergraduate students enrolled in either a psychology…

  7. Global Migration: The Need for Culturally Competent School Psychologists

    Science.gov (United States)

    Vega, Desireé; Lasser, Jon; Plotts, Cynthia

    2015-01-01

    Never before have more children lived away from their home countries. Given the unique social, emotional, and academic needs of children who have migrated, school psychologists must be well prepared to meet these growing demands. Consequently, school psychology training programs must invest in the preparation of culturally competent future school…

  8. Identifying Dynamic Environments for Cross-Cultural Competencies

    Science.gov (United States)

    2014-08-01

    conducted to determine if there were any additional competencies relevant for intercultural interactions that were missing from the initial framework and...1), 101-120. Haskins, C. (2010). A practical approach to cultural insight. Military Review, 79-87. Jansenns, M. (1995). Intercultural

  9. Challenges in developing competency-based training curriculum for food safety regulators in India

    Directory of Open Access Journals (Sweden)

    Anitha Thippaiah

    2014-01-01

    Full Text Available Context: The Food Safety and Standards Act have redefined the roles and responsibilities of food regulatory workforce and calls for highly skilled human resources as it involves complex management procedures. Aims: 1 Identify the competencies needed among the food regulatory workforce in India. 2 Develop a competency-based training curriculum for food safety regulators in the country. 3 Develop training materials for use to train the food regulatory workforce. Settings and Design: The Indian Institute of Public Health, Hyderabad, led the development of training curriculum on food safety with technical assistance from the Royal Society for Public Health, UK and the National Institute of Nutrition, India. The exercise was to facilitate the implementation of new Act by undertaking capacity building through a comprehensive training program. Materials and Methods: A competency-based training needs assessment was conducted before undertaking the development of the training materials. Results: The training program for Food Safety Officers was designed to comprise of five modules to include: Food science and technology, Food safety management systems, Food safety legislation, Enforcement of food safety regulations, and Administrative functions. Each module has a facilitator guide for the tutor and a handbook for the participant. Essentials of Food Hygiene-I (Basic level, II and III (Retail/ Catering/ Manufacturing were primarily designed for training of food handlers and are part of essential reading for food safety regulators. Conclusion: The Food Safety and Standards Act calls for highly skilled human resources as it involves complex management procedures. Despite having developed a comprehensive competency-based training curriculum by joint efforts by the local, national, and international agencies, implementation remains a challenge in resource-limited setting.

  10. Teacher collaboration and curriculum construction: Political, cultural, and structural contexts

    Science.gov (United States)

    Esterle, Rochelle Eda Penn

    This longitudinal case study is the story of one high school's efforts to implement curriculum reform and the profound effect of local circumstances on reform ideologies. What began as a study of inter- and intradisciplinary collaborative science curriculum integration became the study of a systemic failure to modify cultural practices. Poritical, economic, and structural measures initiated to facilitate reform ultimately represent inherent conflicts of interest which undermine the reform effort. This research exposes obstacles that are deeply embedded within the school's governance, the beliefs and knowledge of teachers, and the culture of schools. The study site is both a new entity and a new concept: a specialized math/science high school located on a state university campus; the school recruits underrepresented students to become acclimated to university coursework and culture. To date, the school has maintained an exceptional record of college and university placements. The school is governed by a partnership representing the university, the corporate sector, and 11 surrounding K-12 school districts. Free from the regularities of a traditional high school, the school appears to be ideally situated for innovation. The principle innovations at this school relate to its organizational structure--heterogeneous student groupings, cooperative group work, curriculum integration, block scheduling, and concurrent university coursework. For teachers, grade level teams replace departments as the dominant unit for professional, curricular, and social interactions. Within teacher teams, collaboration centers around ongoing student problems and policies, subordinating academic content and significant interdisciplinary connections. Without active discipline-based departments and curricular leadership, however, this research finds an absence of academic direction and accountability.

  11. Cultural Competence and Cultural Identity: Using Telementoring to Form Relationships of Synergy

    Science.gov (United States)

    Friedman, Audrey; Herrmann, Brian

    2014-01-01

    This study addresses the following research question: How does telementoring urban high school students by English teacher candidates develop candidates' cultural competence and impact mentees' cultural identity development? Mentee-mentor exchanges were analyzed to uncover how mentees used writing to develop cultural identity, how mentors'…

  12. Transforming Cultural Competence into Cross-cultural Efficacy in Women's Health Education.

    Science.gov (United States)

    Nunez, Ana E.

    2000-01-01

    Discusses the importance of changing cross cultural competence to cross cultural efficacy in the context of addressing health care needs, including those of women. Explores why cross cultural education needs to expand the objectives of women's health education to go beyond traditional values and emphasizes the importance of training for real-world…

  13. Weaving latino cultural concepts into Preparedness Core Competency training.

    Science.gov (United States)

    Riley-Jacome, Mary; Parker, Blanca Angelica Gonzalez; Waltz, Edward C

    2014-01-01

    The New York • New Jersey Preparedness and Emergency Response Learning Center (NY•NJ PERLC) is one of 14 Centers funded by the Centers for Disease Control and Prevention designed to address the preparedness and response training and education needs of the public health workforce. One of the important niches, or focus areas for the Center, is training to improve the capacity of public health workers to respond with competence to the needs of vulnerable populations. During every phase of a disaster, racial and ethnic minorities, including Latinos, suffer worse outcomes than the general population. Communities with diverse cultural origins and limited English speakers often present more complex issues during public health emergencies. Training that incorporates cultural concepts into the Preparedness Core Competencies may improve the ability of public health workers to engage the Latino community in preparedness activities and ultimately improve outcomes during disasters. This article describes initiatives undertaken by the NY•NJ PERLC to improve the capacity of the public health workforce to respond competently to the needs of Latino populations. In 2012, the Center collaborated with national, state, and local partners to develop a nationwide broadcast founded on the Preparedness Core Competencies, Latinos During Emergencies: Cultural Considerations Impacting Disaster Preparedness. The widely viewed broadcast (497 sites in 47 states and 13 nations) highlighted the commonalities and differences within Latino culture that can impact emergency preparedness and response and outlined practical strategies to enhance participation. The success of the broadcast spurred a number of partner requests for training and technical assistance. Lessons learned from these experiences, including our "undercover" work at local Points of Dispensing, are incorporated into subsequent interactive trainings to improve the competency of public health workers. Participants recommended

  14. Cultural Collision: The Interference of First Language Cultural Identity on Pragmatic Competence of the Target Language

    Science.gov (United States)

    Liu, Yi-Fen Cecilia

    2016-01-01

    This reflective study explores a different perspective of intercultural communicative competency (ICC) by focusing on the speech acts that nonnative speakers of Spanish from diverse linguistic and cultural backgrounds find difficult to perform competently in various contexts in Colombia. This article covers a qualitative case study using…

  15. Curriculum Mapping of the Master’s Program in Pharmacy in Slovenia with the PHAR-QA Competency Framework

    Science.gov (United States)

    Gmeiner, Tanja; Horvat, Nejc; Kos, Mitja; Obreza, Aleš; Vovk, Tomaž; Grabnar, Iztok; Božič, Borut

    2017-01-01

    This article presents the results of mapping the Slovenian pharmacy curriculum to evaluate the adequacy of the recently developed and validated European Pharmacy Competences Framework (EPCF). The mapping was carried out and evaluated progressively by seven members of the teaching staff at the University of Ljubljana’s Faculty of Pharmacy. Consensus was achieved by using a two-round modified Delphi technique to evaluate the coverage of competences in the current curriculum. The preliminary results of the curriculum mapping showed that all of the competences as defined by the EPCF are covered in Ljubljana’s academic program. However, because most EPCF competences cover healthcare-oriented pharmacy practice, a lack of competences was observed for the drug development and production perspectives. Both of these perspectives are important because a pharmacist is (or should be) responsible for the entire process, from the development and production of medicines to pharmaceutical care in contact with patients. Nevertheless, Ljubljana’s graduates are employed in both of these pharmaceutical professions in comparable proportions. The Delphi study revealed that the majority of differences in scoring arise from different perspectives on the pharmacy profession (e.g., community, hospital, industrial, etc.). Nevertheless, it can be concluded that curriculum mapping using the EPCF is very useful for evaluating and recognizing weak and strong points of the curriculum. However, the competences of the framework should address various fields of the pharmacist’s profession in a more balanced way. PMID:28970436

  16. Intercultural palliative care: do we need cultural competence?

    Science.gov (United States)

    Gunaratnam, Yasmin

    2007-10-01

    Recognition of the importance of 'cultural competence' is now central to health care policy and to nurse education and training across the international spectrum. Detailed engagement with models of cultural competence is comparatively recent in palliative care nursing. This article presents the findings from a development project on elders and carers from 'minority ethnic' groups, funded by the Department of Health, to increase awareness of palliative care and to improve understanding of the needs of these groups of service users. The article describes the experiences of nurses involved in the delivery of palliative care who were interviewed in focus groups as a part of the project. It draws attention to the complicated relationships between cultural knowledge and practice and to the non-rational and visceral dimensions of intercultural care. These aspects of nursing are marginalised in current approaches to cultural competence, which emphasise the rational acquisition and application of cultural knowledge and skills by practitioners. It is suggested that recognition of these marginalised experiences can contribute to the development of new approaches to intercultural nursing that are also more attuned to the ethos and values of palliative care.

  17. Improving Achievement for Linguistically and Culturally Diverse Learners through an Inquiry-Based Earth Systems Curriculum

    Science.gov (United States)

    Lambert, Julie; Ariza, Eileen N. Whelan

    2008-01-01

    This report describes an inquiry-based Earth systems curriculum and strategies for teaching diverse students, which were embedded in the curriculum. The curriculum was implemented with 5th-grade students with varied linguistic, cultural, and socioeconomic backgrounds in five schools in a large, southeastern U.S., urban school district. At the end…

  18. The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression

    Directory of Open Access Journals (Sweden)

    Rajka Bračun Sova

    2012-01-01

    Full Text Available One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011 and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education, through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage. Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obvious neglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing

  19. Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children.

    Science.gov (United States)

    Rudd, James R; Barnett, Lisa M; Farrow, Damian; Berry, Jason; Borkoles, Erika; Polman, Remco

    2017-02-01

    Internationally, children's movement competence levels are low. This study's aim was to evaluate the effectiveness of a 16 week gymnastics curriculum on stability, locomotive and object control skills and general body coordination. It was hypothesised that the gymnastics intervention group would demonstrate significant improvements beyond a PE comparison group. This study used a non-randomised control design. The intervention and comparison groups were drawn from three primary schools. The study followed the transparent reporting of evaluations with nonrandomized designs (TREND) statement for reporting. A total of 333 children (51% girls, 41% intervention) with a mean age of 8.1 years (SD=1.1) participated. Intervention children (16 weeks×2h of gymnastics) were compared to children who received (16×2h) standard PE curriculum. Children's movement competence was assessed using the Test of Gross Motor Development-2, Stability Skills Assessment and the Körper-Koordinationstest für Kinder. Multilevel linear mixed models, accounting for variation at the class level and adjusted for age and sex, were used to assess intervention relative to comparison differences in all aspects of movement competence. Stability and object control skills showed a significant (pskills or general coordination. Gymnastics is effective at developing stability skills and object control skills without hindering the development of locomotor skills or general coordination. Accelerated learning of stability skills may support the development of more complex movement skills. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  20. [Development of a portfolio for competency-based assessment in a clinical clerkship curriculum].

    Science.gov (United States)

    Roh, HyeRin; Lee, Jong-Tae; Yoon, Yoo Sang; Rhee, Byoung Doo

    2015-12-01

    The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school's website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.

  1. Creating a culture of safety by coaching clinicians to competence.

    Science.gov (United States)

    Duff, Beverley

    2013-10-01

    Contemporary discussions of nursing knowledge, skill, patient safety and the associated ongoing education are usually combined with the term competence. Ensuring patient safety is considered a fundamental tenet of clinical competence together with the ability to problem solve, think critically and anticipate variables which may impact on patient care outcomes. Nurses are ideally positioned to identify, analyse and act on deteriorating patients, near-misses and potential adverse events. The absence of competency may lead to errors resulting in serious consequences for the patient. Gaining and maintaining competence are especially important in a climate of rapid evidence availability and regular changes in procedures, systems and products. Quality and safety issues predominate highlighting a clear need for closer inter-professional collaboration between education and clinical units. Educators and coaches are ideally placed to role model positive leadership and resilience to develop capability and competence. With contemporary guidance and support from educators and coaches, nurses can participate in life-long learning to create and enhance a culture of safety. The added challenge for nurse educators is to modernise, rationalise and integrate education delivery systems to improve clinical learning. Investing in evidence-based, contemporary education assists in building a capable, resilient and competent workforce focused on patient safety. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

  2. Cultures & Languages across the Curriculum: Strengthening Intercultural Competence & Advancing Internationalization

    Science.gov (United States)

    Plough, India C.

    2016-01-01

    The role of world languages in the internationalization of college campuses in the United States (U.S.) has become a recurring theme of discussions in academic, government, and private sectors. Topics have ranged from the lack of a common definition of internationalization to a review of college curricula. Klee (2009) and Bettencourt (2011) have…

  3. A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools

    Science.gov (United States)

    Kaur, Berinderjeet; Tay, Eng Guan; Toh, Tin Lam; Leong, Yew Hoong; Lee, Ngan Hoe

    2018-03-01

    A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools is a programmatic research project at the National Institute of Education (NIE) funded by the Ministry of Education (MOE) in Singapore through the Office of Education Research (OER) at NIE. The main goal of the project is to collect a set of data that would be used by two studies to research the enacted secondary school mathematics curriculum. The project aims to examine how competent experienced secondary school teachers implement the designated curriculum prescribed by the MOE in the 2013 revision of curriculum. It does this firstly by examining the video recordings of the classroom instruction and interactions between secondary school mathematics teachers and their students, as it is these interactions that fundamentally determine the nature of the actual mathematics learning and teaching that take place in the classroom. It also examines content through the instructional materials used—their preparation, use in classroom and as homework. The project comprises a video segment and a survey segment. Approximately 630 secondary mathematics teachers and 600 students are participating in the project. The data collection for the video segment of the project is guided by the renowned complementary accounts methodology while the survey segment adopts a self-report questionnaire approach. The findings of the project will serve several purposes. They will provide timely feedback to mathematics specialists in the MOE, inform pre-service and professional development programmes for mathematics teachers at the NIE and contribute towards articulation of "Mathematics pedagogy in Singapore secondary schools" that is evidence based.

  4. RATING SCALE COMPETENCIES IN THE DISCIPLINE OF «CULTURAL STUDIES» FOR STUDENTS OF OIL AND GAS PROFILE

    Directory of Open Access Journals (Sweden)

    Il’dus Islamovich Zailalov

    2015-12-01

    Full Text Available The authors examine the competence-based approach as the most promising to date in education, requiring the introduction of new technologies, methods, systems assessment competencies.The article presents the scale of formation of competences of students of the technical University in cultural studies based on a point rating system. A point rating system made in accordance with the curriculum of the discipline «cultural Studies». Demonstrates the use of active learning methods, allowing to fully assess readiness competencies. The most effective method of practice-oriented education is situational tasks (case-methods, which aims not only to consolidate the theoretical material, but also on the development of skills of analysis, critical thinking, skills of joint discussion of problems and decision making. Presents three levels of complexity of the case objectives, to evaluate the readiness competencies in the discipline. The authors point rating scale with the modules and activities, giving a total idea of the level of mastering the discipline. In accordance with the goals of the discipline «cultural Studies» GEF lists generated by the students of oil and gas profile of General cultural and professional competences. Defined criteria of formation of competences: formed partially formed not formed. These criteria are translated into traditional assessment scale in the discipline. The conclusion about the importance of this assessment, as it allows you to identify how obtained competence differ from the expected, to represent the dynamics of the development of each student and to identify what competencies should work in the future.

  5. Teaching non-technical (professional) competence in a veterinary school curriculum.

    Science.gov (United States)

    Burns, Gilbert A; Ruby, Kathleen L; Debowes, Richard M; Seaman, Susan J; Brannan, Julia K

    2006-01-01

    Data from focused studies and comprehensive surveys suggest that developing or enhancing non-technical (professional) skills will result in a more satisfied and successful veterinary student or veterinary graduate. The College of Veterinary Medicine at Washington State University has devoted considerable time, effort, and resources to augmenting the non-technical aspects of its curriculum while maintaining the traditional strengths of its DVM program. Here we summarize pertinent research and best-practice recommendations from a variety of sources and outline the steps that have been taken, with the underlying rationales, to integrate the teaching and modeling of non-technical (professional) competence throughout a four-year course of veterinary study.

  6. Critical elements of culturally competent communication in the medical encounter: a review and model.

    Science.gov (United States)

    Teal, Cayla R; Street, Richard L

    2009-02-01

    Increasing the cultural competence of physicians is one means of responding to demographic changes in the USA, as well as reducing health disparities. However, in spite of the development and implementation of cultural competence training programs, little is known about the ways cultural competence manifests itself in medical encounters. This paper will present a model of culturally competent communication that offers a framework of studying cultural competence 'in action.' First, we describe four critical elements of culturally competent communication in the medical encounter--communication repertoire, situational awareness, adaptability, and knowledge about core cultural issues. We present a model of culturally competent physician communication that integrates existing frameworks for cultural competence in patient care with models of effective patient-centered communication. The culturally competent communication model includes five communication skills that are depicted as elements of a set in which acquisition of more skills corresponds to increasing complexity and culturally competent communication. The culturally competent communication model utilizes each of the four critical elements to fully develop each skill and apply increasingly sophisticated, contextually appropriate communication behaviors to engage with culturally different patients in complex interactions. It is designed to foster maximum physician sensitivity to cultural variation in patients as the foundation of physician-communication competence in interacting with patients.

  7. Impact of national context and culture on curriculum change: A case study

    NARCIS (Netherlands)

    Jippes, M.; Driessen, E.W.; Majoor, G.D.; Gijselaers, W.H.; Muijtjens, A.M.M.; Vleuten, C.P.M. van der

    2013-01-01

    Background: Earlier studies suggested national culture to be a potential barrier to curriculum reform in medical schools. In particular, Hofstede's cultural dimension 'uncertainty avoidance' had a significant negative relationship with the implementation rate of integrated curricula. Aims: However,

  8. Addressing Professionalism, Social, and Communication Competencies in Surgical Residency Via Integrated Humanities Workshops: A Pilot Curriculum.

    Science.gov (United States)

    Colvin, Jennifer; French, Judith; Siperstein, Allan; Capizzani, Tony R; Krishnamurthy, Vikram D

    We aimed to conduct professionalism and social competencies (PSC) training by integrating humanities into structured workshops, and to assess reception of this curriculum by first-year surgical residents. An IRB-approved, pilot curriculum consisting of 4 interactive workshops for surgical interns was developed. The workshops were scheduled quarterly, often in small group format, and supplemental readings were assigned. Humanities media utilized to illustrate PSC included survival scenarios, reflective writing, television portrayals, and social media. Emphasis was placed on recognizing personal values and experiences that influence judgment and decision-making, using social media responsibly, identifying and overcoming communication barriers related to generational changes in training (especially technology and work-life balance), and tackling stereotypes of surgeons. Anonymous and voluntary pre- and postcurriculum surveys were administered. Univariate analysis of responses was performed with JMP Pro v12 using Fisher's exact, χ 2 , and Students' t-tests for categorical and continuous variables. The study took place at the Cleveland Clinic in Cleveland, OH, within the general surgery program. Surgical interns at the Cleveland Clinic were included in the study. A total of 16 surgical interns completed the curriculum. Sixteen surgical interns participated in the curriculum: 69% were domestic medical school graduates (DG) and 31% were international medical school graduates (IMG). Overall, the majority (81%) of residents had received PSC courses during medical school: 100% of DG compared to 40% of IMG (p = 0.02). Before beginning the curriculum, 86% responded that additional PSC training would be useful during residency, which increased to 94% upon completion (p = 0.58). Mean number of responses supporting the usefulness of PSC training increased from 1.5 ± 0.2 before the curriculum to 1.75 ± 0.2 upon completion (p = 0.4). When describing public and medical student

  9. Adult third culture kids and their intercultural learning and competence

    OpenAIRE

    Liwen, J. (Jiang)

    2016-01-01

    Abstract Due to globalization, there are more and more families are bringing their children abroad due to different reasons (Cockburn 2002, 475–476). Third culture kids (TCKs) have gradually become well known to people and the society. The aim of this research is to discuss TCKs’ intercultural learning and competence during their significant years of development and what this experience means to them in terms of their educa...

  10. Perspectives on the Cultural Appropriacy of Hong Kong's Target-Oriented Curriculum (TOC) Initiative.

    Science.gov (United States)

    Carless, David Robert

    1999-01-01

    Explores the impact of Chinese culture on the school curriculum in Hong Kong. Argues that the Target-Oriented Curriculum (TOC) transplanted from western-based concepts is not commensurate with the local Chinese cultural context, and therefore leads to many problems when being implemented in schools. (Author/VWL)

  11. Characteristics of competence and civic education materials curriculum in primary school in Indonesia

    Science.gov (United States)

    Harmanto; Listyaningsih; Wijaya, R.

    2018-01-01

    Civic education is a compulsory subject within the structure of the primary school curriculum, junior high, and high schools in Indonesia. This study aimed to analyze the characteristic of the subject matter and competence of civic education in primary schools in Indonesia. The approach used in this study is a qualitative research. The results showed that the subjects of civic education at Indonesia serves as education, legal, political and educational value. Civic education as an education program in primary schools as a primary vehicle and have the essence of a democratic education carried out in order to achieve competency in the civic aspects of Intelligence, civic responsibility, and civic participation. Core competencies in civic education in primary school psychological-pedagogical competence of learners to integrate fully and coherently with the planting, development, and strengthening moral values of Pancasila; values and norms of the Constitution of the Republic of Indonesia 1945; values and the spirit of unity in diversity; as well as the insight and commitment of the Republic of Indonesia.

  12. Developing Culture-Adaptive Competency Through Experiences with Expressive Avatars

    Science.gov (United States)

    Silverglate, Daniel S.; Sims, Edward M.; Glover, Gerald; Friedman, Harris

    2012-01-01

    Modern Warfighters often find themselves in a variety of non-combat roles such as negotiator, peacekeeper, reconstruction, and disaster relief. They are expected to perform these roles within a culture alien to their own. Each individual they encounter brings their own set of values to the interaction that must be understood and reconciled. To navigate the human terrain of these complex interactions, the Warfighter must not only consider the specifics of the target culture, but also identify the stakeholders, recognize the influencing cultural dimensions, and adapt to the situation to achieve the best possible outcome. Vcom3D is using game-based scenarios to develop culturally adaptive competency. The avatars that represent the stakeholders must be able to portray culturally accurate behavior, display complex emotion, and communicate through verbal and non-verbal cues. This paper will discuss the use of emerging game technologies to better simulate human behavior in cross-cultural dilemmas. Nomenclature: culture, adaptive, values, cultural values dimensions, dilemmas, virtual humans, non-verbal communications

  13. COMPETENCIA CULTURAL E INTELIGENCIA CULTURAL. APORTES A LA MEDIACIÓN CULTURAL DOCENTE CULTURAL (COMPETENCE AND CULTURAL INTELLIGENCE. CONTRIBUTIONS TO CULTURAL MEDIATION FOR TEACHERS

    Directory of Open Access Journals (Sweden)

    D'Antoni Maurizia

    2011-08-01

    Full Text Available Resumen:El ensayo nace como parte de una investigación mayor que se publicará sobre la inserción profesional docente en la Universidad de Costa Rica. Su finalidad en la investigación en curso es la de explorar los aportes de los estudios sobre competencia cultural e inteligencia cultural, para identificar planteamientos teóricos que fortalezcan nuevos espacios para la mediación cultural docente en la Universidad. Se concluye que el concepto de competencia cultural representa un aporte importante, si se revisa la idea de cultura que subyace y se le transforma en “competencia intercultural”. Luego, se define mediación cultural, evidenciándose la importancia de la nueva figura profesional en el contexto actual, los ámbitos de acción donde se ha empleado y se manifiesta la necesidad de promover mediadores y mediadoras culturales en Costa Rica también.Abstract: The essay comes as part of a larger investigation to be published about teachers’ professional integration at the University of Costa Rica. His purpose in the ongoing investigation is to explore the contributions of studies on cultural competency and cultural understanding, to identify new theoretical approaches and strengthen new cultural spaces for teaching mediation at the University. We conclude that the concept of cultural competence represents an important contribution, if we review the underlying idea of culture and it is transformed into "intercultural competence". The definition of cultural mediation points to the importance of the new professional figure in the current context, evidencing the areas of action where it has been used and showing the need to promote cultural mediators in Costa Rica as well.

  14. Student reflections on learning cross-cultural skills through a 'cultural competence' OSCE.

    Science.gov (United States)

    Miller, Elizabeth; Green, Alexander R

    2007-05-01

    Medical schools use OSCEs (objective structured clinical examinations) to assess students' clinical knowledge and skills, but the use of OSCEs in the teaching and assessment of cross-cultural care has not been well described. To examine medical students' reflections on a cultural competence OSCE station as an educational experience. Students at Harvard Medical School in Boston completed a 'cultural competence' OSCE station (about a patient with uncontrolled hypertension and medication non-adherence). Individual semi-structured interviews were conducted with a convenience sample of twenty-two second year medical students, which were recorded, transcribed, and analysed. Students' reflections on what they learned as the essence of the case encompassed three categories: (1) eliciting the patient's perspective on their illness; (2) examining how and why patients take their medications and inquiring about alternative therapies; and (3) exploring the range of social and cultural factors associated with medication non-adherence. A cultural competence OSCE station that focuses on eliciting patients' perspectives and exploring medication non-adherence can serve as a unique and valuable teaching tool. The cultural competence OSCE station may be one pedagogic method for incorporating cross-cultural care into medical school curricula.

  15. Identifying and Eliminating Deficiencies in the General Surgery Resident Core Competency Curriculum.

    Science.gov (United States)

    Tapia, Nicole M; Milewicz, Allen; Whitney, Stephen E; Liang, Michael K; Braxton, Carla C

    2014-06-01

    Although the Accreditation Council for Graduate Medical Education has defined 6 core competencies required of resident education, no consensus exists on best practices for reaching resident proficiency. Surgery programs must develop resourceful methods to incorporate learning. While patient care and medical knowledge are approached with formal didactics and traditional Halstedian educational formats, other core competencies are presumed to be learned on the job or emphasized in conferences. To test the hypothesis that our residents lack a foundation in several of the nonclinical core competencies and to seek to develop a formal curriculum that can be integrated into our current didactic time, with minimal effect on resident work hours and rest hours. Anonymous Likert-type scale needs assessment survey requesting residents within a large single general surgery residency program to rate their understanding, working knowledge, or level of comfort on the following 10 topics: negotiation and conflict resolution; leadership styles; health care legislation; principles of quality delivery of care, patient safety, and performance improvement; business of medicine; clinical practice models; role of advocacy in health care policy and government; personal finance management; team building; and roles of innovation and technology in health care delivery. Proportions of resident responses scored as positive (agree or strongly agree) or negative (disagree or strongly disagree). In total, 48 surgery residents (70%) responded to the survey. Only 3 topics (leadership styles, team building, and roles of innovation and technology in health care delivery) had greater than 70% positive responses, while 2 topics (negotiation and conflict resolution and principles of quality delivery of care, patient safety, and performance improvement) had greater than 60% positive responses. The remaining topics had less than 40% positive responses, with the least positive responses on the topics

  16. Implementation of competency-and-conservation-based curriculum to improve graduates’ quality to be competent and conservation-minded

    Directory of Open Access Journals (Sweden)

    Asrori Asrori

    2017-01-01

    Full Text Available This study was aimed to analyze how the implementation of Kurikulum Berbasis Kompetensi dan Konservasi or Competency-and-Conservation-Based Curriculum (KBKK improves the quality of graduates from Faculty of Economics of Universitas Negeri Semarang (UNNES. The goal of this study was to provide information and policy recommendations to improve the quality of graduates based on behavior lectures. The respondents of this research were lecturers of Faculty of Economics. Research data were collected using questionnaires to dig up information on the implementation of KBKK, lecturers’ ability and commitment to implement KBKK. Descriptive statistics and inferential statistical multiple linear regression were employed to analyze data. This study provided empirical support that lecturers’ ability and commitment positively contributed to the implementation of KBKK to improve the quality of graduates to be competent and conservation-minded. This study also proved that while lecturers’ ability and commitment play an important role, their commitment does not affect the implementation KBKK. Based on the results of this study, it is recommended that lecturers’ ability to implement KBKK needs to be improved. Workshops and training should be given to lecturers to help them create learning apparatus such as syllabus, lesson plans and teaching materials, as well as the evaluation of KBKK.Penelitian ini bertujuan untuk menganalisis bagaimana penerapan kurikulum berbasis kompetensi dan konservasi (KBKK mampu meningkatkan kualitas lulusan Fakultas Ekonomi universitas negeri Semarang. Urgensi dari penelitian ini adalah untuk memeberikan informasi dan rekomendasi kebijakan untuk meningkatkankualitas lulusan melalui kompetensi dosen. Penelitian ini dilakukan terhadap dosen dilingkungan Fakultas Ekonomi. Pengumpulan data dilakukan dengan mengunakan angket, untuk menggali informasi penerapan Kurikulum berbasis Kompetensi dan onservasi (KBKK, kemampuan dosen, dan

  17. Validation of the integration of HIV and AIDS related nursing competencies into the undergraduate nursing curriculum in South Africa

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    Regis R. Marie Modeste

    2015-12-01

    Full Text Available Background: Being in its fourth decade, HIV remains an epidemic that requires combined efforts for the global fight. The strategies planned and implemented in the fight against HIV include reversing and halting the spread of HIV, increasing health care access, and strengthening the health care system. South Africa has made the fight one of its top priorities, and has developed plans to increase the role of nurses in the management of HIV, demonstrating its willingness, commitment and progress in the fight against HIV. Objective: This article presents the validation process conducted to confirm the integration and mapping of the HIV and AIDS related nursing competencies into the four-year Bachelor of Nursing programme at a university in South Africa. Methods: This study adopted a constructivist paradigm, using a qualitative approach, applyingthe design step of the process model of curriculum development, to validate the inte gration of the mapped HIV and AIDS related nursing competencies into the undergraduate nursing curriculum. Results: For each competency, outcomes were developed for each year. Participants confirmed completeness of outcomes and appropriateness of the mapping of the HIV and AIDS related outcomes into the nursing curriculum, as well as the feasibility and practicability of the integration. Conclusion: Required resources for integration of HIV and AIDS related nursing competencies, such as human resources and nurse educators’ continued personal development were identified, as well as barriers to integration, and measures to eliminate them were discussed. The importance of integration of HIV and AIDS nursing competencies into the curriculum was reiterated.

  18. Cultural consultation as a model for training multidisciplinary mental healthcare professionals in cultural competence skills: preliminary results.

    Science.gov (United States)

    Owiti, J A; Ajaz, A; Ascoli, M; de Jongh, B; Palinski, A; Bhui, K S

    2014-01-01

    Lack of cultural competence in care contributes to poor experiences and outcomes from care for migrants and racial and ethnic minorities. As a result, health and social care organizations currently promote cultural competence of their workforce as a means of addressing persistent poor experiences and outcomes. At present, there are unsystematic and diverse ways of promoting cultural competence, and their impact on clinician skills and patient outcomes is unknown. We developed and implemented an innovative model, cultural consultation service (CCS), to promote cultural competence of clinicians and directly improve on patient experiences and outcomes from care. CCS model is an adaptation of the McGill model, which uses ethnographic methodology and medical anthropological knowledge. The method and approach not only contributes both to a broader conceptual and dynamic understanding of culture, but also to learning of cultural competence skills by healthcare professionals. The CCS model demonstrates that multidisciplinary workforce can acquire cultural competence skills better through the clinical encounter, as this promotes integration of learning into day-to-day practice. Results indicate that clinicians developed a broader and patient-centred understanding of culture, and gained skills in narrative-based assessment method, management of complexity of care, competing assumptions and expectations, and clinical cultural formulation. Cultural competence is defined as a set of skills, attitudes and practices that enable the healthcare professionals to deliver high-quality interventions to patients from diverse cultural backgrounds. Improving on the cultural competence skills of the workforce has been promoted as a way of reducing ethnic and racial inequalities in service outcomes. Currently, diverse models for training in cultural competence exist, mostly with no evidence of effect. We established an innovative narrative-based cultural consultation service in an inner

  19. The DigCurV Curriculum Framework for Digital Curation in the Cultural Heritage Sector

    Directory of Open Access Journals (Sweden)

    Laura Molloy

    2014-07-01

    Full Text Available In 2013, the DigCurV collaborative network completed development of a Curriculum Framework for digital curation skills in the European cultural heritage sector. DigCurV synthesised a variety of established skills and competence models in the digital curation and LIS sectors with expertise from digital curation professionals, in order to develop a new Curriculum Framework. The resulting Framework provides a common language and helps define the skills, knowledge and abilities that are necessary for the development of digital curation training; for benchmarking existing programmes; and for promoting the continuing production, improvement and refinement of digital curation training programmes. This paper describes the salient points of this work, including how the project team conducted the research necessary to develop the Framework, the structure of the Framework, the processes used to validate the Framework, and three ‘lenses’ onto the Framework. The paper also provides suggestions as to how the Framework might be used, including a description of potential audiences and purposes.

  20. Development of an Evaluation Method for Team Safety Culture Competencies using Social Network Analysis

    International Nuclear Information System (INIS)

    Han, Sang Min; Kim, Ar Ryum; Seong, Poong Hyun

    2016-01-01

    In this study, team safety culture competency of a team was estimated through SNA, as a team safety culture index. To overcome the limit of existing safety culture evaluation methods, the concept of competency and SNA were adopted. To estimate team safety culture competency, we defined the definition, range and goal of team safety culture competencies. Derivation of core team safety culture competencies is performed and its behavioral characteristics were derived for each safety culture competency, from the procedures used in NPPs and existing criteria to assess safety culture. Then observation was chosen as a method to provide the input data for the SNA matrix of team members versus insufficient team safety culture competencies. Then through matrix operation, the matrix was converted into the two meaningful values, which are density of team members and degree centralities of each team safety culture competency. Density of tem members and degree centrality of each team safety culture competency represent the team safety culture index and the priority of team safety culture competency to be improved

  1. Development of an Evaluation Method for Team Safety Culture Competencies using Social Network Analysis

    Energy Technology Data Exchange (ETDEWEB)

    Han, Sang Min; Kim, Ar Ryum; Seong, Poong Hyun [KAIST, Daejeon (Korea, Republic of)

    2016-05-15

    In this study, team safety culture competency of a team was estimated through SNA, as a team safety culture index. To overcome the limit of existing safety culture evaluation methods, the concept of competency and SNA were adopted. To estimate team safety culture competency, we defined the definition, range and goal of team safety culture competencies. Derivation of core team safety culture competencies is performed and its behavioral characteristics were derived for each safety culture competency, from the procedures used in NPPs and existing criteria to assess safety culture. Then observation was chosen as a method to provide the input data for the SNA matrix of team members versus insufficient team safety culture competencies. Then through matrix operation, the matrix was converted into the two meaningful values, which are density of team members and degree centralities of each team safety culture competency. Density of tem members and degree centrality of each team safety culture competency represent the team safety culture index and the priority of team safety culture competency to be improved.

  2. Interdisciplinary: Cultural competency and culturally congruent education for millennials in health professions.

    Science.gov (United States)

    Hawala-Druy, Souzan; Hill, Mary H

    2012-10-01

    The increasingly diverse multicultural and multigenerational student population in the United States requires that educators at all levels develop cultural knowledge, awareness, and sensitivity to help diverse learners fulfill their potential and to avoid cultural misunderstandings that can become obstacles or barriers to learning. The purpose of this study was to design and implement eclectic, creative, evidence-based interdisciplinary educational activities, along with culturally congruent teaching strategies, within a semester-long university course that promoted positive and culturally competent learning outcomes for culturally diverse, largely millennial students. The interdisciplinary course would prepare health professional students with the requisite knowledge and skills, through transformative learning that produces change agents, to provide culturally congruent and quality team-based care to diverse populations. This was a qualitative and quantitative study, which measured students' level of cultural awareness, competence, and proficiency pre and post the educational intervention. Instruments used for data collection included the Inventory for Assessing The Process of Cultural Competence-Student Version (IAPCC-SV) by Campinha-Bacote, course evaluations, students' feedback, and portfolio reflections. The study was conducted at a private academic institution located in the Mid-Atlantic region and the sample population included inter-professional students (N=106) from various health professions including nursing, pharmacy, and allied health sciences. Results from the pre- and post-test IAPCC-SV survey revealed that mean scores increased significantly from pre-test (60.8) to post-test (70.6). Thus, students' levels of cultural competency (awareness, knowledge, skills, desire, encounter) improved post-educational intervention, indicating that the teaching methods used in the course might be applied on a larger scale across the university system to cater to the

  3. The Influence of Cultural Competence on the Interpretations of Territorial Identities in European Capitals of Culture

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    Lähdesmäki Tuuli

    2014-06-01

    Full Text Available The EU’s cultural initiative ‘the European Capital of Culture’ (ECOC includes high identity political aims. It requires the designated cities to introduce and foster local, regional, and European cultural identities. In addition, the cities have used the designation as an opportunity to promote national cultural identity. Audiences of the ECOC events recognize and interpret different kinds of representations of territorial cultural identities from what the cities have to offer in culture. However, the contents of these interpretations vary drastically in the ECOCs. The article discusses whether the competence of interpreting the representations of territorial cultural identities is related to some social determinants of the audiences. Based on a questionnaire study conducted in recent ECOCs-Pécs (Hungary, Tallinn (Estonia, and Turku (Finland-the study indicates that, for example, education, source of livelihood, and active cultural participation impact the interpretations of the representations of territorial cultural identities.

  4. Vaccination: Developing and implementing a competency-based-curriculum at the Medical Faculty of LMU Munich

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    Vogel, B.

    2016-02-01

    Full Text Available Background: In Germany medical students should gain proficiency and specific skills in the vaccination field. Especially important is the efficient communication of scientific results about vaccinations to the community, in order to give professional counseling with a complete overview about therapeutic options.Aim of the project: The aim of this project is to set up a vaccination-related curriculum in the Medical Faculty at the Ludwig-Maximilians-University in Munich. The structure of the curriculum is based on the National catalogue for competency-based learning objectives in the field of vaccination (Nationaler Kompetenzbasierter Lernzielekatalog Medizin NKLM. Through this curriculum, the students will not only acquire the classical educational skills concerning vaccination in theory and practice, but they will also learn how to become independent in the decision-making process and counseling. Moreover, the students will become aware of consequences of action related to this specific topic.Methods: According to defined guidelines, an analysis was performed on courses, which are currently offered by the university. A separate analysis of the NKLM was carried out. Both analyses identified the active courses related to the topic of vaccination as well as the NKLM learning objectives. The match between the topics taught in current courses and the NKLM learning objectives identified gaps concerning the teaching of specific content. Courses were modified in order to implement the missing NKLM learning objectives.Results: These analyses identified 24 vaccination-related courses, which are currently taught at the University. Meanwhile, 35 learning objectives on vaccination were identified in the NKLM catalogue. Four of which were identified as not yet part of the teaching program. In summary, this interdisciplinary work enabled the development of a new vaccination-related curriculum, including 35 learning objectives, which are now implemented in

  5. Individual and cultural-diversity competency: focus on the therapist.

    Science.gov (United States)

    Daniel, Jessica Henderson; Roysircar, Gargi; Abeles, Norman; Boyd, Cyndy

    2004-07-01

    The Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology was held in Arizona in November 2002. One of the workshops, Individual and Cultural Differences (ICD), focused on racism, homophobia, and ageism. The consensus was that self-awareness and knowledge about the three "isms" are critical components in the education and training of psychologists. This article, authored by four of the workshop attendees, is a review of the current research and theoretical literature. Implications that address both content and context in graduate programs and training sites are presented. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist. Copyright 2004 Wiley Periodicals, Inc.

  6. Successful chronic disease care for Aboriginal Australians requires cultural competence.

    Science.gov (United States)

    Liaw, Siaw Teng; Lau, Phyllis; Pyett, Priscilla; Furler, John; Burchill, Marlene; Rowley, Kevin; Kelaher, Margaret

    2011-06-01

    To review the literature to determine the attributes of culturally appropriate healthcare to inform the design of chronic disease management (CDM) models for Aboriginal patients in urban general practice. A comprehensive conceptual framework, drawing on the Access to Care, Pathway to Care, Chronic Care, Level of Connectedness, and Cultural Security, Cultural Competency and Cultural Respect models, was developed to define the search strategy, inclusion criteria and appraisal methods for the literature review. Selected papers were reviewed in detail if they examined a chronic disease intervention for an Aboriginal population and reported on its evaluation, impacts or outcomes. In the 173 papers examined, only 11 programs met the inclusion criteria. All were programs conducted in rural and remote Aboriginal community-controlled health services. Successful chronic disease care and interventions require adequate Aboriginal community engagement, utilising local knowledge, strong leadership, shared responsibilities, sustainable resources and integrated data and systems. These success factors fitted within the conceptual framework developed. Research and development of culturally appropriate CDM models concurrently in both urban and rural settings will enable more rigorous evaluation, leading to stronger evidence for best practice. A partnership of mainstream and Aboriginal-controlled health services is essential to successfully 'close the gap'. Findings will inform and guide the development, implementation and evaluation of culturally appropriate CDM in mainstream general practice and primary care. © 2011 The Authors. ANZJPH © 2011 Public Health Association of Australia.

  7. Design of a social constructivism-based curriculum for primary science education in Confucian heritage culture

    NARCIS (Netherlands)

    Vu Thu Hang, N.

    2014-01-01

    This study is about the application of social constructivism in primary science curriculum in Confucian heritage culture. It was found that the implementation of social constructivism in Confucian heritage culture was low and influenced by cultural divergences between Confucian cultural philosophy

  8. Cross-Cultural Competencies for the NASA International Internship Project

    Science.gov (United States)

    Niedbala, Elizabeth M.; Feinberg, Jessica

    2017-01-01

    One of the principles that NASA upholds is to cooperate with other nations to advance science, exploration, and discovery for all. Effective cooperation across cultures, however, requires a certain level of skill. A construct called cross-cultural competency (CCC) emphasizes that individuals are capable of acquiring skills that facilitate positive and cooperative interaction with people of another culture. While some aspects of CCC stem from stable individual traits such as personality (i.e., extraversion, tolerance for ambiguity), most components can be learned and strengthened over time (i.e., empathy, mindfulness, trust). Because CCC is such a vital part of international cooperation, this summer we will design a training program to cultivate these skills between student interns, their mentors, and the Ames community as a whole. First, we will research what specific competencies are valuable for anyone to have when working in an international setting. We will then design a series of activities, events, workshops, and discussions that target and strengthen those skills. Finally, we will use both qualitative and quantitative evaluation methods to measure the success of the pilot program. This summer, the current international student interns will serve as our trial population for the program, while our goal is to launch the full program in Fall 2017. Overall, we hope to contribute to NASAs mission of optimizing international collaboration for everyone involved.

  9. "WHERE SOULS ARE FORGOTTEN" : Cultural Competencies, Forensic Evaluations, and International Human Rights

    NARCIS (Netherlands)

    Perlin, Michael L.; McClain, Valerie

    2009-01-01

    Cultural competency is critical in criminal forensic evaluations. Cultural competency eschews reliance on stereotypes, precluding the mistake of assuming that cultural dictates apply with equal force to all who share a cultural background, thus allowing the forensic examiner to provide a

  10. The Assessment of Athletic Training Students' Knowledge and Behavior to Provide Culturally Competent Care

    Science.gov (United States)

    Nynas, Suzette Marie

    2015-01-01

    Context: Culturally competent knowledge and skills are critical for all healthcare professionals to possess in order to provide the most appropriate health care for their patients and clients. Objective: To investigate athletic training students' knowledge of culture and cultural differences, to assess the practice of culturally competent care,…

  11. Innovative web-based multimedia curriculum improves cardiac examination competency of residents.

    Science.gov (United States)

    Criley, Jasminka M; Keiner, Jennifer; Boker, John R; Criley, Stuart R; Warde, Carole M

    2008-03-01

    Proper diagnosis of cardiac disorders is a core competency of internists. Yet numerous studies have documented that the cardiac examination (CE) skills of physicians have declined compared with those of previous generations of physicians, attributed variously to inadequate exposure to cardiac patients and lack of skilled bedside teaching. With growing concerns about ensuring patient safety and quality of care, public and professional organizations are calling for a renewed emphasis on the teaching and evaluation of clinical skills in residency training. The objective of the study was to determine whether Web training improves CE competency, whether residents retain what they learn, and whether a Web-based curriculum plus clinical training is better than clinical training alone. Journal of Hospital Medicine 2008;3:124-133. (c) 2008 Society of Hospital Medicine. This was a controlled intervention study. The intervention group (34 internal and family medicine interns) participated in self-directed use of a Web-based tutorial and three 1-hour teaching sessions taught by a hospitalist. Twenty-five interns from the prior year served as controls. We assessed overall CE competency and 4 subcategories of CE competency: knowledge, audio skills, visual skills, and audio-visual integration. The over mean score of the intervention group significantly improved, from 54 to 66 (P = .002). This improvement was retained (63.5, P = .05). When compared with end-of-year controls, the intervention group had significantly higher end-of-year CE scores (57 vs. 63.5, P = .05), knowledge (P = .04), and audio skills (P = .01). At the end of the academic year, all improvements were retained (P better than clinical training alone. (c) 2008 Society of Hospital Medicine.

  12. From Cultural Knowledge to Intercultural Communicative Competence: Changing Perspectives on the Role of Culture in Foreign Language Teaching

    Science.gov (United States)

    Piatkowska, Katarzyna

    2015-01-01

    Approaches to the concept of culture and teaching cultural competence in a foreign language classroom have been changing over the last decades. The paper summarises, compares, contrasts and evaluates four major approaches to teaching cultural competence in foreign language teaching, that is, knowledge-based approach, contrastive approach,…

  13. Movement Education: Preservice Teachers' Perceptions of Its Benefits and Their Competence in Integrating It across the Curriculum

    Science.gov (United States)

    Sevimli Celik, Serap

    2014-01-01

    The purpose of this study was to examine the pre-service teachers' (PT) perceptions about movement education, perceived benefits from participating in a 12-week movement education module, and confidence and competency to incorporate movement into curriculum after experiencing the module. The data were generated through pre and post open-ended…

  14. Simulation for Teaching Orthopaedic Residents in a Competency-based Curriculum: Do the Benefits Justify the Increased Costs?

    Science.gov (United States)

    Nousiainen, Markku T; McQueen, Sydney A; Ferguson, Peter; Alman, Benjamin; Kraemer, William; Safir, Oleg; Reznick, Richard; Sonnadara, Ranil

    2016-04-01

    Although simulation-based training is becoming widespread in surgical education and research supports its use, one major limitation is cost. Until now, little has been published on the costs of simulation in residency training. At the University of Toronto, a novel competency-based curriculum in orthopaedic surgery has been implemented for training selected residents, which makes extensive use of simulation. Despite the benefits of this intensive approach to simulation, there is a need to consider its financial implications and demands on faculty time. This study presents a cost and faculty work-hours analysis of implementing simulation as a teaching and evaluation tool in the University of Toronto's novel competency-based curriculum program compared with the historic costs of using simulation in the residency training program. All invoices for simulation training were reviewed to determine the financial costs before and after implementation of the competency-based curriculum. Invoice items included costs for cadavers, artificial models, skills laboratory labor, associated materials, and standardized patients. Costs related to the surgical skills laboratory rental fees and orthopaedic implants were waived as a result of special arrangements with the skills laboratory and implant vendors. Although faculty time was not reimbursed, faculty hours dedicated to simulation were also evaluated. The academic year of 2008 to 2009 was chosen to represent an academic year that preceded the introduction of the competency-based curriculum. During this year, 12 residents used simulation for teaching. The academic year of 2010 to 2011 was chosen to represent an academic year when the competency-based curriculum training program was functioning parallel but separate from the regular stream of training. In this year, six residents used simulation for teaching and assessment. The academic year of 2012 to 2013 was chosen to represent an academic year when simulation was used equally

  15. Influence of culture on curriculum development in Ghana: an undervalued factor?

    NARCIS (Netherlands)

    Gervedink Nijhuis, C.J.; Pieters, Julius Marie; Voogt, Joke

    2013-01-01

    Curriculum implementation often falls short because of a lack of cultural understanding by curriculum developers and aid organizations. This paper describes a single-case study of a professional development programme for polytechnic Heads of Department in Ghana, which aimed at identifying how

  16. Competencies for Student Leadership Development in Doctor of Pharmacy Curricula to Assist Curriculum Committees and Leadership Instructors

    Science.gov (United States)

    Traynor, Andrew P.; Boyle, Cynthia J.

    2013-01-01

    Objective. To assist curriculum committees and leadership instructors by gathering expert opinion to define student leadership development competencies for pharmacy curricula. Methods. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define competencies for student leadership development in pharmacy curricula. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes. Round 2 grouped responses for agreement rating and comment. Round 3 allowed rating and comment on competencies not yet meeting consensus, which was prospectively set at 80%. Results. Eleven competencies attained 80% consensus or higher and were grouped into 3 areas: leadership knowledge, personal leadership commitment, and leadership skill development. Connections to contemporary leadership development literature were outlined for each competency as a means of verifying the panel’s work. Conclusions. The leadership competencies will aid students in addressing: What is leadership? Who am I as a leader? What skills and abilities do I need to be effective? The competencies will help curriculum committees and leadership instructors to focus leadership development opportunities, identify learning assessments, and define program evaluation. PMID:24371346

  17. Competencies for student leadership development in doctor of pharmacy curricula to assist curriculum committees and leadership instructors.

    Science.gov (United States)

    Janke, Kristin K; Traynor, Andrew P; Boyle, Cynthia J

    2013-12-16

    To assist curriculum committees and leadership instructors by gathering expert opinion to define student leadership development competencies for pharmacy curricula. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define competencies for student leadership development in pharmacy curricula. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes. Round 2 grouped responses for agreement rating and comment. Round 3 allowed rating and comment on competencies not yet meeting consensus, which was prospectively set at 80%. Eleven competencies attained 80% consensus or higher and were grouped into 3 areas: leadership knowledge, personal leadership commitment, and leadership skill development. Connections to contemporary leadership development literature were outlined for each competency as a means of verifying the panel's work. The leadership competencies will aid students in addressing: What is leadership? Who am I as a leader? What skills and abilities do I need to be effective? The competencies will help curriculum committees and leadership instructors to focus leadership development opportunities, identify learning assessments, and define program evaluation.

  18. Examining human resources' efforts to develop a culturally competent workforce.

    Science.gov (United States)

    Whitman, Marilyn V; Valpuesta, Domingo

    2010-01-01

    The increasing diversification of the nation's population poses significant challenges in providing care that meets the needs of culturally diverse patients. Human resource management plays a vital role in developing a more culturally competent workforce. This exploratory study examines current efforts by human resource directors (HRDs) in Alabama's general hospitals to recruit more diverse candidates, train staff, and make language access resources available. A questionnaire was developed based on the Office of Minority Health's Culturally and Linguistically Appropriate Services standards. The HRDs of the 101 Alabama general hospitals served as the study's target population. A sample of 61 responses, or 60.4% of the population, was obtained. The findings indicate that most HRDs are focusing their efforts on recruiting racially/ethnically diverse candidates and training clerical and nursing staff to care for culturally and linguistically diverse patients. Less effort is being focused on recruiting candidates who speak a different language, and only 44.3% have a trained interpreter on the staff. The HRDs who indicated that they work closely with organizations that provide support to diverse groups were more likely to recruit diverse employees and have racially/ethnically and linguistically diverse individuals in leadership positions. It is crucial that health care organizations take the necessary steps to diversify their workforce to broaden access, improve the quality and equity of care, and capture a greater market share.

  19. A survey of cultural competence of critical care nurses in KwaZuluNatal

    Directory of Open Access Journals (Sweden)

    Jennifer de Beer

    2014-11-01

    Full Text Available Background. Nurses are primary caregivers and have a key role in providing care in a culturally diverse healthcare system, such as in South Africa (SA. Nurses need cultural competence in the management of patients within this cultural context. A healthcare system staffed by a culturally competent workforce can provide high-quality care to diverse population groups, contributing to the elimination of health disparities.Objective. To describe the self-rated levels of cultural competence of nurses working in critical care settings in a selected public hospital in SA.Methods. A quantitative descriptive survey was conducted with nurses from eight critical care units in a selected public hospital in KwaZulu-Natal, using the Inventory to Access the Process of Cultural Competency - Revised (IAPCC-R cultural competence questionnaire. Results. The overall cultural competence score for the respondents was 70.2 (standard deviation 7.2 out of a possible 100, with 77 (74% of the respondents scoring in the awareness range, 26 (25% in the competent range, and only 1 in the proficient range. Nurses from non-English-speaking backgrounds scored significantly higher in cultural competence than English-speaking nurses.Conclusion. In addressing the many faces of cultural diversity, healthcare professionals must realise that these faces share a common vision: to obtain quality healthcare services that are culturally responsive and culturally relevant to the specific cultural group.

  20. Cultural competence education for practicing physicians: lessons in cultural humility, nonjudgmental behaviors, and health beliefs elicitation.

    Science.gov (United States)

    Kutob, Randa M; Bormanis, John; Crago, Marjorie; Harris, John M; Senf, Janet; Shisslak, Catherine M

    2013-01-01

    Although numerous studies have examined cultural competence training, debate still exists about efficacious approaches to this training. Furthermore, little focus has been placed on training and evaluating practicing physicians. A skills-based course on culturally competent diabetes care was developed and subsequently tested in a controlled trial of primary physicians caring for patients enrolled in one state's Medicaid program. We hypothesized that physicians completing the course would show higher levels of self-reported cultural competence as measured by a Cultural Competence Assessment Tool (CCAT) than those in the control group. Differences in CCAT subscale scores were also compared. Ninety physicians completed the study, with 41 in the control and 49 in the intervention group. Most were female (66%), with an average age of 44, and 12 years in practice. There were no significant differences on total CCAT score (212.7 ± 26.7 for control versus 217.2 ± 28.6 for intervention, p = .444) or subscales measuring cultural knowledge. There were significant positive differences on the subscales measuring physicians' nonjudgmental attitudes/behaviors (subscale score 2.38 ± 0.46 for control versus 2.69 ± 0.52 for intervention, p = .004) and future likelihood of eliciting patients' beliefs about diabetes and treatment preferences (3.11 ± 0.53 for control versus 3.37 ± 0.45 for intervention, p = .014). There was, however, a significant negative difference on the subscale measuring cultural self-awareness (3.48 ± 0.36 for control versus 3.26 ± 0.48 for intervention, p = .018). A predominantly skills-based approach to training physicians did not change aggregate measures of cultural competence, but did affect key attitudes and behaviors, which may better reflect the goals of cultural competence training. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME

  1. Physical culture as a phenomenon of the development of socio-cultural competence of future teachers of physical education

    Directory of Open Access Journals (Sweden)

    I.V. Ivanii

    2014-04-01

    Full Text Available Purpose : to substantiate the phenomenon of formation of physical culture of the individual in terms of theoretical and methodological approaches to the development of socio-cultural competence of future teachers. Material : 22 literary sources analyzed on the issue of formation of physical culture of the individual. Used cultural studies, axiological and competence approach. Results : define the concept of socio-cultural competence of the teacher of physical education. Competence is considered as an integrative motivational tumor - activity sphere of the individual. It determines the focus of an expert on the formation of spiritual values and is the foundation for its further self-development. Disclosed structure sociocultural competence of the teacher in the unity components: cognitive, motivational-value, behavioral. For each component defined system of spiritual values. The system covers the socio- psychological, mental and cultural values of physical culture. Conclusions : the sociocultural competence of the teacher of physical education meaningful and functionally related to the values of the physical culture of the individual. Spiritual, value the personality of the teacher - is the foundation for all of the components of socio-cultural competence. This competence provides social and cultural development of the individual.

  2. Long-term effectiveness of patient-centered training in cultural competence: what is retained? What is lost?

    Science.gov (United States)

    Ho, Ming-Jung; Yao, Grace; Lee, Keng-Lin; Hwang, Tzung-Jeng; Beach, Mary Catherine

    2010-04-01

    To determine whether the effects of a patient-centered cultural competence curriculum could be sustained for one year. In 2006, 57 fifth-year medical students at National Taiwan University were randomly assigned either to a group that received training in patient-centered cross-cultural communication skills or one that received no training. Students' scores on objective structured clinical exams (OSCEs) were compared in the realms of exploring (1) patient perspectives and (2) social factors related to illness, immediately after training (OSCE1) and one year after training (OSCE2). Regarding students' exploration of patient perspectives, the intervention group scored significantly higher than the control group at OSCE1, but there was a significant decrease from OSCE1 to OSCE2 in the intervention group and no significant difference between the intervention and control group at OSCE2. Regarding students' exploration of social factors related to illness, the intervention group scored significantly higher than the control group at OSCE1, with a nonsignificant decrease from OSCE1 to OSCE2 in the two groups, such that the intervention group again scored higher than the control group in OSCE2. The effect of a patient-centered cultural competence training curriculum on students' exploration of social factors related to illness was sustained to a significant degree after one year, whereas the effects on students' exploration of patient perspectives were not. Further research is needed to determine the extent to which additional training can prevent the loss of student skills.

  3. Teaching of Cultural Concepts in Botswana Junior Secondary Schools Design and Technology Curriculum

    Science.gov (United States)

    Moalosi, Richie

    2011-01-01

    This research explored the extent to which cultural concepts stipulated in Botswana Design and Technology curriculum are taught by teachers at junior secondary schools, a topic on which there is little previous research. The pinnacle of good product innovation is when it is grounded on sensitive cultural analysis of the society's culture. However,…

  4. Cultural Diversity in the Classroom: Implications for Curriculum Literacy in South African Classrooms

    Science.gov (United States)

    Modiba, Maropeng; Van Rensburg, Wilhelm

    2009-01-01

    Cultural literacy is considered as crucial in the process of redress, and of equal recognition, affirmation and nurturing of different cultural symbols and other forms of expression within South Africa. In this paper we reflect conceptually on what the new curriculum policy in Arts and Culture education proposes with regard to acknowledging and…

  5. Baby Culture and the Curriculum of Consumption: A Critical Reading of the Film "Babies"

    Science.gov (United States)

    Maudlin, Julie G.; Sandlin, Jennifer A.; Thaller, Jonel

    2012-01-01

    We focus on the recently emerging "baby culture" that is fostering a curriculum of consumption and consumerism among parents-to-be and infants aged zero-to-three. To gain insight into how the cultural artifacts, practices, and trends emerging from this demographic are shaping the way we think and act in a consumer culture, we investigate…

  6. Incorporating a Cross-Cultural Perspective in the Undergraduate Psychology Curriculum: An Interview with David Matsumoto.

    Science.gov (United States)

    Hill, G. William, IV

    2000-01-01

    Provides an interview with David Matsumoto, Professor of Psychology and Director of the Culture and Emotion Research Laboratory at San Francisco State University. He has studied emotion, human interaction, and culture for more than 15 years. Focuses on cross-cultural psychology and perspectives in relation to the psychology curriculum. (CMK)

  7. "Kulturexkurse": A Model for Teaching Deeper German Culture in a Proficiency-Based Curriculum

    Science.gov (United States)

    Peters, George F.

    2003-01-01

    The cognitive skills of beginning German students in high school and college outstrip their linguistic ability in the target language. In a proficiency-based curriculum, students communicate about familiar matters and everyday culture although they are intellectually prepared to consider more complex cultural issues. As a result, deeper culture is…

  8. Attitudes of prejudice as a predictor of cultural competence among baccalaureate nursing students.

    Science.gov (United States)

    Dunagan, Pamela B; Kimble, Laura P; Gunby, Susan Sweat; Andrews, Margaret M

    2014-06-01

    The purpose of this study was to explore the relationship between attitudes of prejudice and cultural competence among nursing students. Using a mixed-methods design, a convenience sample of students (N = 129) currently enrolled in a baccalaureate nursing program was recruited via Web networking. Data regarding attitudes of prejudice, cultural competence, prior cultural experience, and integration of cultural competence were obtained via a Web-based survey. Multiple linear regression was used to predict cultural knowledge, attitudes, and consciousness. Although all three regression models were statistically significant, the significant predictors varied within each model. Greater prejudice was a significant predictor of less culturally competent attitudes toward providing nursing care. Existing prejudice among nursing students needs to be addressed to help promote positive cultural attitudes and, ultimately, cultural competent nursing care.

  9. The Impact of International Service-Learning on Nursing Students' Cultural Competency.

    Science.gov (United States)

    Kohlbry, Pamela Wolfe

    2016-05-01

    This article reports research findings on the effect of an international immersion service-learning project on the level and components of cultural competence of baccalaureate (BSN) nursing students. A triangulated methodology was used to determine changes in components and level of cultural competence pre- and postexperience. The theoretical model The Process of Cultural Competence in the Delivery of Healthcare Services was used. It identifies five central constructs in the process of becoming culturally competent: cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire. The sample of 121 BSN nursing students was gathered from three southern California universities. Data were collected from 2009 to 2013. Using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version© and Cultural Self-Efficacy Scale, constructs of cultural competency were measured in pre- and posttest participants who participated in international service-learning immersion experiences. A demographic survey and open-ended qualitative questions were completed at the posttrip meeting. Mean, frequencies, and correlations with demographic data and survey data were calculated. Pre- and posttrip means were analyzed. Qualitative analysis from six open-ended questions completed at the posttest were coded and themes emerged. The research findings demonstrated the impact of the international service-learning project on building cultural competency in nursing students. Quantitative findings revealed statistically significant differences between pre- and posttest surveys for two of the five constructs of cultural competence. Qualitative analysis supported the quantitative findings in cultural competency constructs found in the model. The research findings support nursing education program use of international service-learning immersion experiences to foster cultural competence in nursing students. Findings from

  10. Transmission of cultural values in the production of EFL textbooks for the Chinese primary curriculum

    OpenAIRE

    Li, Jingyi

    2012-01-01

    In the global world, cultural issues relating to the subject of English as Foreign Language (EFL) have become important. This is especially the case when considering the EFL curriculum for Chinese Primary Education. Many writers have addressed the nature of curriculum design as knowledge and cultural reproduction, but usually in the North American and European literature. This research takes these debates and relocates them in the context of China as it enters a new market e...

  11. Politics, Culture, and School Curriculum: The Struggles in Hong Kong

    Science.gov (United States)

    Ho, Wai-Chung

    2007-01-01

    The purpose of this paper is to describe the Hong Kong (HK) school curriculum, especially the general curriculum for civic education and other social subjects, in relation to the political events of the 1984 Sino-British Joint Declaration, the 1989 Tiananmen Square Incident, and the return of HK's sovereignty from the United Kingdom (UK) to the…

  12. Evaluation of the organizational cultural competence of a community health center: a multimethod approach.

    Science.gov (United States)

    Cherner, Rebecca; Olavarria, Marcela; Young, Marta; Aubry, Tim; Marchant, Christina

    2014-09-01

    Cultural competence is an important component of client-centered care in health promotion and community health services, especially considering the changing demographics of North America. Although a number of tools for evaluating cultural competence have been developed, few studies have reported on the results of organizational cultural competence evaluations in health care or social services settings. This article aims to fill this gap by providing a description of a cultural competence evaluation of a community health center serving a diverse population. Data collection included reviewing documents, and surveying staff, management, and the Board of Directors. The organization fully met 28 of 53 standards of cultural competence, partially met 21 standards, and did not meet 2 standards, and 2 standards could not be assessed due to missing information. The advantages and lessons learned from this organizational cultural competence evaluation are discussed. © 2014 Society for Public Health Education.

  13. Developing Curriculum to Help Students Explore the Geosciences' Cultural Relevance

    Science.gov (United States)

    Miller, G.; Schoof, J. T.; Therrell, M. D.

    2011-12-01

    Even though climate change and an unhealthy environment have a disproportionate affect on persons of color, there is a poor record of diversity in geoscience-related fields where researchers are investigating ways to improve the quality of the environment and human health. This low percentage of representation in the geosciences is equally troubling at the university where we are beginning the third and final year of a project funded through the National Science Foundation's (NSF) Opportunities to Enhance Diversity in the Geosciences (OEDG). The purpose of this project is to explore a novel approach to using the social sciences to help students, specifically underrepresented minorities, discover the geosciences' cultural relevance and consider a career in the earth, atmospheric, and ocean sciences. To date, over 800 college freshmen have participated in a design study to evaluate the curriculum efficacy of a geoscience reader. Over half of these participants are students of color. The reader we designed allows students to analyze multiple, and sometimes conflicting, sources such as peer-reviewed journal articles, political cartoons, and newspaper articles. The topic for investigation in the reader is the 1995 Chicago Heat Wave, a tragic event that killed over 700 residents. Students use this reader in a core university course required for entering freshmen with low reading comprehension scores on standardized tests. To support students' comprehension, evaluation, and corroboration of these sources, we incorporated instructional supports aligned with the principles of Universal Design for Learning (UDL), reciprocal teaching, historical reasoning, media literacy, and quantitative reasoning. Using a digital format allows students to access multiple versions of the sources they are analyzing and definitions of challenging vocabulary and scientific concepts. Qualitative and quantitative data collected from participating students and their instructors included focus

  14. Moral competence as a positive youth development construct: conceptual bases and implications for curriculum development.

    Science.gov (United States)

    Ma, Hing Keung

    2006-01-01

    Moral competence refers to the orientation to perform altruistic behavior and the ability to judge moral issues logically, consistently and at an advanced level of development. A brief review of the concepts of altruism and justice is presented. The gender and cultural issues are also discussed. The contents of moral competence program units include four major topics: (1) Fairness, (2) Proper conduct (mainly altruistic and prosocial orientation), (3) Responsibility and altruistic orientation, and (4) Integrity and fairness. The general goal is to help students to develop an altruistic orientation and a judgment structure of a high level of justice. This paper is part of the development of the positive youth development program in Hong Kong.

  15. The Role of Cultural Competence in the Teaching of Hungarian as a Foreign Language and in Cultural Diplomacy

    Directory of Open Access Journals (Sweden)

    Erika Sólyom

    2015-01-01

    Full Text Available In the present paper, I aim to shed light on the importance of cultural competence from three perspectives. First, in my capacity as a sociolinguist, I will talk about how Hungarian culture is incorporated in the textbook "Colloquial Hungarian" (Rounds and Sólyom 2011, providing particular examples from various dialogues and cultural notes from the book. I believe that linguistic competence, communicative competence, and cultural competence are equally important parts of foreign language teaching and foreign language learning. Second, as a foreign language instructor at U.S. study abroad programs, I plan to discuss the importance of cultural norms of the speakers of the local language in the host country. Third, as a director of an American cultural and resource center in Budapest, I will talk about the importance of building bridges between two cultures, describing the goals and missions of the center as well as giving specific examples of the activities of the American Corner Budapest.

  16. Competency-based (CanMEDS) residency training programme in radiology: systematic design procedure, curriculum and success factors

    International Nuclear Information System (INIS)

    Jippes, Erik; Engelen, Jo M.L. van; Brand, Paul L.P.; Oudkerk, Matthijs

    2010-01-01

    Based on the CanMEDS framework and the European Training Charter for Clinical Radiology a new radiology curriculum was designed in the Netherlands. Both the development process and the resulting new curriculum are presented in this paper. The new curriculum was developed according to four systematic design principles: discursiveness, hierarchical decomposition, systematic variation and satisficing (satisficing is different from satisfying; in this context, satisficing means searching for an acceptable solution instead of searching for an optimal solution). The new curriculum is organ based with integration of radiological diagnostic techniques, comprises a uniform national common trunk followed by a 2-year subspecialisation, is competency outcome based with appropriate assessment tools and techniques, and is based on regional collaboration among radiology departments. The application of the systematic design principles proved successful in producing a new curriculum approved by all authorities. The principles led to a structured, yet flexible, development process in which creative solutions could be generated and adopters (programme directors, supervisors and residents) were highly involved. Further research is needed to empirically test the components of the new curriculum. (orig.)

  17. Developing cultural competence through self-reflection in interprofessional education: Findings from an Australian university.

    Science.gov (United States)

    Olson, Rebecca; Bidewell, John; Dune, Tinashe; Lessey, Nkosi

    2016-05-01

    Interprofessional education and cultural competence are both necessary for health professionals working in interprofessional teams serving diverse populations. Using a pre-post-survey case series design, this study evaluates a novel learning activity designed to encourage self-reflection and cultural competence in an Australian interprofessional education context. Undergraduate health professional students in a large subject viewed three 7-15 minute videos featuring interviews with persons of a minority cultural, linguistic, or sexual group who were living with a disability or managing a health condition. Immediately afterwards, students in interprofessional groups completed a structured activity designed to promote interprofessional and cultural reflection. A localised version of a validated scale measured cultural competence before and after the learning activity. Results suggest the value of video-based learning activities based on real-life examples for improving cultural competence. Despite initially rating themselves highly, 64% of students (n = 273) improved their overall cultural competence, though only by M = 0.13, SD = 0.08, of a 5-point rating-scale interval. A nuanced approach to interpreting results is warranted; even slight increases may indicate improved cultural competence. Suggestions for improving the effectiveness of video-based cultural competence learning activities, based on qualitative findings, are provided. Overall the findings attest to the merit of group discussion in cultural competence learning activities in interprofessional education settings. However, the inclusion of group discussions within such learning activities should hinge on group dynamics.

  18. Cultural and communicative competence in the caring relationship with patients from another culture.

    Science.gov (United States)

    Hemberg, Jessica Anne Viveka; Vilander, Susann

    2017-12-01

    The global and multicultural society of today creates challenges that require multicultural competence among individuals, especially within caring contexts. This study assumes an intercultural perspective, and the aim is to uncover a new understanding of the caring community between nurses and patients when these do not speak the same language. The research question is: What is the significance of communication in a caring community when nurses and patients do not speak the same language? This qualitative study uses a hermeneutical approach. The material was collected through questionnaires with eight nurses and two adults from another culture. The texts were analysed through latent content analysis. Study participation, data storage and handling for research purposes were approved by the participants when they provided their informed consent. Permission to conduct the study was granted by an ethical committee of a hospital organisation. Human love is the basis for a caring relationship since it reaches beyond the limits of cultural differences. Integrity is vital for cultural respect and especially for the consideration of spiritual needs in the caring relationship. An affirming presence is essential for communion. Creative courage is fundamental for communication, and continuous information is vital for establishing trust within the caring relationship. One limitation to this study might be the limited number of participants (ten). Caring for a patient from another culture requires that nurses are open-minded and have the courage to encounter new challenges. It is essential for nurses to respect the patient's integrity but also to acquire knowledge in order to improve their cultural competence. Further research within this area should focus on the role of next of kin in intercultural caring and on how leadership may contribute to improving cultural competence within health organisations. © 2017 Nordic College of Caring Science.

  19. Cultural Competence and the Operational Commander: Moving Beyond Cultural Awareness into Culture-Centric Warfare

    National Research Council Canada - National Science Library

    Karcanes, James A

    2007-01-01

    The term "cultural awareness" serves as the new favorite Department of Defense buzzword but fails in its definition to adequately articulate the complexity of culture and the high level of cultural...

  20. Identification of the Most Commonly Used Laboratory Techniques in Regenerative Medicine: A Roadmap for Developing a Competency Based Education Curriculum

    Directory of Open Access Journals (Sweden)

    Stephen L. Rego

    2016-01-01

    Full Text Available Here, we are proposing and testing the use of literature reviews as a method to identify essential competencies for specific fields. This has implications in how educators develop and structure both traditional and competency based curricula. Our focus will be on utilizing this method to identify the most relevant and commonly used techniques in the field of regenerative medicine. This publication review method may be used to develop competency based education (CBE programs that focus on commonly utilized skills. CBE is an emerging trend in higher education that will greatly enhance student learning experiences. CBE works by providing students with field specific skills and knowledge; thus, it is imperative for educators to identify the most essential competencies in a given field. Therefore, we reason that a literature review of the techniques performed in studies published in prevalent peer reviewed journals for a given field offers an ideal method to identify and rank competencies that should be delivered to students by a respective curriculum. Here, we reviewed recent articles published on topics in the field of regenerative medicine as a proof of concept for the use of literature reviews as a guide for the development of a regenerative medicine CBE curriculum.

  1. Students’ Socio-cultural Competence Development, Using English and Russian Phraseological Units

    Directory of Open Access Journals (Sweden)

    Umit I. Kopzhasarova

    2013-01-01

    Full Text Available The article deals with the problem of socio-cultural competence development on the basis of using English and Russian phraseological units. The authors specify the essence of the socio-cultural competence, define socio-cultural component of foreign language teaching. The authors justify their viewpoint that phraseological units, being the most valuable source of cultural information, exposing background knowledge and culture specific vocabulary, are the effective means of socio-cultural competence development. The set of exercises on socio-cultural competence development on the material of English and Russian phraseological units, developed by authors, include language and speech tasks; tasks based on project and creative research activity methods, which are the basis of development of the main socio-cultural skills that are necessary in intercultural communication

  2. [Effects of a multicultural education program on the cultural competence, empathy and self-efficacy of nursing students].

    Science.gov (United States)

    Peek, Eun-Hee; Park, Chai-Soon

    2013-10-01

    This study was done to examine the effects of a multicultural education program on nursing students' cultural competence, empathy, and self-efficacy. In this quasi-experimental study, the participants were assigned to an experimental group (n=40) or a control group (n=40). The data were analyzed using independent t-test, Chi-square or Fisher's exact test, and paired t-test with the SPSS windows 18.0 program. After receiving the multicultural education program, the levels of cultural competence and self-efficacy in the experimental group were higher than in the control group. The level of empathy increased slightly in the experimental group while it decreased in the control group. The results of this study indicate that multicultural education is effective in raising the level of cultural competence and self-efficacy in nursing students. Thus, there is a need for continuous effort to integrate multicultural education programs in the nursing curriculum. Repeated study to test effects of these multicultural education programs should be also necessary.

  3. Importance of emotional competence in designing an antidrug education curriculum for junior secondary school students in Hong Kong.

    Science.gov (United States)

    Law, Ben M F; Lee, Tak Yan

    2011-01-01

    Adolescent substance abuse is a serious problem in Hong Kong. Antidrug education campaigns should aim at enhancing students' understanding of the effects of illegal drugs to themselves. Moreover, life skill training is important in helping adolescents face life's challenges without attempting to do drugs. A major component of life skill training is the promotion of emotional competence. The present study outlines the importance of emotional competence and adolescent development. For an antidrug education campaign to be effective, adolescents should be able to identify their emotions and understand their own emotion regulation mechanism. Likewise, they should be made aware of the consequences of their emotions and emotion-driven behaviors. Finally, the use of an inspirational story with a strong message against substance abuse to trigger emotions is recommended for designing an antidrug education curriculum. All these components are integrated in the newly developed curriculum of the P.A.T.H.S. Project in Hong Kong.

  4. The professionalism curriculum as a cultural change agent in surgical residency education.

    Science.gov (United States)

    Hochberg, Mark S; Berman, Russell S; Kalet, Adina L; Zabar, Sondra R; Gillespie, Colleen; Pachter, H Leon

    2012-01-01

    Teaching professionalism effectively to fully engaged residents is a significant challenge. A key question is whether the integration of professionalism into residency education leads to a change in resident culture. The goal of this study was to assess whether professionalism has taken root in the surgical resident culture 3 years after implementing our professionalism curriculum. Evidence was derived from 3 studies: (1) annual self-assessments of the residents' perceived professionalism abilities to perform 20 defined tasks representing core Accrediting Council on Graduate Medical Education professionalism domains, (2) objective metrics of their demonstrated professionalism skills as rated by standardized patients annually using the objective structure clinical examination tool, and (3) a national survey of the Surgical Professionalism and Interpersonal Communications Education Study Group. Study 1: aggregate perceived professionalism among surgical residents shows a statistically significant positive trend over time (P = .016). Improvements were seen in all 6 domains: accountability, ethics, altruism, excellence, patient sensitivity, and respect. Study 2: the cohort of residents followed up over 3 years showed a marked improvement in their professionalism skills as rated by standardized patients using the objective structure clinical examination tool. Study 3: 41 members of the national Surgical Professionalism and Interpersonal Communications Education Study Group rated their residents' skills in admitting mistakes, delivering bad news, communication, interdisciplinary respect, cultural competence, and handling stress. Twenty-nine of the 41 responses rated their residents as "slightly better" or "much better" compared with 5 years ago (P = .001). Thirty-four of the 41 programs characterized their department's leadership view toward professionalism as "much better" compared with 5 years ago. All 3 assessment methods suggest that residents feel increasingly

  5. Applying constructivism to nursing education in cultural competence: a course that bears repeating.

    Science.gov (United States)

    Hunter, Jennifer L

    2008-10-01

    A graduate course on culture, diversity, and cultural competence was developed based on constructivist learning theory and Campinha-Bacote's constructs of cultural awareness, knowledge, skill, and encounters. The epistemology, structure, assignments, and activities used in both online and classroom courses were highly effective and well received by the students. Student course evaluations and outcome assessments of students' cultural competence levels, as compared to precourse levels, provided supportive evidence that the course design produced intended outcomes. Course resources are shared, making them available for use by others in cultural competence education.

  6. Curriculum

    Directory of Open Access Journals (Sweden)

    Robi Kroflič

    1997-12-01

    Full Text Available Modern curriculum theories emphasize that if we understand the curriculum as a real core substance of education. We have to bear in mind, when planning the curriculum, the whole multitude of factors (curricula which have an influence on the educational impact. In the field of andragogy, we especially have to consider educational needs, and linking the strategies of instruction with those of learning. The best way of realizing this principle is the open strategy of planning the national curriculum and process-developmental strategy of planning with the microandragogic situation. This planning strategy is S1m1lar to the system-integration strategy and Jarvis's model of negotiated curriculum, which derive from the basic andragogic principle: that the interests and capacities of adults for education increase if we enable them to cooperate in the planning and production of the curriculum.

  7. Implementation of "social and communicative competencies" in medical education. The importance of curriculum, organisational and human resource development.

    Science.gov (United States)

    Pruskil, Susanne; Deis, Nicole; Druener, Susanne; Kiessling, Claudia; Philipp, Swetlana; Rockenbauch, Katrin

    2015-01-01

    With this article we want to support teachers and curriculum planners to be aware of and apply knowledge and recommendations of organisational (OD), curriculums (CD) and human resource development (HRD) ideas already in the planning phase of a project. Taking these into account can influence the process of change successfully and controlled during the introduction and establishment of curricula in the field of communication and social skills in medical education. In the context of a multi-stage developmental process, a recommendation on CD for "Communicative and social competencies" was developed. The basis for it was made during two workshops of the GMA-committee "Communicative and social competencies" and supplemented by the available literature and the experience of communication experts. The "Undeloher Recommendation" (see attachment ) includes a compilation of recommendations and guiding questions, which is geared to the various phases of CD. Additionally, general approaches and recommendations of organisational and human resource development were integrated, which turned out to be particularly relevant in the process of CD. Thus, the "Undeloher recommendation" includes an orientation for each phase of the curriculum development process, the organisation and the staff in order to successfully implement a longitudinal curriculum. In addition to theoretical models the long-term discussion process and the personal experiences of a variety of curriculum planners and teachers have been integrated. The "Undeloher recommendation" can support the implementation processes of curricula in communication and social skills during development and realisation. Its application was reviewed in the context of workshops based on concrete examples. The participating teachers and curriculum planners assessed it to be very helpful. The recommendation goes beyond of what has been described in terms of content models in the CD so fare. In particular, the organisational and human

  8. Integration of behavioral medicine competencies into physiotherapy curriculum in an exemplary Swedish program: rationale, process, and review.

    Science.gov (United States)

    Sandborgh, Maria; Dean, Elizabeth; Denison, Eva; Elvén, Maria; Fritz, Johanna; Wågert, Petra von Heideken; Moberg, Johan; Overmeer, Thomas; Snöljung, Åsa; Johansson, Ann-Christin; Söderlund, Anne

    2018-06-21

    In 2004, Mälardalen University, Sweden, introduced a new undergraduate entry-level physiotherapy program. Program developers constructed the curriculum with behavioral medicine content that reflected the contemporary definition and values of the physiotherapy profession aligning it with current best practices, evidence, and the International Classification of Functioning, Disability, and Health (ICF). The new curriculum conceptualized movement and function as modifiable behaviors in that they reflect behavioral contingencies, perceptions, beliefs, and lifestyle factors as well as pathophysiology and environmental factors. The purpose of this article is to describe how one university accordingly structured its new curriculum and its review. We describe the rationale for the curriculum's behavioral medicine content and competencies, its development and implementation, challenges, long-term outcomes, and its related research enterprise. We conclude that physiotherapy practiced by our graduates augments that taught in other programs based on accreditation reviews. With their expanded practice scope, graduates are systematically practicing within the constructs of health and function conceptualized within the ICF. Our intent in sharing our experience is to exemplify one university's initiative to best prepare students with respect to maximizing physiotherapy outcomes as well as establish a dialogue regarding minimum standards of behavioral medicine competencies in physiotherapy education and practice.

  9. The Cradleboard Teaching Project: Using Curriculum and Cross-Cultural Partnering To Change Perceptions.

    Science.gov (United States)

    Sainte-Marie, Buffy

    1999-01-01

    Native Americans developed core curriculum units at the elementary, intermediate, and secondary levels in geography, history, music, social studies, and science presented from a Native American cultural perspective. Mainstream classes are paired with Native American classes and learn authentic information through cross-cultural exchange via…

  10. Batman and Batwoman Go to School: Popular Culture in the Literacy Curriculum.

    Science.gov (United States)

    Marsh, Jackie

    1999-01-01

    This case study investigated the introduction of a theme from popular culture into a sociodramatic role-play area in a northern England Nursery Infant school, focusing on its effects on 6- to 7-year olds' literacy activities. Findings indicated that the incorporation of themes from popular culture into the curriculum motivated children whose…

  11. Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum

    Science.gov (United States)

    Savage, Catherine; Hindle, Rawiri; Meyer, Luanna H.; Hynds, Anne; Penetito, Wally; Sleeter, Christine E.

    2011-01-01

    There is agreement that teaching practices should be responsive to the cultural identities of their students, but less clarity regarding both the specifics of culturally responsive pedagogies and effective strategies for implementing them in classrooms across the curriculum. A mixed-methods research approach evaluated the impact of teacher…

  12. Critical Perspectives on Cultural Diversity in Early Childhood: Building an Inclusive Curriculum and Provision

    Science.gov (United States)

    Ang, Lynn

    2010-01-01

    This paper presents a discussion of the complexities that arise from addressing issues of cultural diversity in the early years context. It explores the challenges of developing an effective early years provision and pedagogy that values cultural difference within the framework of a mandated curriculum, "The Early Years Foundation Stage…

  13. Building a competency-based workplace curriculum around entrustable professional activities: The case of physician assistant training.

    Science.gov (United States)

    Mulder, Hanneke; Ten Cate, Olle; Daalder, Rieneke; Berkvens, Josephine

    2010-01-01

    Competency-based medical education (CBME) is increasingly dominating clinical training, but also poses questions as to its practical implementation. There is a need for practical guidelines to translate CBME to the clinical work floor. This article aims to provide a practical model, based on the concept of entrustable professional activities (EPAs) to make this translation, derived from curriculum building for physician assistants (PAs). For the training of PAs at the Utrecht University of Applied Sciences, a three-step model was developed to guide competency-based curriculum development, teaching and assessment. It includes specific guidelines for the identification, systematic description and planning of EPAs. The EPA concept appeared to be a useful tool to build competency-based clinical workplace curricula. Implementation of the curriculum requires use of trainee portfolios and progress interviews, statements of rewarded responsibility and training of supervisors. The individualised approach and flexibility that true CBME implies is brought into practice with this model. The model may also be transferred to other domains of clinical training, among which postgraduate training for medical specialties.

  14. Impact of International Collaborative Project on Cultural Competence among Occupational Therapy Students

    Directory of Open Access Journals (Sweden)

    Divya Sood OTD, OTR/L

    2014-07-01

    Full Text Available Occupational therapy (OT educators recognize a need to ensure that OT students are culturally competent. The researchers developed the International Collaborative Project on Cultural Competence (ICPCC to help students understand the impact of cultural context on client care. Entry-level MOT students from a university in the US (N = 18 collaborated with BOT students (N = 4 and advanced MOT students (N = 9 from two universities in India using an online course management system WebCT. The study explored the impact of the ICPCC on OT students’ cultural competence and discusses students’ perceptions of culture on the OT process. The Inventory for Assessing the Process of Cultural Competence Among Health Care Professionals Revised© measured students’ cultural competence at baseline and immediately after participation in the ICPCC. Qualitative data was collected using a Self-Reflection Form. There was an increase in the cultural competence scores among all three groups of students after participating in the ICPCC at p value < .05. Three themes emerged from the qualitative data analysis: meaning of the term culture, impact of cultural on client- centered practice, and impact of cultural on OT outcomes. OT students recognized the role that cultural differences play in OT evaluation and intervention.

  15. [Role of self-leadership in the relationship between organizational culture and informatics competency].

    Science.gov (United States)

    Kim, Myoung Soo

    2009-10-01

    The purpose of this study was to identify the moderating and mediating effects of self-leadership in the relationship between organizational culture and nurses' informatics competency. Participants in this study were 297 nurses from the cities of Busan and Ulsan. The scales of organizational culture, self-leadership and informatics competency for nurses were used in this study. Descriptive statistics, Pearson correlation coefficient, stepwise multiple regression were used for data analysis. Nursing informatics competency of the participants was relatively low with a mean score 3.02. There were significant positive correlations between subcategories of perceived organizational culture, self-leadership and nursing informatics competency. Self-leadership was a moderator and a mediator between organizational culture and informatics competency. Based on the results of this study, self-leadership promotion strategies to improve nursing informatics competency are needed.

  16. Perceptions of Cultural Competence among Urban School Social Workers: Does Experience Make a Difference?

    Science.gov (United States)

    Teasley, Martell L.; Baffour, Tiffany D.; Tyson, Edgar H.

    2005-01-01

    This exploratory study examined the contribution of social work experience and licensure to self-reported levels of cultural competence of social workers in urban public school systems. In addition, it examined the influence of practitioners race or ethnicity on perceived levels of culturally competent practice in urban schools. Using survey…

  17. Bridging the Gaps: Measuring Cultural Competence among Future School Library and Youth Services Library Professionals

    Science.gov (United States)

    Hill, Renee Franklin; Kumasi, Kafi

    2011-01-01

    School library and youth services professionals must develop and display a strong sense of cultural competence to effectively serve their patrons. Cultural competence is defined here as one's ability to understand the needs of populations different from their own. This paper reports on the perceptions of school library and youth services students…

  18. Enhancing Cross-Cultural Competence in Multicultural Teacher Education: Transformation in Global Learning

    Science.gov (United States)

    Seeberg, Vilma; Minick, Theresa

    2012-01-01

    Teacher education needs to engage teacher candidates in developing cross-cultural competence so that they may be able to transmit global learning to their future students. This study theorizes cross-cultural competence (CCC) from the perspectives of multicultural and global education. During a four-year project at a mid-western US university,…

  19. Cultural Competence of Parenting Education Programs Used by Latino Families: A Review

    Science.gov (United States)

    Vesely, Colleen K.; Ewaida, Marriam; Anderson, Elaine A.

    2014-01-01

    The cultural competence of 13 parenting education programs for Latino families with young children was examined in this study. Based on our analyses, we make several recommendations for improving the cultural competence and effectiveness of parenting education programs for Latino families with young children. Specifically, we recommend the…

  20. Cultural Competence and Social Work Education: Moving toward Assessment of Practice Behaviors

    Science.gov (United States)

    Jani, Jayshree S.; Osteen, Philip; Shipe, Stacy

    2016-01-01

    Social work educators are responsible for ensuring that future practitioners are culturally competent and have the ability to work effectively with people from different backgrounds. The purpose of this article is to address the current limitations in measuring cultural competence and to report the results of a qualitative study examining…

  1. The Benefits and Challenges of Becoming Cross-Culturally Competent Counseling Psychologists. Presidential Address

    Science.gov (United States)

    Heppner, P. Paul

    2006-01-01

    The central thesis of this article is that focusing on cross-cultural competence will enhance both the science and the practice of counseling psychology. Developing cross-cultural competence is a lifelong journey, replete with many joys and challenges, that will (a) increase the sophistication of our research, (b) expand the utility and…

  2. Clinical cultural competency and knowledge of health disparities among pharmacy students.

    Science.gov (United States)

    Okoro, Olihe N; Odedina, Folakemi T; Reams, Romonia R; Smith, W Thomas

    2012-04-10

    To evaluate the level of competency and knowledge about health disparities among third-year doctor of pharmacy (PharmD) students at 2 Florida public colleges of pharmacy and to explore the demographic correlates of these variables. A cross-sectional survey study design was used to collect data from participants. The students had low health-disparities knowledge and moderate skills in dealing with sociocultural issues and cross-cultural encounters. Speaking a language(s) other than English and having exposure to cultural-competency instruction were the demographic variables found to be most significantly associated with clinical cultural competency and/or knowledge of health disparities. Clinical cultural competency and health-disparities instruction may not be adequately incorporated into the pharmacy school curricula in the institutions studied. Relevant education and training are necessary to enhance cultural competency among pharmacy students.

  3. Cultural competency education in American nursing programs and the approach of one school of nursing.

    Science.gov (United States)

    Sloand, Elizabeth; Groves, Sara; Brager, Rosemarie

    2004-01-01

    The importance of cultural competency in all areas of American society is well accepted. Indeed, the evolving demographics of the country make it imperative. A wide range of educational and work settings has addressed the concept, from business and government to education and health. Cultural competency is particularly critical in the realm of healthcare, as the potential impact on quality of health and life is at stake. Nursing is a leader in this field, with a long theoretical and practice history of attention to, and respect for, individual differences. This article reviews cultural competency education in nursing and its respective educational settings. Common threads and different models are discussed. The program components of cultural competency education in one School of Nursing are highlighted. Future directions towards refining cultural competency education are presented.

  4. Cross-cultural Communication as a Way of Achievement of Cross-cultural Communicative Competence

    Directory of Open Access Journals (Sweden)

    Olga A. Andreyeva

    2015-03-01

    Full Text Available In this article authors made an attempt to consider a question of cross-cultural communication as a way of achievement of cross-cultural communicative competence. In the process of Kazakhstan entry into the world community in several plans at once – economic, social and cultural – the need for the highly qualified specialists who know foreign language at the productive level, i.e. capable to conduct communication in foreign language and who have linguocultural knowledge increases. For achievement of this purpose it is necessary to consider features of students’ training which are determined by the needs of society for the improvement of their education quality, and dynamism of social phenomena demands from the future specialists constant increment of knowledge.

  5. Measuring Cross-Cultural Competence in Soldiers and Cadets: A Comparison of Existing Instruments

    Science.gov (United States)

    2010-11-01

    Choi, 2005; Matsumoto , Yoo, Hirayama, & Petrova, 2005) or attitudes toward specific cultural groups using Implicit Association Tests (e.g., Park, Felix...findings, Ward et al. (2009) found that CQ failed to show incremental validity beyond emotional intelligence in predicting psychological , socio- cultural ...Cracking the nonverbal code: Intercultural competence and gesture recognition across cultures . Journal of Cross- Cultural Psychology , 36, 380-395

  6. Harnessing the Hidden Curriculum: A Four-Step Approach to Developing and Reinforcing Reflective Competencies in Medical Clinical Clerkship

    Science.gov (United States)

    Holmes, Cheryl L.; Harris, Ilene B.; Schwartz, Alan J.; Regehr, Glenn

    2015-01-01

    Changing the culture of medicine through the education of medical students has been proposed as a solution to the intractable problems of our profession. Yet few have explored the issues associated with making students partners in this change. There is a powerful hidden curriculum that perpetuates not only desired attitudes and behaviors but also…

  7. Measuring Learning and Development in Cross-Cultural Competence

    Science.gov (United States)

    2012-09-01

    Relativism . .......................................................................................................... 13 Cultural Acuity...Factor Cronbach’s α Number of items Cultural Interest 0.73 6 Cultural Relativism 0.80 10 Cultural Acuity 0.70 8 Relationship Orientation 0.71 7...The factors were labeled as Cultural Interest (CI), Cultural Relativism (CR), Cultural Acuity (CA), Relationship Orientation (RO), and Interpersonal

  8. Exploring the cultural competence of undergraduate nursing students in Saudi Arabia.

    Science.gov (United States)

    Halabi, Jehad O; de Beer, Jennifer

    2018-03-01

    To explore the cultural competence of undergraduate nursing students at a college of nursing, Saudi Arabia. A descriptive exploratory design was used to explore the Saudi undergraduate nursing students' level of cultural competency. The convenience sample included 205 nursing students affiliated with a college of nursing at a health science university in Jeddah, Saudi Arabia. Data was collected using the Inventory for Assessing the Process of Cultural Competence-Revised (IAPCC-R) consisting of 25 items. The tool reported acceptable reliability of Cronbach alpha 0.89. The majority of students were culturally aware and dealt with people from different cultures. One-third preferred to have training on culture over a period of time. Half the students preferred studying a special course related to working with people from different cultures. Cultural desire reported the highest mean while cultural knowledge scored the lowest among the cultural competence subscales despite students being exposed to some cultural knowledge content in their training. Implementing the guidelines for culturally competent care assure covering all aspects of care with consideration of cultural heritage as a main concept. Comparative study of nurses' and students' perception is further recommended. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. THE DEVELOPMENT OF STUDENT’S CULTURAL COMPETENCE IN A POST-INDUSTRIAL SOCIETY: THE IMPERATIVES OF CAPITAL APPROACH

    Directory of Open Access Journals (Sweden)

    Lyudmila V. Astakhova

    2017-03-01

    Full Text Available Introduction: problems of cultural competence development among higher school students are becoming increasingly important against a decline in a cultural level of an individual in a post-industrial society. Their relevance is determined by low level of effectiveness in the use of competence-based approach in higher education, debatable nature of the culture concept in scholarship, and evolution of axiological dominants in different cultures, specificity of dominant values in post-industr ial culture. Materials and Methods: the author uses a competence-based approach to determine the cultural competence of students. A cultural approach is applied to determine various approaches to culture. A capital approach is established as the approach enabling to take into account the cultural and axiological dominants of post-industrial society. Analytic-synthetic methods are used in the search and analysis of literature on the topic; the method of comparative analysis in the determination of essence of concepts of cultural competence: method of sociological survey to discover the level of cultural competence of graduates. Results: the sociological survey of employers revealed the insufficient level of cultural competence among graduates; the concept of cultural competence in pedagogical science was examined; the limitations of approaches to this concept were identified, the author’s definition of cultural competence of personality in a postindustrial society is substantiated. Based on the author’s informed definition of cultural competence, as well as the notion of cultural capital, the author substantiates the definition of “cultural-capital competence of a student in a post-industrial society” as a structural part of his / her cultural competence, which takes into account the requirements of a post-industrial society. Discussion and Conclusions: given the evolution of value priorities in a post-industrial culture, the author substantiates the

  10. Implementation process of all periodontal competences and assessments as proposed in the 2010 European consensus meeting into the existing local undergraduate curriculum.

    Science.gov (United States)

    Schoonheim-Klein, M; Ong, T S; Loos, B G

    2016-11-01

    To report on our implementation process within the existing local curriculum of all periodontal competences and assessments as proposed in the 2010 European consensus meeting. In 2011, a workshop for all teaching staff at the Department of Periodontology, ACTA, an education and assessment blueprint, was developed to test for missing education and assessment of European competences, divided into seven domains. This was repeated in 2013. An oral evaluation of the staff followed both meetings. It appeared that eight of 58 (14%) European competences were not taught, and 21 (35%) competences were not assessed. After evaluation of the results on the actual curriculum and the assessment programme, shared decisions were made about how to teach and assess the missing competences within the local periodontal educational programme. The second workshop in 2013 revealed still 8 (14%) competences were not taught and 8 (14%) competences were not assessed. Staff appreciated the used method of validation; it gave insight and an overview of the curriculum. The existence of the European consensus report for undergraduate periodontal education, based on seven domains, has been instrumental and essential. The development of a blueprint from the education programme and concomitant assessment methods in periodontology by participating teaching staff gives a validation and appreciation of the curriculum and will improve the quality of education and assessment. It is advised that for quality control of the curriculum, dental schools could do this exercise for all their specialties if European consensus reports exist. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  11. An investigation of culturally competent terminology in healthcare policy finds ambiguity and lack of definition.

    Science.gov (United States)

    Grant, Julian; Parry, Yvonne; Guerin, Pauline

    2013-06-01

    This research explored how the concept of cultural competence was represented and expressed through health policies that were intended to improve the quality and efficacy of healthcare provided to families from culturally marginalised communities, particularly women and children with refugee backgrounds. A critical document analysis was conducted of policies that inform healthcare for families from culturally marginalised communities in two local government areas in South Australia. The analysis identified two major themes: lack of, or inconsistent, definitions of 'culture' and 'cultural competency' and related terms; and the paradoxical use of language to determine care. Cultural competence within health services has been identified as an important factor that can improve the health outcomes for families from marginalised communities. However, inconsistency in definitions, understanding and implementation of cultural competence in health practice makes it difficult to implement care using these frameworks. Clearly defined pathways are necessary from health policy to inform culturally competent service delivery. The capacity for policy directives to effectively circumvent the potential deleterious outcomes of culturally incompetent services is only possible when that policy provides clear definitions and instructions. Consultation and partnership are necessary to develop effective definitions and processes relating to cultural competence. © 2013 The Authors. ANZJPH © 2013 Public Health Association of Australia.

  12. In search for a public health leadership competency framework to support leadership curriculum-a consensus study.

    Science.gov (United States)

    Czabanowska, Katarzyna; Smith, Tony; Könings, Karen D; Sumskas, Linas; Otok, Robert; Bjegovic-Mikanovic, Vesna; Brand, Helmut

    2014-10-01

    Competency-based education is increasingly popular, especially in the area of continuing professional development. Many competency frameworks have been developed; however, few address leadership competencies for European public health professionals. The aim of this study was to develop a public health leadership competency framework to inform a leadership curriculum for public health professionals. The framework was developed as part of the Leaders for European Public Health project-supported by the EU Lifelong Learning Programme. The study was carried out in three phases: a literature review, consensus development panel and Delphi survey. The public health leadership competency framework was initially developed from a literature review. A preliminary list of competencies was submitted to a panel of experts. Two consensus development panels were held to evaluate and make changes to the initial draft competency framework. Then two rounds of a Delphi survey were carried out in an effort to reach consensus. Both surveys were presented through Survey Monkey to members of the Association of the Schools of Public Health in the European Region Working Group on Innovation in Public Health Teaching and Education. The framework was developed consisting of 52 competencies organized into eight domains: Systems Thinking; Political Leadership; Collaborative Leadership: Building and Leading Interdisciplinary Teams; Leadership and Communication; Leading Change; Emotional Intelligence and Leadership in Team-based Organizations; Leadership, Organizational Learning and Development and Ethics and Professionalism. The framework can serve as a useful tool in identifying gaps in knowledge and skills, and shaping competency-based continuing professional development leadership curricula for public health professionals in Europe. © The Author 2013. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

  13. Training on the DSM-5 Cultural Formulation Interview improves cultural competence in general psychiatry residents: A pilot study.

    Science.gov (United States)

    Mills, Stacia; Xiao, Anna Q; Wolitzky-Taylor, Kate; Lim, Russell; Lu, Francis G

    2017-04-01

    The objective of this study was to assess whether a 1-hour didactic session on the DSM-5 Cultural Formulation Interview (CFI) improves the cultural competence of general psychiatry residents. The main hypothesis was that teaching adult psychiatry residents a 1-hour session on the CFI would improve cultural competence. The exploratory hypothesis was that trainees with more experience in cultural diversity would have a greater increase in cultural competency scores. Psychiatry residents at a metropolitan, county hospital completed demographics and preintervention questionnaires, were exposed to a 1-hour session on the CFI, and were given a postintervention questionnaire. The questionnaire was an adapted version of the validated Cultural Competence Assessment Tool . Paired samples t tests compared pre- to posttest change. Hierarchical linear regression assessed whether pretraining characteristics predicted posttest scores. The mean change of total pre- and posttest scores was significant ( p = .002), as was the mean change in subscales Nonverbal Communications ( p < .001) and Cultural Knowledge ( p = .002). Demographic characteristics did not predict higher posttest scores (when covarying for pretest scores). Psychiatry residents' cultural competence scores improved irrespective of previous experience in cultural diversity. More research is needed to further explore the implications of the improved scores in clinical practice.

  14. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    Science.gov (United States)

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

  15. Using a Framework of 21st Century Competencies to Examine Changes between China's 2001 and 2011 Mathematics Curriculum Standards for Basic Education

    Science.gov (United States)

    Stephens, Max; Keqiang, Richard Xu

    2014-01-01

    In the Western developed world, the language of 21st century competencies, also referred to as 21st century skills or competences, is a powerful means of drawing attention to links between the secondary school curriculum, post-secondary education, and the social and economic imperatives of the developed economies. This paper will analyze different…

  16. Cultural competence springs up in the desert: the story of the center for cultural competence in health care at Weill Cornell Medical College in Qatar.

    Science.gov (United States)

    Elnashar, Maha; Abdelrahim, Huda; Fetters, Michael D

    2012-06-01

    The authors describe the factors that led Weill Cornell Medical College in Qatar (WCMC-Q) to establish the Center for Cultural Competence in Health Care from the ground up, and they explore challenges and successes in implementing cultural competence training.Qatar's capital, Doha, is an extremely high-density multicultural setting. When WCMC-Q's first class of medical students began their clinical clerkships at the affiliated teaching hospital Hamad Medical Corporation in 2006, the complicated nature of training in a multicultural and multilingual setting became apparent immediately. In response, initiatives to improve students' cultural competence were undertaken. Initiatives included launching a medical interpretation program in 2007; surveying the patients' spoken languages, examining the effect of an orientation program on interpretation requests, and surveying faculty using the Tool for Assessing Cultural Competence Training in 2008; implementing cultural competence training for students and securing research funding in 2009; and expanding awareness to the Qatar community in 2010. These types of initiatives, which are generally highly valued in U.S. and Canadian settings, are also apropos in the Arabian Gulf region.The authors report on their initial efforts, which can serve as a resource for other programs in the Arabian Gulf region.

  17. Using non-feature films to teach diversity, cultural competence, and the DSM-IV-TR outline for cultural formulation.

    Science.gov (United States)

    Lim, Russell F; Diamond, Ronald J; Chang, Jacquelyn B; Primm, Annelle B; Lu, Francis G

    2008-01-01

    Feature films have been used for teaching in psychiatry for many years to demonstrate diagnoses, but the use of documentary and instructional films in resident and staff cultural competence training have not been extensively written about in the medical and psychological literature. This article will describe the films that have been used by the authors and suggest methods for their use in cultural competence and diversity training. A literature search was done using MEDLINE and PsychINFO and the authors were asked to describe their teaching methods. One article was found detailing the use of videotapes as a stimulus but not for cultural competence education, and two articles were found documenting the use of The Color of Fear as a stimulus for the discussion of racism. However, many educators use these films all across the country for the purpose of opening discussion about racism. Documentary, instructional, and public service announcements can be useful in teaching culturally competent assessment and treatment.

  18. A Cultural Competence Organizational Review for Community Health Services: Insights From a Participatory Approach.

    Science.gov (United States)

    Truong, Mandy; Gibbs, Lisa; Pradel, Veronika; Morris, Michal; Gwatirisa, Pauline; Tadic, Maryanne; de Silva, Andrea; Hall, Martin; Young, Dana; Riggs, Elisha; Calache, Hanny; Gussy, Mark; Watt, Richard; Gondal, Iqbal; Waters, Elizabeth

    2017-05-01

    Cultural competence is an important aspect of health service access and delivery in health promotion and community health. Although a number of frameworks and tools are available to assist health service organizations improve their services to diverse communities, there are few published studies describing organizational cultural competence assessments and the extent to which these tools facilitate cultural competence. This article addresses this gap by describing the development of a cultural competence assessment, intervention, and evaluation tool called the Cultural Competence Organizational Review (CORe) and its implementation in three community sector organizations. Baseline and follow-up staff surveys and document audits were conducted at each participating organization. Process data and organizational documentation were used to evaluate and monitor the experience of CORe within the organizations. Results at follow-up indicated an overall positive trend in organizational cultural competence at each organization in terms of both policy and practice. Organizations that are able to embed actions to improve organizational cultural competence within broader organizational plans increase the likelihood of sustainable changes to policies, procedures, and practice within the organization. The benefits and lessons learned from the implementation of CORe are discussed.

  19. The Treatment of Culture in the Foreign Language Curriculum: An Analysis of National Curriculum Documents

    Science.gov (United States)

    Lavrenteva, Evgenia; Orland-Barak, Lily

    2015-01-01

    Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized "top down" curricular policies can become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This…

  20. Factors affecting the cultural competence of visiting nurses for rural multicultural family support in South Korea.

    Science.gov (United States)

    Suk, Min Hyun; Oh, Won-Oak; Im, YeoJin

    2018-01-01

    With the recent growth of multicultural families in the Korean society, the importance of the role of qualified visiting nurses in the delivery of culturally sensitive health care has grown dramatically. As the primary health care provider for multicultural families enrolled in public community-based health care centers, the cultural competence of visiting nurses is an essential qualification for the provision of quality health care for multicultural families, especially in rural areas. Cultural competence of visiting nurses is based on their cultural awareness and empathetic attitude toward multicultural families. This study aimed to examine the levels of cultural competence, empowerment, and empathy in visiting nurses, and to verify the factors that affect the cultural competence of visiting nurses working with rural multicultural families in South Korea. Employing a cross-sectional descriptive study design, data from 143 visiting nurses working in rural areas were obtained. Data collection took place between November 2011 and August 2012. The measurement tools included the modified Korean version of the Cultural Awareness Scale, the Text of Items Measuring Empowerment, and the Interpersonal Reactivity Index to measure the level of empathy of visiting nurses. Analyses included descriptive statistics, a t-test, an ANOVA, a Pearson correlation coefficient analysis, and a multiple linear regression analysis. The cultural competence score of the visiting nurses was 3.07 on a 5-point Likert scale (SD = 0.30). The multiple regression analysis revealed that the cultural competence of visiting nurses was significantly influenced by experience of cultural education, empathy, and scores on the meaning subscale of the empowerment tool (R 2  = 10.2%). Institutional support to enhance visiting nurses' empowerment by assuring the significance of their job and specific strategies to enhance their empathy would be helpful to improve the cultural competence of visiting

  1. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

    Directory of Open Access Journals (Sweden)

    Olopade FE

    2016-07-01

    Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula

  2. Measuring the Impact of Cultural Competence Training for Dental Hygiene Students.

    Science.gov (United States)

    Daugherty, Heather N; Kearney, Rachel C

    2017-10-01

    Purpose: The purpose of this study was to measure the change in levels of knowledge of providing culturally competent care and self-assessed cultural competence of senior level dental hygiene students after the implementation of an online cultural competence training module. Methods: Twenty-eight members of the senior class of 31 dental hygiene students (N=28) volunteered to participate in this IRB approved study at the Ohio State University School of Dentistry. The students took the online Inventory for Assessing the Process of Cultural Competence- Student Version (IAPCC-SV), to assess their self-perceived cultural competence. Upon completion of the pre-test, students then completed the United States Department of Health and Human Services (HHS) Office of Minority Health (OMH) Cultural Competency Program for Oral Health Professionals; a three-module online training program designed to measure increased knowledge of cultural competence. Three weeks following the initial pre-test and upon completion of the Cultural Competency Program for Oral Health Professionals online learning modules, students re-took the IAPCC-SV. Results: Twenty-eight senior dental hygiene students completed the IAPCC-SV pre-test, the OMH e-learning modules and the IAPCC-SV post-test. The average score on the pre-test was 55.14±7.54 and the average score on the post-test was 61.33±7.86. There was a significant difference in pre-test and post-test scores (pdental hygiene students' levels of knowledge of cultural competence. Copyright © 2017 The American Dental Hygienists’ Association.

  3. Survey of Attitudes towards Curriculum Reforms among Medical Teachersin Different Socio-economic and Cultural Environments

    DEFF Research Database (Denmark)

    Dahl, Mads Ronald

    2007-01-01

    Curriculum reforms in medical schools require cultural and conceptual changes from the faculty. We assessed attitudes towards curriculum reforms in different academic, economic, and social environments among 776 teachers from 2 Western European medical schools (Belgium and Denmark) and 7 medical...... schools in 3 countries in post-communist transition (Croatia, Slovenia, Bosnia and Herzegovina). The survey included a 5-point Likert-type scale on attitudes towards reforms in general and towards reforms of medical curriculum (10 items each). Teaching staff from medical schools in Bosnia and Herzegovina...... had more positive attitude towards reforms of medical curriculum (mean score 36.8 out of maximum 50 [95% CI 36.1 to 37.3]) than those from medical schools in Croatia or Slovenia (30.7 [29.8 to 31.6]) or Western Europe (27.7 [27.1 to 28.3]) (Pattitudes...

  4. Developing Culturally Competent Health Knowledge: Issues of Data Analysis of Cross-Cultural, Cross-Language Qualitative Research

    Directory of Open Access Journals (Sweden)

    Jenny Hsin-Chun Tsai

    2004-12-01

    Full Text Available There is a growing awareness and interest in the development of culturally competent health knowledge. Drawing on experience using a qualitative approach to elicit information from Mandarin- or Cantonese-speaking participants for a colorectal cancer prevention study, the authors describe lessons learned through the analysis process. These lessons include benefits and drawbacks of the use of coders from the studied culture group, challenges posed by using translated data for analysis, and suitable analytic approaches and research methods for cross-cultural, cross-language qualitative research. The authors also discuss the implications of these lessons for the development of culturally competent health knowledge.

  5. The relationship between cultural competence education and increasing diversity in nursing schools and practice settings.

    Science.gov (United States)

    Pacquiao, Dula

    2007-01-01

    This article attempted to examine the relationship between cultural competence education and increasing diversity in nursing schools and practice settings. In addition to the review of the literature, a panel of experts was interviewed regarding institutional practices in response to the challenge of increasing diversity and cultural competence education. Evidence of positive outcomes of cultural competent care and impact of race and ethnic concordance between patients and providers are presented. The challenge of increasing underrepresented minorities in health care professions remains elusive. An ecological analysis is recommended to address the social and cultural barriers that transcend the micro system of the school and the macro system of the society. The challenge of increasing diversity and realizing outcomes of cultural competence education requires social and comprehensive remedies to level life inequities that perpetuate a history of disadvantages in some groups.

  6. Guiding the Process of Culturally Competent Care With Hispanic Patients: A Grounded Theory Study.

    Science.gov (United States)

    Sobel, Linda L; Metzler Sawin, Erika

    2016-05-01

    To explore nursing care actions that lead to culturally competent care for Hispanic patients. Nurses report apprehension when delivering nursing care because of language barriers and a lack of Hispanic cultural understanding. Research is needed to inform culturally aware nursing practice actions for Hispanic patients. The study used a qualitative, grounded theory design to address the questions: (a) What cultural knowledge should nurses have when caring for Hispanic patients and families and (b) What nursing actions should nurses take to provide culturally competent care? Hispanic lay health promoters and Hispanic community members were interviewed to make recommendations for care. A model was identified that informs culturally competent nursing care. "Connectedness," the central phenomenon, describes nursing actions and contains subthemes explaining influences on nursing care. "Up to You" and "At the Mercy of the System" are descriptive themes influencing connectedness. Connectedness is central to culturally well-informed nurse-patient interactions. © The Author(s) 2014.

  7. Rethinking Sponge Bob and Ninja Turtles: Popular Culture as Funds of Knowledge for Curriculum Co-Construction

    Science.gov (United States)

    Hedges, Helen

    2011-01-01

    Children's interest in popular culture was clear in my study of interests-based curriculum. Yet, perhaps unsurprisingly, it was a contentious site of curriculum co-construction. This article explores this tension. It argues that interpreting popular culture as "funds of knowledge" might assist teachers to consider a different view of this interest…

  8. A COMPARISON OF TEACHING METHODS BUILDING CULTURAL COMPETENCY INFORMED BY CONTACT THEORY.

    Science.gov (United States)

    Stough-Hunter, Anjel; Guinan, Jill; Hart, Julie P

    2016-01-01

    This study examines students' levels of cultural competency before and after taking three different semester-long courses dealing with diversity and cultural competence with each course representing a different teaching methodology. A new 20-item survey, designed for students across disciplines, was used to measure cultural competency among 226 students from the fall of2012 to the spring of2 015. Differences were examined between scores before and after taking each class, as well as differences between classes. There were significant improvements in all three groups, and a significant difference between two of the three classes in the improvement of scores.

  9. Partnership for Diversity: A Multidisciplinary Approach to Nurturing Cultural Competence at an Emerging Medical School.

    Science.gov (United States)

    Swanberg, Stephanie M; Abuelroos, Dena; Dabaja, Emman; Jurva, Stephanie; Martin, Kimberly; McCarron, Joshua; Reed-Hendon, Caryn; Yeow, Raymond Y; Harriott, Melphine M

    2015-01-01

    Fostering cultural competence in higher education institutions is essential, particularly in training future health care workers to care for diverse populations. The opportunity to explore techniques to address diversity and cultural competence at a new medical school was undertaken by a multidisciplinary team of librarians, faculty, staff, and medical students. From 2011 to 2015, the team sponsored a voluntary programming series to promote cultural competence and raise awareness of health care disparities for the medical school. Thirteen events were hosted with 562 participants across all. This approach to diversity proved effective and could be adapted in any higher education setting.

  10. The Role of Romanian Universities in Increasing Graduates’ Employability. Curriculum Management and Development of Competences Required by the Labor Market

    Directory of Open Access Journals (Sweden)

    Lavinia Cornelia BUTUM

    2015-09-01

    Full Text Available  IT&C instruments have been introduced in teaching and learning in order to facilitate the acquisition of competences and develop abilities for using new media and technologies. They lead to creating the competences which are necessary for a well-trained workforce. The results of a previous study where we wanted to identify the students’ main requests regarding development needs by using new teaching/learning technologies have highlighted the support that students want to receive from universities in finding a workplace. Thus, “84% of students want universities to establish partnerships with private institutions or ask for their support in developing projects in which students could participate as volunteers. 64% of students want the curriculum to be adapted to the employers’ requests and 59% consider it is necessary to include new teach/learn tools in the process of adapting the curriculum” (Butum, Stan & Zodieru, 2015. The present paper develops the idea that students are very demanding with the quality of their studies and they are focusing to obtain “right” skills for the labor market. We want to develop this analysis by approaching the change/adaptation of the curriculum in concordance to the market needs. We also intend to identify the employers’ requests about the young graduates’ competences and abilities and the way the employers perceive the role of universities in building human capital.

  11. Cultural Competence in the Treatment of Addictions: Theory, Practice and Evidence.

    Science.gov (United States)

    Gainsbury, Sally M

    2017-07-01

    Culturally and linguistically diverse (CALD) populations often have high rates of addictive disorders, but lower rates of treatment seeking and completion than the mainstream population. A significant barrier to treatment is the lack of culturally relevant and appropriate treatment. A literature review was conducted to identify relevant literature related to cultural competence in mental health services delivery and specifically treatment for addictive disorders. Several theoretical models of cultural competence in therapy have been developed, but the lack of rigorous research limits the empirical evidence available. Research indicates that culturally competent treatment practices including providing therapy and materials in the client's language, knowledge, understanding and appreciation for cultural perspectives and nuances, involving the wider family and community and training therapists can enhance client engagement, retention and treatment outcomes for substance use and gambling. Further methodologically rigorous research is needed to isolate the impact of cultural competence for the treatment of addictions and guide research to determine treatment efficacy within specific CALD populations. Training therapists and recruiting therapists and researchers from CALD communities is important to ensure an ongoing focus and improved outcomes for CALD populations due to the importance of engaging these populations with addiction treatment. Copyright © 2016 John Wiley & Sons, Ltd. Key Practitioner Message: The treatment needs of culturally diverse individuals with addictions are often not met. Theoretical models can guide therapists in incorporating cultural competence. Culturally targeted treatments increase recruitment, retention and treatment outcomes. Cultural competence includes matching clinicians and clients on linguistic and cultural backgrounds as well as being mindful of the impact of culture on client's experience of addiction problems. Few methodologically

  12. Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development.

    Science.gov (United States)

    Stratman, Erik J; Vogel, Curt A; Reck, Samuel J; Mukesh, Bickol N

    2008-01-01

    There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners. To determine if dermatology residents report learning style preferences aligned with adult learning. Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners. Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002). Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.

  13. A survey of cultural competence of critical care nurses in KwaZulu ...

    African Journals Online (AJOL)

    A survey of cultural competence of critical care nurses in ... Nurses are primary caregivers and have a key role in providing care in a culturally ... relating to culture, gender or sexual orientation. ... concerning the population they work with, and although a ... lead to conflict, increased levels of anxiety, and stress among nurses,.

  14. Evaluation of a Cultural Competence Intervention with Implications for the Nurse-Patient Encounter

    Science.gov (United States)

    Bradford, Althea Betty

    A short-term intervention on participants' knowledge of cultural competence was provided to 38 students in a baccalaureate nursing program at Winston-Salem State University (WSSU). The study examined the effectiveness of this intervention. Although WSSU is a Historically Black University, the majority of students in this program were White. Six tools were used for data collection. The Cultural Competence Survey consisted of 19 Likert Scale items that also gave participants an opportunity to elaborate on each response. Four tools allowed participants to provide written answers to prompts related to cultural competence. The final tool made it possible for the investigator to record impressions and reflections regarding various aspects of the study. Results showed that the students are familiar with cultural competence and want to avoid stereotypical behavior in their nurse-patient encounters. The study suggests a need for education in cultural competence in three areas: 1) accepting that cultural competence is a lifelong endeavor, 2) understanding patients from a holistic perspective, and 3) recognizing that all people have biases; however, the competent nurse is self-aware and has been educated to recognize biased behavior.

  15. The Challenge of Cultural Competency in the Multicultural 21st Century: A Conceptual Model to Guide Occupational Therapy Practice

    Directory of Open Access Journals (Sweden)

    Wesam Darawsheh

    2015-04-01

    Full Text Available bstract Background: Occupational therapists increasingly encounter clients from diverse cultural backgrounds and need to meet their professional obligation of delivering culturally competent practice. Yet the process of cultural competency is poorly understood in occupational therapy practice. There is a need for a clear understanding of the meaning and process of cultural competency as it is enacted in practice with a wide range of individuals from culturally diverse backgrounds. Aim: To investigate the process, stages, characteristics, and requirements of cultural competency as practiced by experienced occupational therapists. Method: Semi-structured interviews were carried out with 13 community occupational therapists experienced in delivering occupational therapy services in clients’ homes in a culturally diverse area in London, England. Findings: Interview data were analyzed and ordered into the format of a conceptual process model where cultural competency formed the core concept. The model of cultural competency that emerged from this study comprised six stages: cultural awareness, cultural preparedness, a cultural picture of the person, cultural responsiveness, cultural readiness, and cultural competence. Conclusion: Cultural competency is a complex process that needs to be based on underpinning occupational theory and actualized at the level of practice. Further research is needed to test out the model and illuminate the process of cultural competency in different areas of occupational therapy practice.

  16. Competency Standards for Bachelor of Industrial Technology Graduates for the Construction Industry in Region IV-A: Inputs For Curriculum Enhancement

    Directory of Open Access Journals (Sweden)

    George P. Compasivo

    2015-12-01

    Full Text Available The main objective of this study was to develop competency standards for Industrial Technology graduates for employment in the construction industry in Region IV-A, Philippines. It specifically identified the basic and core competency standards for industrial technology and determined the degree of importance of competencies needed in the construction industry sector. The study identified 28 common competencies for three areas of specializations in industrial technology namely: electrical, civil and drafting technology. There were 39 core competencies for electrical, 31 for drafting and 38 items for civil technology. A total of 50 panel of experts were carefully selected using the purposive sampling as respondents in the study. Experts are selected based on their technical know-how or proficiency and currently practicing their line of profession in the construction industry. The study used the descriptive-developmental method of research. The Delphi technique was applied to determine if the competency under investigation reached the general agreement of opinions by the panel of experts involved. The findings implied that the newly developed competency standards were good input for curriculum enhancement in the area of civil, drafting and electrical technology. The study recommended the newly developed competencies may be followed by the faculty in the course they teach and the new competency items suggested by the panel of experts for inclusion in the curriculum for the three areas of specializations may be considered during the curriculum revision.

  17. Development and evaluation of a questionnaire to measure the perceived implementation of the mission statement of a competency based curriculum.

    Science.gov (United States)

    Rotthoff, Thomas; Ostapczuk, Martin Stefan; de Bruin, Judith; Kröncke, Klaus-Dietrich; Decking, Ulrich; Schneider, Matthias; Ritz-Timme, Stefanie

    2012-11-07

    A mission statement (MS) sets out the long-term goals of an institution and is supposed to be suited for studying learning environments. Yet, hardly any study has tested this issue so far. The aim of the present study was the development and psychometric evaluation of an MS-Questionnaire (MSQ) focusing on explicit competencies. We investigated to what extent the MSQ captures the construct of learning environment and how well a faculty is following--in its perception--a competency orientation in a competency-based curriculum. A questionnaire was derived from the MS "teaching" (Medical Faculty, Heinrich-Heine University Düsseldorf) which was based on (inter-) nationally accepted goals and recommendations for a competency based medical education. The MSQ was administered together with the Dundee Ready Education Environment Measure (DREEM) to 1119 students and 258 teachers. Cronbach's alpha was used to analyze the internal consistency of the items. Explorative factor analyses were performed to analyze homogeneity of the items within subscales and factorial validity of the MSQ. Item discrimination was assessed by means of part-whole corrected discrimination indices, and convergent validity was analyzed with respect to DREEM. Demographic variations of the respondents were used to analyze the inter-group variations in their responses. Students and teachers perceived the MS implementation as "moderate" and on average, students differed significantly in their perception of the MS. They thought implementation of the MS was less successful than faculty did. Women had a more positive perception of educational climate than their male colleagues and clinical students perceived the implementation of the MS on all dimensions significantly worse than preclinical students. The psychometric properties of the MSQ were very satisfactory: Item discrimination was high. Similarly to DREEM, the MSQ was highly reliable among students (α = 0.92) and teachers (α = 0.93). In both groups

  18. A comparative analysis of international frameworks for 21st century competences: implications for national curriculum policies

    NARCIS (Netherlands)

    Voogt, Joke; Pareja Roblin, N.N.

    2012-01-01

    National curricula need to change drastically to comply with the competences needed for the 21st century. In this paper eight frameworks describing 21st century competences were analysed. A comprehensive search for information about 21st century competences was conducted across the official websites

  19. The Competency-Based Movement in Student Affairs: Implications for Curriculum and Professional Development

    Science.gov (United States)

    Eaton, Paul William

    2016-01-01

    This article examines the limitations and possibilities of the emerging competency-based movement in student affairs. Using complexity theory and postmodern educational theory as guiding frameworks, examination of the competency-based movement will raise questions about overapplication of competencies in graduate preparation programs and…

  20. Building a Competency-Based Curriculum: The Agony and the Ecstasy

    Science.gov (United States)

    Albanese, Mark A.; Mejicano, George; Anderson, W. Marshall; Gruppen, Larry

    2010-01-01

    Physician competencies have increasingly been a focus of medical education at all levels. Although competencies are not a new concept, when the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties (ABMS) jointly agreed on six competencies for certification and maintenance of certification of…

  1. A Comparative Analysis of International Frameworks for 21st Century Competences: Implications for National Curriculum Policies

    Science.gov (United States)

    Voogt, Joke; Roblin, Natalie Pareja

    2012-01-01

    National curricula need to change drastically to comply with the competences needed for the 21st century. In this paper eight frameworks describing 21st century competences were analysed. A comprehensive search for information about 21st century competences was conducted across the official websites of the selected frameworks, resulting in 32…

  2. An Evaluation Method for Team Competencies to Enhance Nuclear Safety Culture

    International Nuclear Information System (INIS)

    Hang, S. M.; Seong, P. H.; Kim, A. R.

    2016-01-01

    Safety culture has received attention in safety-critical industries, including nuclear power plants (NPPs), due to various prominent accidents such as concealment of a Station Blackout (SBO) of Kori NPP unit 1 in 2012, the Sewol ferry accident in 2014, and the Chernobyl accident in 1986. Analysis reports have pointed out that one of the major contributors to the cause of the accidents is ‘the lack of safety culture’. The term, nuclear safety culture, was firstly defined after the Chernobyl accident by the IAEA in INSAG report no. 4, as follows “Safety culture is that assembly of characteristics and attitudes in organizations and individuals which establishes that, as an overriding priority, nuclear plant safety issues receive the attention warranted their significance.” Afterwards, a wide consensus grew among researchers and nuclear-related organizations, that safety culture should be evaluated and managed in a certain manner. Consequently, each nuclear-related organization defined and developed their own safety culture definitions and assessment methods. However, none of these methods provides a way for an individual or a team to enhance the safety culture of an organization. Especially for a team, which is the smallest working unit in NPPs, team members easily overlook their required practices to improve nuclear safety culture. Therefore in this study, we suggested a method to estimate nuclear safety culture of a team, by approaching with the ‘competency’ point of view. The competency is commonly focused on individuals, and defined as, “underlying characteristics of an individual that are causally related to effective or superior performance in a job.” Similar to safety culture, the definition of competency focuses on characteristics and attitudes of individuals. Thus, we defined ‘safety culture competency’ as “underlying characteristics and outward attitudes of individuals that are causally related to a healthy and strong nuclear safety

  3. Science Education Curriculum Development Principles in Taiwan: Connecting with Aboriginal Learning and Culture

    Science.gov (United States)

    Huang, Tzu-Hua; Liu, Yuan-Chen

    2017-01-01

    This paper reflects thorough consideration of cultural perspectives in the establishment of science curriculum development principles in Taiwan. The authority explicitly states that education measures and activities of aboriginal peoples' ethnic group should be implemented consistently to incorporate their history, language, art, living customs,…

  4. The Integrated Curriculum, University Teacher Identity and Teaching Culture: The Effects of an Interdisciplinary Activity

    Science.gov (United States)

    Sáez, Israel Alonso; Sancho, Naiara Berasategi

    2017-01-01

    The results of an investigative process are reported that centre on the impact that modular curricular organization and its interdisciplinary activity are having on the teaching culture in the Degree in Social Education at the University of the Basque Country (UPV/ EHU). This understanding of the curriculum is a seminal change for teaching staff…

  5. Race, Culture, and Pluralism: The Evolution of Dewey's Vision for a Democratic Curriculum

    Science.gov (United States)

    Fallace, Thomas

    2012-01-01

    In this historical study, the author traces the evolution of Dewey's vision for a democratic curriculum. Prior to 1916, Dewey was a linear historicist, meaning that he conceptualized culture as moving linearly through three distinct stages--savagery, barbarianism, civilization--that corresponded with stages of child development. Dewey's suggested…

  6. Connecting Cultures & Classrooms. K-12 Curriculum Guide: Language Arts, Science, Social Studies. Indian Education for All

    Science.gov (United States)

    Fox, Sandra J., Ed.

    2006-01-01

    This curriculum guide is but one of the resources that the Montana Office of Public Instruction is providing to help teachers implement Indian Education for All. The philosophy of this document promotes the use of Indian literature as an instructional tool. There are no textbooks presently for including aspects of Montana Indian cultures into the…

  7. More than a Culture Capsule: Teaching Switzerland and Austria in the German Curriculum

    Science.gov (United States)

    Pabisch, Peter Karl

    2012-01-01

    This essay offers some direction for greater integration of Austria and Switzerland into every level of the German language and culture curriculum. By excavating a number of now nearly forgotten intercultural connections between these alpine countries and the U.S., it is possible to present a more complete and complex picture of German-speaking…

  8. Implementing Visual Culture Curriculum for Underserved Populations in an Afterschool Ceramics Program

    Science.gov (United States)

    Sanderson, Christen Noel

    2017-01-01

    Economically disadvantaged students face an array of adversities during their childhood. With the media having an outstanding influence on the self-esteem of children, it is important that they have the tools necessary to question images they encounter. A Visual Culture curriculum in combination with a ceramics course can provide students with the…

  9. Assessing cultural competence at a local hospital system in the United States.

    Science.gov (United States)

    Polacek, Georgia N L J; Martinez, Rubén

    2009-01-01

    Cultural competence in health care has come to the forefront with the changing demographics in the United States. Standards have been created by the Office of Minority Health for culturally appropriate health care. This article presents the findings of one hospital system's cultural competency assessment. Employee surveys and patient and physician focus groups were conducted to gain insight into cultural differences and challenges encountered in this system. Statistically significant effects of ethnicity and gender on language skills and awareness, as well as differences in awareness and knowledge by the respondent's employment position, were found. Patient concerns included access to care and respect from staff. The need for cross-cultural education and training for all health care delivery personnel was reinforced. Cultural competency will not be achieved if education, attention to diversity, trained interpreters, and the understanding that social factors have a profound influence on health and health outcomes are not considered.

  10. Identifying the essential components of cultural competence in a Chinese nursing context: A qualitative study.

    Science.gov (United States)

    Cai, Duanying; Kunaviktikul, Wipada; Klunklin, Areewan; Sripusanapan, Acharaporn; Avant, Patricia Kay

    2017-06-01

    This qualitative study using semi-structured interviews was conducted to identify the essential components of cultural competence from the perspective of Chinese nurses. A purposive sample of 20 nurse experts, including senior clinical nurses, nurse administrators, and educators in transcultural nursing, was recruited. Using thematic analysis, four themes: awareness, attitudes, knowledge, and skills, with two subthemes for each, were identified. Notably, culture in China was understood in a broad way. The participants' responses focused upon demographic attributes, individuality, and efforts to facilitate quality care rather than on the cultural differences of ethnicity and race and developing the capacity to change discrimination or health disparities. A greater understanding of cultural competence in the Chinese nursing context, in which a dominant cultural group exists, is essential to facilitate the provision of culturally competent care to diverse populations. © 2016 John Wiley & Sons Australia, Ltd.

  11. Know Your Enemy and Know Yourself: Assessing Progress in Developing Cultural Competence to Enhance Operational Effectiveness

    National Research Council Canada - National Science Library

    Keene, Sean T

    2007-01-01

    .... Thousands of years ago, the writer of The Art of War highlighted the critical nature of cultural competence when he asserted his formula for military success, "know the enemy and know yourself...

  12. EFFECT OF LEARNING CULTURE, EMPOWERMENT, AND CYBER SKILL COMPETENCY ON SELF-ENGAGEMENT EMPLOYEES

    Directory of Open Access Journals (Sweden)

    S.R.M. Indah Permata Sari

    2017-12-01

    Full Text Available The purpose of this research is to comprehensively about the effect of learning culture, empowerment, and cyber skill competence on self engagement of the employee in Directorate General of Potential for Defense Ministry of Defense Republic of Indonesia. The research methodology was survey with path analysis applied in testing hypothesis. It was conducted to 150 employees from population 241 employee who was selected in simple random way.Analysis and interpretation of data indicate that (1 learning culture has a positive direct effect in self engagement, (2 empowerment has a positive direct effect in self engagement, (3 cyber skill competence has a positive direct effect in self engagement, (4 learning culture has a positive direct effect in cyber skill competence, (5 empowerment has a positive direct effect in cyber skill competence, and (6 learning culture has a positive direct effect in empowerment

  13. Development and Psychometric Assessment of the Healthcare Provider Cultural Competence Instrument

    Directory of Open Access Journals (Sweden)

    Joshua L. Schwarz PhD

    2015-04-01

    Full Text Available This study presents the measurement properties of 5 scales used in the Healthcare Provider Cultural Competence Instrument (HPCCI. The HPCCI measures a health care provider’s cultural competence along 5 primary dimensions: (1 awareness/sensitivity, (2 behaviors, (3 patient-centered communication, (4 practice orientation, and (5 self-assessment. Exploratory factor analysis demonstrated that the 5 scales were distinct, and within each scale items loaded as expected. Reliability statistics indicated a high level of internal consistency within each scale. The results indicate that the HPCCI effectively measures the cultural competence of health care providers and can provide useful professional feedback for practitioners and organizations seeking to increase a practitioner’s cultural competence.

  14. Public Health and Preventive Medicine Meet Integrative Health: Applications of Competency Mapping to Curriculum Education at the University of Michigan.

    Science.gov (United States)

    Wells, Eden V; Benn, Rita K; Warber, Sara L

    2015-11-01

    The University of Michigan School of Public Health Preventive Medicine Residency (UMSPH PMR) Integrative Medicine Program (IMP) was developed to incorporate integrative medicine (IM), public health, and preventive medicine principles into a comprehensive curriculum for preventive medicine residents and faculty. The objectives of this project were to (1) increase the preventive medicine workforce skill sets based in complementary and alternative medicine and IM that would address individual and population health issues; (2) address the increasing demand for evidence-based IM by training physicians to implement cost-effective primary and secondary prevention services and programs; and (3) share lessons learned, curriculum evaluations, and best practices with the larger cohort of funded IM PMR programs. The UMSPH PMR collaborated with University of Michigan IM faculty to incorporate existing IM competencies with those already established for preventive medicine and public health residency training as the first critical step for IMP curriculum integration. Essential teaching strategies incorporated didactic and practicum methods, and made use of seasoned IM faculty, along with newly minted preventive medicine integrative teaching faculty, and PMR resident learners as IM teachers. The major components of the IMP curriculum included resident participation in IMP Orientation Sessions, resident leadership in epidemiology graduate IM seminars, resident rotations in IM month-long clinical practicums, resident participation in interprofessional health system-wide IM clinical case conferences, and PMR faculty enrollment in the renowned Faculty Scholars Program in Integrative Healthcare. This paper describes the novel interdisciplinary collaborations and key curriculum components that resulted in the IMP, as well as evaluation of strengths, weaknesses, and lessons learned. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  15. Structural Equation Modeling of Cultural Competence of Nurses Caring for Foreign Patients.

    Science.gov (United States)

    Ahn, Jung-Won

    2017-03-01

    This study aimed to construct and test a hypothetical model including factors related to the cultural competence of nurses caring for foreign patients. The transcultural nursing immersion experience model and anxiety/uncertainty management theory were used to verify the paths between the variables. The exogenous variables were multicultural experience, ethnocentric attitude, and organizational cultural competence support. The endogenous variables were intercultural anxiety, intercultural uncertainty, coping strategy, and cultural competence. Participants were 275 nurses working in general hospitals in Seoul and Kyung-Gi Do, Korea. Each nurse in this study had experience of caring for over 10 foreign patients. Data were collected using a structured questionnaire and analyzed with SPSS statistical software with the added AMOS module. The overall fitness indices of the hypothetical model were a good fit. Multicultural experience, ethnocentric attitude, organizational cultural competence support, and intercultural uncertainty were found to have a direct and indirect effect on the cultural competence of nurses while coping strategy only had a direct effect. Intercultural anxiety did not have a significant effect on cultural competence. This model explained 59.1% of the variance in the nurses' cultural competence when caring for foreign patients. Nurses' cultural competence can be developed by offering multicultural nursing education, increasing direct/indirect multicultural experience, and sharing problem-solving experience to promote the coping ability of nurses. Organizational support can be achieved by preparing relevant personnel and resources. Subsequently, the quality of nursing care for foreign patients' will be ultimately improved. Copyright © 2017. Published by Elsevier B.V.

  16. How do nurses feel about their cultural competence? : A Literature Review

    OpenAIRE

    Sindayigaya, Fidele

    2017-01-01

    The aim of this study was to explore and analyse through literature review, the cultural competence of Nurse. The purpose of this study was to provide information to both nursing students and nurses on how to enhance their cultural competence,and answering the future needs of social and health care services, in a multicultural environment. The method used in conducting this research is the review of literature;data for the research was acquired from electronic databases such as CINAHL and...

  17. Towards a theory of physics curriculum - teaching physics as a culture

    International Nuclear Information System (INIS)

    Galili, I.

    2005-01-01

    Full Text:The crisis in physics education necessitates searching for new meanings of physics knowledge and a new approach to physics curriculum. In our recent study such a new approach was suggested. It renders physics as the dialogue among discipline cultures, rather than as a cluster of disciplines to be an appropriate subject of physics curriculum. This is instead of a regular linear curriculum in which each part ignores, as much it can, its previous and especially future parts. A discipline-culture identifies the elements of knowledge as belonging to either central principles and paradigms nucleus, normal disciplinary knowledge or periphery rival to the nucleus knowledge of the subject. Although physics cannot be represented as a simple wholeness of a single tripartite (triadic) structure (deconstruction of physics), it provides a new vision of physics curriculum representing physics as a culture (the meaning of culture is defined with regard to scientific knowledge). Fundamental physics disciplines are bound together by common epistemology and maintain a conceptual discourse instead of mutual ignoring. Teaching physics as a culture provides a polyphonic space reflecting the actual structure of the modern physics. The new vision of physics curriculum naturally incorporates the studies of students misconceptions in learning physics and elements from the history of science; it suggests new models of individual conceptual change and scientific revolutions. This approach provides a new perception of students typology, instead of the oversimplified (Snows) good and bad in exact sciences. We exemplified this new approach by a new textbook for teaching Optics (and initially proved its effectiveness in terms of physics teaching research

  18. Renegotiating Cultural Authority: Imperial Culture and the New Zealand Primary School Curriculum in the 1930s

    Science.gov (United States)

    Soler, Janet

    2006-01-01

    The dominant influences that forged curriculum policy in relation to the literacy curriculum in New Zealand during the 1930s can be seen to be enmeshed in the politics of the wider context of what de Castell and Luke have identified as the "literacy ideologies of the British Empire". It was these literacy ideologies and concerns over the…

  19. What is the key to culturally competent care: Reducing bias or cultural tailoring?

    Science.gov (United States)

    Cuevas, Adolfo G; O'Brien, Kerth; Saha, Somnath

    2017-04-01

    To gain a better understanding as to whether disparities in patient-provider relationships arise from ethnic minority patients being treated differently than European American patients while they would prefer to be treated the same, or whether disparities arise when ethnic minority patients are treated the same as European American patients while they would prefer to be treated differently. African-American, Latina/Latino and European American community members were recruited to participate in one of 27 focus group discussions. Topics included what made a good or bad relationship with a doctor and what led one to trust a doctor. A thematic analysis was conducted using NVivo 10. Patients of all groups described experiences that reflected the concepts of patient-centred care, such as wanting a clinician who is attentive to patients' needs. African-American patients reported experiences they viewed as discriminatory. Some African-American patients felt it was appropriate to racially/ethnically contextualise their care, and most Latina/Latino patients preferred language/culturally concordant clinicians. Health care disparities might be reduced through a patient-centred approach to cultural competency training, general knowledge of the cultural context of clinicians' patient population, and attention to the effects of racial bias and discrimination among both clinicians and non-clinical staff.

  20. Managerial capacity and adoption of culturally competent practices in outpatient substance abuse treatment organizations.

    Science.gov (United States)

    Guerrero, Erick G

    2010-12-01

    The field of cultural competence is shifting its primary emphasis from enhancement of counselors' skills to management, organizational policy, and processes of care. This study examined managers' characteristics associated with adoption of culturally competent practices in the nation's outpatient substance abuse treatment field. Findings indicate that in 1995, supervisors' cultural sensitivity played the most significant role in adopting practices, such as matching counselors and clients based on race and offering bilingual services. Staff's exposure to cross-cultural training increased from 1995 to 2005. In this period, positive associations were found between managers' cultural sensitivity and connection with the community and staff receiving cross-cultural training and the number of training hours completed. However, exposure to and investment in this training were negatively correlated with managers' formal education. Health administration policy should consider the extent to which the decision makers' education, community involvement, and cultural sensitivity contribute to building culturally responsive systems of care. Copyright © 2010 Elsevier Inc. All rights reserved.

  1. Mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement.

    Science.gov (United States)

    Oikarainen, Ashlee; Mikkonen, Kristina; Tuomikoski, Anna-Maria; Elo, Satu; Pitkänen, Salla; Ruotsalainen, Heidi; Kääriäinen, Maria

    2018-01-01

    To describe mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement and identify the factors that affect mentoring. Healthcare education is confronted by several challenges in a time characterized by globalization and increasing international migration. Nursing students from diverse backgrounds continue to experience difficulties during clinical placement. Students can overcome these difficulties and assume responsibility for their learning when mentored by supportive and competent mentors. A cross-sectional, descriptive explorative study design was used. Data were collected during spring 2016 through a survey sent to mentors (n = 3,355) employed at five university hospitals in Finland. Mentors' competence in mentoring culturally and linguistically diverse nursing students was measured with the self-assessment Mentors' Competence Instrument and the Cultural and Linguistic Diversity in Mentoring scale. The analysis included descriptive statistics, non-parametric tests and binary logistic regression analysis. Mentors with experience mentoring nursing students from diverse backgrounds rated their overall competence in mentoring as good. However, the results show continued challenges related to competence in linguistic diversity in mentoring. Seven factors that affect mentors' competence in linguistic diversity were identified. Despite high evaluations by mentors of competence related to cultural diversity in mentoring, there are still opportunities for improvement in this area. Innovative and effective strategies are needed to develop mentors' competence in mentoring culturally and linguistically diverse nursing students. Educational and healthcare organizations should strive to enhance collaboration and increase the competence of both mentors and nursing students to work in increasingly diverse healthcare environments. © 2017 John Wiley & Sons Ltd.

  2. Development of Behavioral Indicators of Competences for Safety Culture of Nuclear Power Plants: A Preliminary Study

    International Nuclear Information System (INIS)

    Moon, Kwangsu; Kim, Sa Kil; Oh, Yeon Ju; Shin, Youmin; Lee, Yong-Hee; Jang, Tong Il

    2015-01-01

    The term of safety competency in nuclear field was presented in the OECD/NEA workshop held in 1999. A model of the safety culture competencies in nuclear power plants was developed by KAERI (Korea Atomic Energy Research Institute). In general, a competency (competence) is defined as 'cluster of employee's attribute, knowledge, skill, ability or other characteristic that contributes to successful job performance'. We also defined safety culture competency as 'cluster of various internal characteristics (e.g., knowledge, skill, ability, motive, attitude and etc.) of employee that contribute to perform job safely and shape a healthy and strong safety culture.' By this definition, the safety culture competency is the broader construct including job competency. An employee having high level of safety culture competency shows extra discretionary effort to improve safety of peer, team and organization in addition to the individual's successful and safe job accomplishment. The behavioral indicators for each of the competencies are focal points of conversations on progress and are monitored continuously by self-assessment and managers or supervisors' intervention. Deficiencies in any of these indicators can point to coaching, training or other learning opportunities that employees may be required in order to improve. The purpose of this study was to derive a model of safety competencies for improving safety culture of NPPs and develop a set of behavioral indicators of each competency. In addition, the method of measuring behavioral indicators was suggested. For the application of developed safety culture competences and behavioral indicators, the most suitable measuring method for behavioral indicators must be developed. In the case of behavioral observations, behavioral dimensions (frequency, persistence and latency), observation possibility, occurrence basis of behavior (daily job performance, situational dependent) are considered to

  3. Development of Behavioral Indicators of Competences for Safety Culture of Nuclear Power Plants: A Preliminary Study

    Energy Technology Data Exchange (ETDEWEB)

    Moon, Kwangsu; Kim, Sa Kil; Oh, Yeon Ju; Shin, Youmin; Lee, Yong-Hee; Jang, Tong Il [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)

    2015-10-15

    The term of safety competency in nuclear field was presented in the OECD/NEA workshop held in 1999. A model of the safety culture competencies in nuclear power plants was developed by KAERI (Korea Atomic Energy Research Institute). In general, a competency (competence) is defined as 'cluster of employee's attribute, knowledge, skill, ability or other characteristic that contributes to successful job performance'. We also defined safety culture competency as 'cluster of various internal characteristics (e.g., knowledge, skill, ability, motive, attitude and etc.) of employee that contribute to perform job safely and shape a healthy and strong safety culture.' By this definition, the safety culture competency is the broader construct including job competency. An employee having high level of safety culture competency shows extra discretionary effort to improve safety of peer, team and organization in addition to the individual's successful and safe job accomplishment. The behavioral indicators for each of the competencies are focal points of conversations on progress and are monitored continuously by self-assessment and managers or supervisors' intervention. Deficiencies in any of these indicators can point to coaching, training or other learning opportunities that employees may be required in order to improve. The purpose of this study was to derive a model of safety competencies for improving safety culture of NPPs and develop a set of behavioral indicators of each competency. In addition, the method of measuring behavioral indicators was suggested. For the application of developed safety culture competences and behavioral indicators, the most suitable measuring method for behavioral indicators must be developed. In the case of behavioral observations, behavioral dimensions (frequency, persistence and latency), observation possibility, occurrence basis of behavior (daily job performance, situational dependent) are considered to

  4. Educational stratification in cultural participation: Cognitive competence or status motivation?

    NARCIS (Netherlands)

    Notten, N.; Bol, Th.; van de Werfhorst, H.G.; Ganzeboom, H.B.G.

    2015-01-01

    This article examines educational stratification in highbrow cultural participation. There are two contrasting explanations of why cultural participation is stratified. The status hypothesis predicts that people come to appreciate particular forms of art because it expresses their belonging to a

  5. Educational stratification in cultural participation: cognitive competence or status motivation?

    NARCIS (Netherlands)

    Notten, N.; Lancee, B.; van de Werfhorst, H.G.; Ganzeboom, H.B.G.

    2015-01-01

    This article examines educational stratification in highbrow cultural participation. There are two contrasting explanations of why cultural participation is stratified. The status hypothesis predicts that people come to appreciate particular forms of art because it expresses their belonging to a

  6. Multi-Cultural Competency-Based Vocational Curricula. Food Service. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    Science.gov (United States)

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on food service. This program is designed to run 24 weeks and cover 15 instructional areas: orientation, sanitation, management/planning, preparing food for cooking, preparing beverages, cooking eggs, cooking meat, cooking vegetables,…

  7. Multi-Cultural Competency-Based Vocational Curricula. Automotive Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    Science.gov (United States)

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on automotive mechanics. This program is designed to run 36 weeks and cover 10 instructional areas: the engine; drive trains--rear ends/drive shafts/manual transmission; carburetor; emission; ignition/tune-up; charging and starting;…

  8. Implementation of an Integrated Orthopedic Curriculum to Increase Clinical and Procedural Competency amongst Pediatric Residents

    Science.gov (United States)

    2017-04-05

    to Increase Clinical and Procedural Competency Amongst Pediatric Residents presented at/published to APPD Conference, Anaheim, CA, 5-8 April 2017 in...Increase Clinical and Procedural Competency amongst Pediatric Residents 7. FUNDING RECEIVED FOR THIS STUDY? 0 YES l8] t-’O FUNDING SOURCE 8. DO YOU NEED...and Procedural Competency amongst Pediatric Residents Sarah Nelin MD, Taneishia Jones, MD, Jason Beachler MD, Michelle Lawson MD, Bryan Lawson, MD

  9. Assessing Capacity for Providing Culturally Competent Services to LGBT Older Adults

    Science.gov (United States)

    Portz, Jennifer Dickman; Retrum, Jessica H.; Wright, Leslie A.; Boggs, Jennifer M.; Wilkins, Shari; Grimm, Cathy; Gilchrist, Kay; Gozansky, Wendolyn S.

    2014-01-01

    This qualitative, interview-based study assessed the cultural competence of health and social service providers to meet the needs of LGBT older adults in an urban neighborhood in Denver, Colorado, known to have a large LGBT community. Only 4 of the agencies were categorized as “high competency” while 12 were felt to be “seeking improvement” and 8 were considered “not aware.” These results indicate significant gaps in cultural competency for the majority of service providers. Social workers are well-suited to lead efforts directed at improving service provision and care competencies for the older LGBT community. PMID:24798180

  10. Geriatric core competencies for family medicine curriculum and enhanced skills: care of elderly.

    Science.gov (United States)

    Charles, Lesley; Triscott, Jean A C; Dobbs, Bonnie M; McKay, Rhianne

    2014-06-01

    There is a growing mandate for Family Medicine residency programs to directly assess residents' clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Iterative expert panel process for the development of the core competencies, with a pre-defined process for implementation of the core competencies. Eighty-five core competencies were selected overall by the Working Group, with 57 core competencies selected for the PGY-I/II Family Medicine residents and an additional 28 selected for the PGY-III COE residents. The core competencies follow the CanMEDS Family Medicine roles. Both sets of core competencies are based on consensus. Due to demographic changes, it is essential that Family Physicians have the required skills and knowledge to care for the frail elderly. The core competencies described were developed for PGY-I/II Family Medicine residents and PGY-III Enhanced Skills COE, with a focus on the development of geriatric expertise for those patients that would most benefit.

  11. Welcome to cultural competency: surgery's efforts to acknowledge diversity in residency training.

    Science.gov (United States)

    Ly, Catherine L; Chun, Maria B J

    2013-01-01

    Although cultural competency is not a new concept in healthcare, it has only recently been formally embraced as important in the field of surgery. All physicians, including and especially surgeons, must acknowledge the potential influence of culture in order to provide effective and equitable care for patients of all backgrounds. The Accreditation Council for Graduate Medical Education (ACGME) recognizes cultural competency as a component of "patient care," "professionalism," and "interpersonal and communication skills." A systematic literature search was conducted using the MEDLINE, EBSCOhost, Web of Science, and Google Scholar databases. All publications focusing on surgical residents and the assessment of patient care, professionalism, interpersonal and communication skills, or specifically cultural competency and/or were considered. This initial search resulted in 12 articles. To further refine the review, publications discussing curricula in residencies other than surgery, the assessment of technical, or clinical skills and/or without any explicit focus on cultural competency were excluded. Based on the specified inclusion and exclusion criteria, 5 articles were selected. These studies utilized various methods to improve surgical residents' cultural competency, including lectures, Objective Structural Clinical Examinations (OSCE), and written exercises and evaluations. A number of surgical residency programs have made promising strides in training culturally competent surgeons. Ultimately, in order to maximize our collective efforts to improve the quality of health care, the development of cultural competency curricula must be made a priority and such training should be a requirement for all trainees in surgical residency programs. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  12. [Nurse's competence indicators: linguistic and cultural validation of the Nurse Competence Scale].

    Science.gov (United States)

    Finotto, Stefano; Cantarelli, William

    2009-01-01

    For some years, the clinical performance of new-graduate nurses, has been a leading topic in international scientific literature. In Italy there are many criticisms to basic education; ever since the basic education moved from the regional schools to the university, the main question that the teachers, the clinical nurses and the nursing managers are asking is whether the level of competence of new-graduates is appropriate to the demands of the world of work. Many criticisms have been addressed to the gap between theory and practice and between education and clinic. In Italy this has stimulated a debate towards a shared definition of competence and especially towards defining indicators that can assess/measure this phenomenon. The purposes of this study are: translating the indicators of Nurse Competence Scale (NCS) in the Italian language and test its validity and reliability; provide a tool for evaluating competence in Italian in order to use it in the context of our country. after a research on the Medline and Cinhal electronic data base, the NCS was identified and submitted to a process of linguistic translation (English-Italian-English) and to a process of validation using the test-retest methodology (test of Wilcoxon), the Intraclass Correlation Coefficient (ICC) and Cronbach's alpha. the evaluation given by nurses in the first administration does not differ significantly with those of the second one. For all sections of the NCS the ICC reports values greater than 0.85. the Nurse Competence Scale appears valid in its Italian version and it might be used to measure the competences of Italian nurses.

  13. Native American Music and Curriculum: Controversies and Cultural Issues.

    Science.gov (United States)

    Boyea, Andrea

    1999-01-01

    Discusses Native American music and curricula, the differences in Western and Native American perspectives of music, the role of music in Native American life, and music as art. Considers how Native Americans live in two worlds (the preserved and lived cultures) and how Native American music should be taught. (CMK)

  14. The Competency Pivot: Introducing a Revised Approach to the Business Communication Curriculum

    Science.gov (United States)

    Lucas, Kristen; Rawlins, Jacob D.

    2015-01-01

    In this article, we outline a competency-based approach to teaching business communication. At the heart of this approach, classroom instruction, assignments, and evaluation center on a goals-oriented and receiver-centric understanding of communication in which students are taught strategies for meeting five core competencies of business…

  15. Integrating Soft Skill Competencies through Project-Based Learning across the Information Systems Curriculum

    Science.gov (United States)

    Woodward, Belle S.; Sendall, Patricia; Ceccucci, Wendy

    2010-01-01

    Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and project-based learning can be used to incorporate soft skill competencies with…

  16. Building a Competency-Based Curriculum Architecture to Educate 21st-Century Business Practitioners

    Science.gov (United States)

    Chyung, Seung Youn; Stepich, Donald; Cox, David

    2006-01-01

    Competency-based instruction can be applied to a military setting, an academic program, or a corporate environment with a focus on producing performance-based learning outcomes. In this article, the authors provide theoretical and practical information about underlying characteristics of competencies and explain how the Department of Instructional…

  17. Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach

    Science.gov (United States)

    Johnston, Lynette M.; Wiedmann, Martin; Orta-Ramirez, Alicia; Oliver, Haley F.; Nightingale, Kendra K.; Moore, Christina M.; Stevenson, Clinton D.; Jaykus, Lee-Ann

    2014-01-01

    Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well-qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty-nine…

  18. Evaluation of Qatari and Canadian Pharmacy Students Learning Together about Cultural Competency using Videoconference Educational Activities

    Directory of Open Access Journals (Sweden)

    Derek Jorgenson

    2016-12-01

    Full Text Available Background: Pharmacists are under pressure to provide patient centered care within increasingly culturally diverse settings. Pharmacy schools play an important role in educating learners regarding culture and its impact on patient care. Objectives: The objectives of this study were to determine if a novel cultural competency learning activity, which involved students from two culturally and ethnically different pharmacy schools learning together using videoconference education activities, improved: (1 student knowledge and confidence pertaining to cultural competency concepts, (2 attitudes and perceptions towards being a culturally competent pharmacist, and (3 academic performance related to cultural competency case studies. Methods: Pharmacy students from Qatar University in Doha, Qatar (n=25 and the University of Saskatchewan in Saskatoon, Canada (n=85 participated in a cultural competency activity comprised of small group work on a patient case study, followed by tutorial discussions. Some Canadian students (n=31/85 worked collaboratively (via video conference with the students from Qatar. The evaluation used a convergent mixed methods design comprised of: (1 a pre and post session survey measuring student knowledge and confidence; (2 pre and post session student self-reflections; and, (3 student academic performance on care plans and an observed structured clinical exam (OSCE. Results: The survey identified small but statistically significant (p<0.05 improvements in knowledge and confidence with respect to 11 of the 12 questionnaire items in the students from Canada and 2 of the 12 items in the students from Qatar. The self-reflections found that 44.4% (n=36/81 of students who completed the pre and post reflective questions reported a change in knowledge and attitudes regarding cultural competency, but a reason for the change was not evident. Student grades on the cultural competency care plans and the OSCE were not different between the

  19. Military NGO Interaction: The Value of Cultural Competence

    Science.gov (United States)

    2013-04-08

    and culture specific. A culture general approach seeks to develop a strategic attribute, which will allow personnel to rapidly adapt to unfamiliar...understanding “the story behind the situation.”15 † Military leaders should not expect to become cultural chameleons that can blend seamlessly into another...and beliefs of the receiver, evaluate the receiver’s understanding of the message, and adapt as the situation and message continually evolve

  20. Culturally competent care for members of sexual minorities.

    Science.gov (United States)

    Gonser, P A

    2000-01-01

    Culture has historically been interpreted as the beliefs, mores, and lifeways of groups of people primarily related to race and ethnicity. However, individuals who self identify as being lesbian, gay, bisexual and/or transgendered experience ethnocentrism when seeking care from medical and health professionals. Using the principles and concepts of Lenninger's theory of Culture Care Diversity and Universality, members of sexual minorities can assist their health care providers to provide culturally sensitive and ethical care.

  1. Building Cultural Competence for Work with Diverse Families: Strategies from the Privileged Side.

    Science.gov (United States)

    Dewees, Marty

    2001-01-01

    A model of social work education for undergraduates from primarily privileged backgrounds links postmodern perspectives of cultural competence, diversity, social constructionism, and a generalist strengths-based orientation for work with families. Four steps for helping students recognize the role of culture in generating a worldview and develop a…

  2. The Cultivation of Cross-Cultural Communication Competence in Oral English Teaching Practice

    Science.gov (United States)

    Sun, Chunyan

    2015-01-01

    This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching…

  3. Comparing Higher Education Practices and Cultural Competences in Kenya and the United States

    Science.gov (United States)

    Musamali, Kennedy; Martin, Barbara N.

    2016-01-01

    Examined within this paper are effective leadership practices across two cultures. Specifically, this study examined the relationship between cultural competency and effective leadership practices in higher education institutions. A quantitative design was used to investigate and compare effective practices of educational leaders in two distinct…

  4. Cultural Competence in Alberta Schools: Perceptions of ESL Families in Four Major School Boards

    Science.gov (United States)

    Ngo, Hieu V.

    2012-01-01

    Complex linguistic, acculturative, and social needs of English-as-a-second-language (ESL) learners challenge the K-12 education system to develop cultural competence in working with culturally diverse families. This study surveyed 242 self-identified ESL students and their parents from four of Alberta's major school boards. Results of the survey…

  5. A Cross-Cultural Comparison of Belgian and Vietnamese Children's Social Competence and Behavior

    Science.gov (United States)

    Roskam, Isabelle; Hoang, Thi Vân; Schelstraete, Marie-Anne

    2017-01-01

    Children's social competence and behavioral adjustment are key issues for child development, education, and clinical research. Cross-cultural analyses are necessary to provide relevant methods of assessing them for cross-cultural research. The aim of the current study was to contribute to this important line of research by validating the 3-factor…

  6. Continuing Education Effects on Cultural Competence Knowledge and Skills Building among Health Professionals

    Directory of Open Access Journals (Sweden)

    Marla B. Hall

    2013-08-01

    Full Text Available Racial and ethnic minority health data from a national perspective indicates there is much to learn in the public health workforce about the ongoing health disparities crisis. This suggests a level of urgency to assist our public health professionals in obtaining specific skills sets that will assist them in working better with vulnerable populations. The purpose of this research is to assess cultural competence knowledge and programmatic skill sets, utilizing an explorational case study, of individuals employed within an urban public health department. In order to effectively evaluate these constructs, a quantitative research approach was employed to examine participants’ knowledge and competencies of the subject matter. This data was further analyzed to determine if continuing education participation and training was correlated to the levels of culturally competent practice engagement and self-reported confidence. In addition, researchers obtained data on the availability of employer sponsored training opportunities. The data suggested when health professionals engage in cultural competence education, their level of awareness of unique characteristics between ethnic and racial minorities increased. Those who exhibited the healthiest behaviors, as it relates to effectively working with diverse populations, had a heightened sense of knowledge related to culture and healthcare services. Continuing education in cultural competence is an essential strategy for improving public health employees’ effectiveness in working with diverse clients and reducing racial and ethnic health disparities. As the finding illustrated, training programs must incorporate educational components which foster skill building to enable subsequent culturally appropriate clinical interactions.

  7. Interkulturelle Kompetenz in der Facharztausbildung von Psychiatern in Deutschland: Ergebnisse einer Umfrage [Intercultural competence in the psychiatric training curriculum in Germany: Results of a survey

    Directory of Open Access Journals (Sweden)

    Machleidt, Wielant

    2008-08-01

    Full Text Available [english] Background: This study was carried out to assess the situation of and the demand for specific training in transcultural psychiatry as part of the residency program in Germany. Method: A semistructured questionnaire with 30 questions (28 structured, 2 open was developed, for which the “Local Survey of Realities in Transcultural Psychiatry” of the (APA served as a model and was modified accordingly. This questionnaire was sent out to all directors of psychiatric training institutions in Germany (N = 450. The directors of official psychiatric training institutions are authorized for residency training by the state medical associations. The responses were not anonymous. Results: The return rate was 25.5% (N = 114. In 71.7% of the training institutions (81 out of 113 valid cases, specific training in transcultural psychiatry occurred only rarely or not at all. 83.3% of the directors of psychiatric training institutions (70 out of 84 valid cases reported a demand for training in transcultural psychiatry in their training institutions; in 94.5% of the cases, the directors of psychiatric training institutions (69 out of 73 valid cases reported a need for transcultural issues as part of the official curriculum of the psychiatric residency program in Germany. The most frequently reported aspects were teaching of general cultural competence and of culture-specific issues in mental disorders. Implications: Cultural aspects currently are not a mandatory part of the official training curriculum of the psychiatric residency training in Germany. With respect to the reported need for training in cultural issues of mental disorders, the implementation of transcultural psychiatry within the official curriculum of the psychiatric residency training in Germany should be discussed. [german] Zielsetzung: Ziel der vorliegenden Studie ist die Erhebung des Status quo der Weiterbildungssituation in transkultureller Psychiatrie für den Facharzt in

  8. MANAGEMENT COMPETENCES IN AN EMERGENCY SITUATION IN PRIMARY CARE: EXPERIENCE OF A NURSING CURRICULUM ORIENTED BY COMPETENCE

    Directory of Open Access Journals (Sweden)

    Luís Carlos Lopes-Júnior

    2013-09-01

    Full Text Available This study aimed to report the experience of last year undergraduate nursing students from Brazilian college pioneer in the use of active teaching-learning methods, in emergency care to a patient in primary care. This assistance which was methodologically problematized triggered by health team, comprised of nurse, physician, nursing assistants and community health worker, a reflection on the organization of the work process. To this end, we used permanent education as a tool guided by the Altadir Method Popular Planning, which contributed to the development of management competence of nurse. A team of health identified problems during assistance, analyzed its causes and consequences, and proposed interventions for the management and organization of the work process to qualify this practice. This report can be useful for the design and implementation of a management exercise that aims to problematize the reality, with a view to linking theory and practice.

  9. Religious literacy in the system of cultural competencies in the training of law students

    Directory of Open Access Journals (Sweden)

    Nikolsky Evgeny Vladimirovich

    2015-12-01

    Full Text Available The article provides a clear definition of general cultural competence of the future specialist, it is shown that they represent a social expectation of the fact that a graduate student entering into the social life, shares the values that prevail in this society: high moral characteristics and values of humanism, has a common language, legal culture. In this context, religious literacy is considered, in the presentation we prove that it is an organic part of the composition of the general cultural competences, complements and reveals their content. The article specifically states that religious education is a necessary and relevant part in the socialization of young people.

  10. Developing Culturally Competent Teachers: An International Student Teaching Field Experience

    Science.gov (United States)

    Salmona, Michelle; Partlo, Margaret; Kaczynski, Dan; Leonard, Simon N.

    2015-01-01

    This study offers a theoretical construct for better understanding how experiential learning enables student teachers to acquire social and cultural variation skills, develop cultural empathy in the K-12 classroom, and the transference of these skills to new educational situations. An Australian and United States research team used a…

  11. Cooperating or competing in three languages : Cultural accommodation or alienation?

    NARCIS (Netherlands)

    Gargalianou, Vasiliki; Urbig, Diemo; Van Witteloostuijn, Arjen

    2017-01-01

    Purpose - The purpose of this paper is to study the effect of using foreign languages on cooperative behavior in a prisoner's dilemma setting. The cultural accommodation hypothesis suggests that people are less cooperative in English, associated with the Anglophone cultural cluster, than in French,

  12. Cooperating or competing in three languages : Cultural accommodation or alienation?

    NARCIS (Netherlands)

    Gargalianou, Vasiliki; Urbig, D.; van Witteloostuijn, Arjen

    Purpose The purpose of this paper is to study the effect of using foreign languages on cooperative behavior in a prisoner’s dilemma setting. The cultural accommodation hypothesis suggests that people are less cooperative in English, associated with the Anglophone cultural cluster, than in French,

  13. INCREASING CULTURALLY COMPETENT NEUROPSYCHOLOGICAL SERVICES FOR ETHNIC MINORITY POPULATIONS: A CALL TO ACTION

    Science.gov (United States)

    Mindt, Monica Rivera; Byrd, Desiree; Saez, Pedro; Manly, Jennifer

    2010-01-01

    US demographic and sociopolitical shifts have resulted in a rapidly growing need for culturally competent neuropsychological services. However, clinical neuropsychology as a field has not kept pace with the needs of ethnic minority clients. In this discussion we review: historical precedents and the limits of universalism in neuropsychology; ethical/professional guidelines pertinent to neuropsychological practice with ethnic minority clients; critical cultural considerations in neuropsychology; current disparities germane to practice; and challenges to the provision of services to racial/ethnic minority clients. We provide a call to action for neuropsychologists and related organizations to advance multiculturalism and diversity within the field by increasing multicultural awareness and knowledge, multicultural education and training, multicultural neuropsychological research, and the provision of culturally competent neuropsychological services to racial/ethnic minority clients. Lastly, we discuss strategies for increasing the provision of culturally competent neuropsychological services, and offer several resources to meet these goals. PMID:20373222

  14. Race and Culture in the Secondary School Health and Physical Education Curriculum in Ontario, Canada: A Critical Reading

    Science.gov (United States)

    Petherick, LeAnne

    2018-01-01

    Purpose: The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada. Design/methodology/approach: Using Ontario's secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens…

  15. Putting Leininger's nursing theory "culture care diversity and universality" into operation in the curriculum--Part 1.

    Science.gov (United States)

    de Villiers, L; van der Wal, D

    1995-12-01

    The culturally diverse South African society necessitates inclusion of transcultural nursing in the curriculum. This article focuses on research regarding the putting of Leininger's nursing theory into operation in the curriculum to provide a scientific base for the inclusion of such nursing. The research process and results are discussed.

  16. SOCIO-CULTURAL COMPETENCE FORMATION BY MEANS OF TRANSLATION IN THE CONDITIONS OF INCLUSIVE EDUCATION

    Directory of Open Access Journals (Sweden)

    Kateryna Shapochka

    2016-12-01

    Full Text Available The article is devoted to the problem of socio-cultural competence formation by means of translation / interpretation and the necessity of foreign language communicative competence formation in the process of inclusive education. The question of training of young generation for life in a multi-ethnic and multicultural society, forming skills of communication and cooperation with people of different nationalities, the foreign language learning, the formation of the communicative and socio-cultural competence is one of the main tasks of modern school to meet educational needs persons with disabilities. Today’s realities require that students with special educational needs should study a foreign language and use it in the process of learning. In turn, the use of translation in the process of learning a foreign language helps students to get new skills, to form general and specific competences, including socio-cultural competence, which promotes socialization of children with special needs, and integrating them into a comprehensive system of Ukraine. The article raises the problem of modernization of the educational system. It was established that the formation of socio-cultural competence by means of written translation is done by means of a system of exercises. Based on this system, subsystems, groups and types of exercises their systems can be developed in accordance with human activity, objectives and learning environment. It shows that the development of an inclusive approach to learning demands new solutions towards learning a foreign language at different levels of education.

  17. Science teachers designing context-based curriculum materials : developing context-based teaching competence

    NARCIS (Netherlands)

    Putter - Smits, de L.G.A.

    2012-01-01

    The intended new context-based curriculum for four science subjects (AS-MaT1, biology, chemistry, and physics) in senior general secondary education and pre-university education has been the subject of numerous research and teacher professionalisation efforts in the Netherlands for the last seven

  18. The Iowa ophthalmology wet laboratory curriculum for teaching and assessing cataract surgical competency

    NARCIS (Netherlands)

    Lee, Andrew G.; Greenlee, Emily; Oetting, Thomas A.; Beaver, Hilary A.; Johnson, A. Tim; Boldt, H. Culver; Abramoff, Michael; Olson, Richard; Carter, Keith

    2007-01-01

    Purpose To describe an ophthalmology wet laboratory (OWL) curriculum for residents in training. Methods Systematic literature review and selection of best practices for use in the OWL learning plan from a single academic ophthalmology program. Results A pretest and posttest of cognitive

  19. Competency Based Curriculum. Revised Delivery Systems for Culinary Arts Program. Project Report.

    Science.gov (United States)

    Spokane Community Coll., WA.

    Developed through a grant that enabled faculty members to work together to define goals and set objectives, this curriculum guide contains course objectives for the culinary arts program at Spokane Community College in Washington. Objectives are provided for the following courses: culinary techniques and skill development (two levels),…

  20. Preparing Social Work Students for Rural Child Welfare Practice: Emerging Curriculum Competencies

    Science.gov (United States)

    Riebschleger, Joanne; Norris, Debra; Pierce, Barbara; Pond, Debora L.; Cummings, Cristy

    2015-01-01

    Multiple issues that are unique to child welfare social work practice in rural areas markedly affect workforce recruitment and retention, yet little attention is given to the proficiencies needed to equip emerging social workers for this growing area of the field. Curriculum content is needed that provides students with the opportunity to master…

  1. The Role of Common Culture and Cultural Diversity in the Creation of the Anti-Biased Classroom and Curriculum: A Case Study and Guidelines.

    Science.gov (United States)

    Creamier-Wilhelm, Billie Lois; Karr-Kidwell, PJ

    This paper first explores the problem of increased cultural diversity in public education and then offers suggestions and guidelines for educators in the creation of an anti-biased classroom and curriculum. Case studies of two Hispanic students illustrate the role of acculturation and the middle school classroom setting and curriculum on academic…

  2. European Higher Health Care Education Curriculum

    DEFF Research Database (Denmark)

    Koskinen, Liisa; Kelly, Hélène; Bergknut, Eva

    2012-01-01

    This article concerns the European Curriculum in Cultural Care Project (2005-2009), which aimed at developing a curriculum framework for the enhancement of cultural competence in European health care education. The project was initiated and supported by the Consortium of Institutes in Higher...... Education in Health and Rehabilitation, whose goal is to nurture educational development and networking among member institutions. The framework is the result of a collaborative endeavor by nine nurse educators from five different European countries. The production of the framework will be described...... in accordance with the following tenets: developing cultural competence is a continuing process, cultural competence is based on sensitivity toward others, and cultural competence is a process of progressive inquiry. Critique concerning the framework will be presented....

  3. An Interprofessional Consensus of Core Competencies for Prelicensure Education in Pain Management: Curriculum Application for Nursing

    Science.gov (United States)

    Herr, Keela; St. Marie, Barbara; Gordon, Debra B.; Paice, Judith A.; Watt-Watson, Judy; Stevens, Bonnie J.; Bakerjian, Debra; Young, Heather M.

    2015-01-01

    Background Ineffective assessment and management of pain is a significant problem. A gap in prelicensure health science program pain content has been identified for the improvement of pain care in the United States. Method Through consensus processes, an expert panel of nurses, who participated in the interdisciplinary development of core competencies in pain management for prelicensure health professional education, developed recommendations to address the gap in nursing curricula. Results Challenges and incentives for implementation of pain competencies in nursing education are discussed, and specific recommendations for how to incorporate the competencies into entry-level nursing curricula are provided. Conclusion Embedding pain management core competencies into prelicensure nursing education is crucial to ensure that nurses have the essential knowledge and skills to effectively manage pain and to serve as a foundation on which clinical practice skills can be later honed. PMID:26057425

  4. An interprofessional consensus of core competencies for prelicensure education in pain management: curriculum application for nursing.

    Science.gov (United States)

    Herr, Keela; Marie, Barbara St; Gordon, Debra B; Paice, Judith A; Watt-Watson, Judy; Stevens, Bonnie J; Bakerjian, Debra; Young, Heather M

    2015-06-01

    Ineffective assessment and management of pain is a significant problem. A gap in prelicensure health science program pain content has been identified for the improvement of pain care in the United States. Through consensus processes, an expert panel of nurses, who participated in the interdisciplinary development of core competencies in pain management for prelicensure health professional education, developed recommendations to address the gap in nursing curricula. Challenges and incentives for implementation of pain competencies in nursing education are discussed, and specific recommendations for how to incorporate the competencies into entry-level nursing curricula are provided. Embedding pain management core competencies into prelicensure nursing education is crucial to ensure that nurses have the essential knowledge and skills to effectively manage pain and to serve as a foundation on which clinical practice skills can be later honed. [J Nurs Educ. 2015;54(6):317-327.]. Copyright 2015, SLACK Incorporated.

  5. Geriatric Core Competencies for Family Medicine Curriculum and Enhanced Skills: Care of Elderly

    OpenAIRE

    Charles, Lesley; Triscott, Jean A.C.; Dobbs, Bonnie M.; McKay, Rhianne

    2014-01-01

    Background There is a growing mandate for Family Medicine residency programs to directly assess residents’ clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Methods Iterative expert panel...

  6. Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum

    Directory of Open Access Journals (Sweden)

    Warih Handayaningrum

    2016-12-01

    Full Text Available This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum. This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment. This study applies steps in developmental research collaboration by Borg & Gall (1989 and Puslitjaknov (2008 to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.

  7. Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness

    Science.gov (United States)

    Lenchuk, Iryna; Ahmed, Amer

    2013-01-01

    Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teaching in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to…

  8. Identification of Measures Related to Cross-Cultural Competence

    National Research Council Canada - National Science Library

    Ross, K. G; Thornson, C. A

    2008-01-01

    This task, the first of five tasks in a project to support Cultural Readiness for the Department of Defense, represents the first step in the development of a "paper and pencil" questionnaire measure...

  9. Barriers and facilitators to cultural competence in rehabilitation services: a scoping review.

    Science.gov (United States)

    Grandpierre, Viviane; Milloy, Victoria; Sikora, Lindsey; Fitzpatrick, Elizabeth; Thomas, Roanne; Potter, Beth

    2018-01-15

    There is an important need to evaluate whether rehabilitation services effectively address the needs of minority culture populations with North America's increasingly diverse population. The objective of this paper was therefore to review and assess the state of knowledge of barriers and facilitators to cultural competence in rehabilitation services. Our scoping review focused on cultural competence in rehabilitation services. Rehabilitation services included in this review were: audiology, speech-language pathology, physiotherapy, and occupational therapy. A search strategy was developed to identify relevant articles published from inception of databases until April 2015. Titles and abstracts were screened by two independent reviewers according to specific eligibility criteria with the use of a liberal-accelerated approach. Full-text articles meeting inclusion criteria were then screened. Key study characteristics were abstracted by the first reviewer, and findings were verified by the second reviewer. After duplicates were removed, 4303 citations were screened. Included articles suggest that studies on cultural competence occur most frequently in occupational therapy (n = 17), followed by speech language pathology (n = 11), physiotherapy (n = 6), and finally audiology (n = 1). Primary barriers in rehabilitation services include language barriers, limited resources, and cultural barriers. Primary facilitators include cultural awareness amongst practitioners, cultural awareness in services, and explanations of health care systems. To our knowledge, this review is the first to summarize barriers and facilitators to cultural competence in rehabilitation fields. Insufficient studies were found to draw any conclusions with regards to audiological services. Minimal perspectives based on patient/caregiver experiences in all rehabilitation fields underscore a research gap. Future studies should aim to explore both patient/caregiver and practitioner

  10. Teaching Culture and Improving Language Skills through a Cinematic Lens: A Course on Spanish Film in the Undergraduate Spanish Curriculum.

    Science.gov (United States)

    Stephens, Julie L.

    2001-01-01

    Explores the role of a course on Spanish cinema in an undergraduate, university-level curriculum in terms of its potential to acquaint students with significant cultural issues and to develop language skills. (Author/VWL)

  11. Impact of national context and culture on curriculum change: a case study.

    Science.gov (United States)

    Jippes, Mariëlle; Driessen, Erik W; Majoor, Gerard D; Gijselaers, Wim H; Muijtjens, Arno M M; van der Vleuten, Cees P M

    2013-08-01

    Earlier studies suggested national culture to be a potential barrier to curriculum reform in medical schools. In particular, Hofstede's cultural dimension 'uncertainty avoidance' had a significant negative relationship with the implementation rate of integrated curricula. However, some schools succeeded to adopt curriculum changes despite their country's strong uncertainty avoidance. This raised the question: 'How did those schools overcome the barrier of uncertainty avoidance?' Austria offered the combination of a high uncertainty avoidance score and integrated curricula in all its medical schools. Twenty-seven key change agents in four medical universities were interviewed and transcripts analysed using thematic cross-case analysis. Initially, strict national laws and limited autonomy of schools inhibited innovation and fostered an 'excuse culture': 'It's not our fault. It is the ministry's'. A new law increasing university autonomy stimulated reforms. However, just this law would have been insufficient as many faculty still sought to avoid change. A strong need for change, supportive and continuous leadership, and visionary change agents were also deemed essential. In societies with strong uncertainty avoidance strict legislation may enforce resistance to curriculum change. In those countries opposition by faculty can be overcome if national legislation encourages change, provided additional internal factors support the change process.

  12. Touching the Past, Enroute to the Future: Cultural Journalism in the Curriculum of Rural Schools. ERIC Digest.

    Science.gov (United States)

    Olmstead, Kathryn

    This digest describes the development of cultural journalism and its place in the contemporary curriculum. In the field of cultural journalism, the traditional skills and values of many different groups are chronicled, defined, for example, by ethnic origin, origin, occupation, or environment. The term "cultural journalism" was first…

  13. Development of a Quality and Safety Competency Curriculum for Radiation Oncology Residency: An International Delphi Study

    International Nuclear Information System (INIS)

    Adleman, Jenna; Gillan, Caitlin; Caissie, Amanda; Davis, Carol-Anne; Liszewski, Brian; McNiven, Andrea; Giuliani, Meredith

    2017-01-01

    Purpose: To develop an entry-to-practice quality and safety competency profile for radiation oncology residency. Methods and Materials: A comprehensive list of potential quality and safety competency items was generated from public and professional resources and interprofessional focus groups. Redundant or out-of-scope items were eliminated through investigator consensus. Remaining items were subjected to an international 2-round modified Delphi process involving experts in radiation oncology, radiation therapy, and medical physics. During Round 1, each item was scored independently on a 9-point Likert scale indicating appropriateness for inclusion in the competency profile. Items indistinctly ranked for inclusion or exclusion were re-evaluated through web conference discussion and reranked in Round 2. Results: An initial 1211 items were compiled from 32 international sources and distilled to 105 unique potential quality and safety competency items. Fifteen of the 50 invited experts participated in round 1: 10 radiation oncologists, 4 radiation therapists, and 1 medical physicist from 13 centers in 5 countries. Round 1 rankings resulted in 80 items included, 1 item excluded, and 24 items indeterminate. Two areas emerged more prominently within the latter group: change management and human factors. Web conference with 5 participants resulted in 9 of these 24 items edited for content or clarity. In Round 2, 12 participants rescored all indeterminate items resulting in 10 items ranked for inclusion. The final 90 enabling competency items were organized into thematic groups consisting of 18 key competencies under headings adapted from Deming's System of Profound Knowledge. Conclusions: This quality and safety competency profile may inform minimum training standards for radiation oncology residency programs.

  14. Development of a Quality and Safety Competency Curriculum for Radiation Oncology Residency: An International Delphi Study

    Energy Technology Data Exchange (ETDEWEB)

    Adleman, Jenna [Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada); Gillan, Caitlin [Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada); Radiation Medicine Program, Princess Margaret Cancer Centre, Toronto, Ontario (Canada); Caissie, Amanda [Department of Radiation Oncology, Dalhousie University, Halifax, Nova Scotia (Canada); Saint John Regional Hospital, Saint John, New Brunswick (Canada); Davis, Carol-Anne [Department of Radiation Oncology, Dalhousie University, Halifax, Nova Scotia (Canada); Nova Scotia Cancer Centre, Halifax, Nova Scotia (Canada); Liszewski, Brian [Odette Cancer Centre, Sunnybrook Health Sciences Centre, Toronto, Ontario (Canada); McNiven, Andrea [Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada); Radiation Medicine Program, Princess Margaret Cancer Centre, Toronto, Ontario (Canada); Giuliani, Meredith, E-mail: Meredith.Giuliani@rmp.uhn.ca [Department of Radiation Oncology, University of Toronto, Toronto, Ontario (Canada); Radiation Medicine Program, Princess Margaret Cancer Centre, Toronto, Ontario (Canada)

    2017-06-01

    Purpose: To develop an entry-to-practice quality and safety competency profile for radiation oncology residency. Methods and Materials: A comprehensive list of potential quality and safety competency items was generated from public and professional resources and interprofessional focus groups. Redundant or out-of-scope items were eliminated through investigator consensus. Remaining items were subjected to an international 2-round modified Delphi process involving experts in radiation oncology, radiation therapy, and medical physics. During Round 1, each item was scored independently on a 9-point Likert scale indicating appropriateness for inclusion in the competency profile. Items indistinctly ranked for inclusion or exclusion were re-evaluated through web conference discussion and reranked in Round 2. Results: An initial 1211 items were compiled from 32 international sources and distilled to 105 unique potential quality and safety competency items. Fifteen of the 50 invited experts participated in round 1: 10 radiation oncologists, 4 radiation therapists, and 1 medical physicist from 13 centers in 5 countries. Round 1 rankings resulted in 80 items included, 1 item excluded, and 24 items indeterminate. Two areas emerged more prominently within the latter group: change management and human factors. Web conference with 5 participants resulted in 9 of these 24 items edited for content or clarity. In Round 2, 12 participants rescored all indeterminate items resulting in 10 items ranked for inclusion. The final 90 enabling competency items were organized into thematic groups consisting of 18 key competencies under headings adapted from Deming's System of Profound Knowledge. Conclusions: This quality and safety competency profile may inform minimum training standards for radiation oncology residency programs.

  15. Science in Hawaii/Haawina Hoopapau: A Culturally Responsive Curriculum Project

    Science.gov (United States)

    Galloway, L. M.; Roberts, K.; Leake, D. W.; Stodden, R. S.; Crabbe, V.

    2005-12-01

    The marvels of modern science often fail to engage indigenous students, as the content and instructional style are usually rooted in the Western experience. This 3 year project, funded by the US Dept. of Education for the Education of Native Hawaiians, offers a curriculum that teaches science through (rather than just about) Native Hawaiian culture. The curriculum focuses on the interdependence of natural resources in our ahupuaa, or watersheds, and helps students strengthen their sense of place and self to malama i ka aina, to care for the land. Further, the curriculum is designed to: engage students in scientific study with relevant, interesting content and activities; improve student achievement of state department of education standards; increase student knowledge and skills in science, math and language arts; respond to the learning needs of Native Hawaiian and/or at-risk students. The project will be presented by a curriculum writer who created and adapted more than a year's worth of materials by teaming with kupuna (respected elders), local cultural experts and role models, educators (new, veteran, Hawaiian, non-Hawaiian, mainland, general and special education teachers), and professionals at the Center on Disability Studies at the University of Hawaii and ALU LIKE, Inc, a non-profit organization to assist Native Hawaiians. The materials created thus far are available for viewing at: www.scihi.hawaii.edu The curriculum, designed for grades 8-11 science classes, can be used to teach a year-long course, a unit, or single lesson related to astronomy, biology, botany, chemistry, geology, oceanography, physical and environmental sciences. This project is in its final year of field testing, polishing and dissemination, and therefore this session will encourage idea sharing, as does our copyright free Web site.

  16. Developing Culturally Competent Health Knowledge: Issues of Data Analysis of Cross-Cultural, Cross-Language Qualitative Research

    OpenAIRE

    Jenny Hsin-Chun Tsai; John H. Choe; Jeanette Mu Chen Lim; Elizabeth Acorda; Nadine L. Chan; Vicky Taylor; Shin-Ping Tu

    2004-01-01

    There is a growing awareness and interest in the development of culturally competent health knowledge. Drawing on experience using a qualitative approach to elicit information from Mandarin- or Cantonese-speaking participants for a colorectal cancer prevention study, the authors describe lessons learned through the analysis process. These lessons include benefits and drawbacks of the use of coders from the studied culture group, challenges posed by using translated data for analysis, and suit...

  17. Cultural competency assessment tool for hospitals: evaluating hospitals' adherence to the culturally and linguistically appropriate services standards.

    Science.gov (United States)

    Weech-Maldonado, Robert; Dreachslin, Janice L; Brown, Julie; Pradhan, Rohit; Rubin, Kelly L; Schiller, Cameron; Hays, Ron D

    2012-01-01

    The U.S. national standards for culturally and linguistically appropriate services (CLAS) in health care provide guidelines on policies and practices aimed at developing culturally competent systems of care. The Cultural Competency Assessment Tool for Hospitals (CCATH) was developed as an organizational tool to assess adherence to the CLAS standards. First, we describe the development of the CCATH and estimate the reliability and validity of the CCATH measures. Second, we discuss the managerial implications of the CCATH as an organizational tool to assess cultural competency. We pilot tested an initial draft of the CCATH, revised it based on a focus group and cognitive interviews, and then administered it in a field test with a sample of California hospitals. The reliability and validity of the CCATH were evaluated using factor analysis, analysis of variance, and Cronbach's alphas. Exploratory and confirmatory factor analyses identified 12 CCATH composites: leadership and strategic planning, data collection on inpatient population, data collection on service area, performance management systems and quality improvement, human resources practices, diversity training, community representation, availability of interpreter services, interpreter services policies, quality of interpreter services, translation of written materials, and clinical cultural competency practices. All the CCATH scales had internal consistency reliability of .65 or above, and the reliability was .70 or above for 9 of the 12 scales. Analysis of variance results showed that not-for-profit hospitals have higher CCATH scores than for-profit hospitals in five CCATH scales and higher CCATH scores than government hospitals in two CCATH scales. The CCATH showed adequate psychometric properties. Managers and policy makers can use the CCATH as a tool to evaluate hospital performance in cultural competency and identify and target improvements in hospital policies and practices that undergird the provision

  18. Culture Matters in Successful Curriculum Change: An International Study of the Influence of National and Organizational Culture Tested With Multilevel Structural Equation Modeling

    NARCIS (Netherlands)

    Jippes, M.; Driessen, E.W.; Broers, N.J.; Majoor, G.D.; Gijselaers, W.H.; Vleuten, C.P.M. van der

    2015-01-01

    PURPOSE: National culture has been shown to play a role in curriculum change in medical schools, and business literature has described a similar influence of organizational culture on change processes in organizations. This study investigated the impact of both national and organizational culture on

  19. Development and Psychometric Evaluation of an Instrument to Assess Cross-Cultural Competence of Healthcare Professionals (CCCHP).

    Science.gov (United States)

    Bernhard, Gerda; Knibbe, Ronald A; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike

    2015-01-01

    Cultural competence of healthcare professionals (HCPs) is recognized as a strategy to reduce cultural disparities in healthcare. However, standardised, valid and reliable instruments to assess HCPs' cultural competence are notably lacking. The present study aims to 1) identify the core components of cultural competence from a healthcare perspective, 2) to develop a self-report instrument to assess cultural competence of HCPs and 3) to evaluate the psychometric properties of the new instrument. The conceptual model and initial item pool, which were applied to the cross-cultural competence instrument for the healthcare profession (CCCHP), were derived from an expert survey (n = 23), interviews with HCPs (n = 12), and a broad narrative review on assessment instruments and conceptual models of cultural competence. The item pool was reduced systematically, which resulted in a 59-item instrument. A sample of 336 psychologists, in advanced psychotherapeutic training, and 409 medical students participated, in order to evaluate the construct validity and reliability of the CCCHP. Construct validity was supported by principal component analysis, which led to a 32-item six-component solution with 50% of the total variance explained. The different dimensions of HCPs' cultural competence are: Cross-Cultural Motivation/Curiosity, Cross-Cultural Attitudes, Cross-Cultural Skills, Cross-Cultural Knowledge/Awareness and Cross-Cultural Emotions/Empathy. For the total instrument, the internal consistency reliability was .87 and the dimension's Cronbach's α ranged from .54 to .84. The discriminating power of the CCCHP was indicated by statistically significant mean differences in CCCHP subscale scores between predefined groups. The 32-item CCCHP exhibits acceptable psychometric properties, particularly content and construct validity to examine HCPs' cultural competence. The CCCHP with its five dimensions offers a comprehensive assessment of HCPs' cultural competence, and has the

  20. Talking Culture: Intercultural Competence in a Corporate Context

    DEFF Research Database (Denmark)

    Holmgreen, Lise-Lotte

    provides insight into the way practitioners in an international software company construct their experiences with culture and intercultural encounters in the workplace. On the basis of the discursive analysis of ten semi-structured interviews, the presentation details how practitioners make sense...... of their work experiences through the adoption of different approaches, ranging from what may be termed a ‘functionalist’ approach that constructs culture as a relatively fixed, homogeneous entity which can be ‘managed’ or ‘overcome’, to an approach based on situational adaptation and diversity. In doing so...... – An Advanced Resource Book. London: Routledge Trompenaars, Fons and Charles Hampden-Turner. 1997. Riding the Waves of Culture: Understanding Diversity in Global Business. London: Nicholas Brealey...

  1. Criteria, indicators and levels of formed professional functional competences of future teachers of physical culture

    Directory of Open Access Journals (Sweden)

    Samsutina N.M.

    2012-09-01

    Full Text Available It is shown the structural components of the functional competence of professional teachers of physical education: motivational, cognitive and action-practical. We used the following methods of scientific knowledge, as the analysis of psychological, educational and methodological literature, synthesis, comparison, generalization, specification, classification, ordering Criteria and levels of occupational functional competence of future teachers of physical education. It is determined that the high level of professional formation of the functional competence of future teachers of physical culture is characterized by the motivation to perform professional functions of a teacher of physical culture, fundamental knowledge required to perform professional functions of a teacher of physical culture, a high level of general physical fitness, pronounced specific motor abilities and skills.

  2. Antenatal services for Aboriginal women: the relevance of cultural competence.

    Science.gov (United States)

    Reibel, Tracy; Walker, Roz

    2010-01-01

    Due to persistent significantly poorer Aboriginal perinatal outcomes, the Women's and Newborns' Health Network, Western Australian Department of Health, required a comprehensive appraisal of antenatal services available to Aboriginal women as a starting point for future service delivery modelling. A services audit was conducted to ascertain the usage frequency and characteristics of antenatal services used by Aboriginal women in Western Australia (WA). Telephone interviews were undertaken with eligible antenatal services utilising a purpose specific service audit tool comprising questions in five categories: 1) general characteristics; 2) risk assessment; 3) treatment, risk reduction and education; 4) access; and 5) quality of care. Data were analysed according to routine antenatal care (e.g. risk assessment, treatment and risk reduction), service status (Aboriginal specific or non-specific) and application of cultural responsiveness. Significant gaps in appropriate antenatal services for Aboriginal women in metropolitan, rural and remote regions in WA were evident. Approximately 75% of antenatal services used by Aboriginal women have not achieved a model of service delivery consistent with the principles of culturally responsive care, with few services incorporating Aboriginal specific antenatal protocols/programme, maintaining access or employing Aboriginal Health Workers (AHWs). Of 42 audited services, 18 Aboriginal specific and 24 general antenatal services reported utilisation by Aboriginal women. Of these, nine were identified as providing culturally responsive service delivery, incorporating key indicators of cultural security combined with highly consistent delivery of routine antenatal care. One service was located in the metropolitan area and eight in rural or remote locations. The audit of antenatal services in WA represents a significant step towards a detailed understanding of which services are most highly utilised and their defining characteristics

  3. Leading and Managing the Competence-Based Curriculum: Conscripts, Volunteers and Champions at Work within the Departmentalised Environment of the Secondary School

    Science.gov (United States)

    Downey, Christopher; Byrne, Jenny; Souza, Ana

    2013-01-01

    This article presents a sub-set of findings from a research project describing the experience of four case study schools which have implemented a competence-based curriculum (CBC) for students in their first year of secondary education. Secondary schools are highly departmentalised environments with organisational structures based primarily around…

  4. Understanding cultural competence in a multicultural nursing workforce: registered nurses' experience in Saudi Arabia.

    Science.gov (United States)

    Almutairi, Adel F; McCarthy, Alexandra; Gardner, Glenn E

    2015-01-01

    In Saudi Arabia, the health system is mainly staffed by expatriate nurses from different cultural and linguistic backgrounds. Given the potential risks this situation poses for patient care, it is important to understand how cultural diversity can be effectively managed in this multicultural environment. The purpose of this study was to explore notions of cultural competence with non-Saudi Arabian nurses working in a major hospital in Saudi Arabia. Face-to-face, audio-recorded, semistructured interviews were conducted with 24 non-Saudi Arabian nurses. Deductive data collection and analysis were undertaken drawing on Campinha-Bacote's cultural competence model. The data that could not be explained by this model were coded and analyzed inductively. Nurses within this culturally diverse environment struggled with the notion of cultural competence in terms of each other's cultural expectations and those of the dominant Saudi culture. The study also addressed the limitations of Campinha-Bacote's model, which did not account for all of the nurses' experiences. Subsequent inductive analysis yielded important themes that more fully explained the nurses' experiences in this environment. The findings can inform policy, professional education, and practice in the multicultural Saudi setting. © The Author(s) 2014.

  5. Methods and Tools to Align Curriculum to the Skills and Competencies Needed by the Workforce - an Example from Geospatial Science and Technology

    Science.gov (United States)

    Johnson, A. B.

    2012-12-01

    Geospatial science and technology (GST) including geographic information systems, remote sensing, global positioning systems and mobile applications, are valuable tools for geoscientists and students learning to become geoscientists. GST allows the user to analyze data spatially and temporarily and then visualize the data and outcomes in multiple formats (digital, web and paper). GST has evolved rapidly and it has been difficult to create effective curriculum as few guidelines existed to help educators. In 2010, the US Department of Labor (DoL), in collaboration with the National Geospatial Center of Excellence (GeoTech Center), a National Science Foundation supported grant, approved the Geospatial Technology Competency Mode (GTCM). The GTCM was developed and vetted with industry experts and provided the structure and example competencies needed across the industry. While the GTCM was helpful, a more detailed list of skills and competencies needed to be identified in order to build appropriate curriculum. The GeoTech Center carried out multiple DACUM events to identify the skills and competencies needed by entry-level workers. DACUM (Developing a Curriculum) is a job analysis process whereby expert workers are convened to describe what they do for a specific occupation. The outcomes from multiple DACUMs were combined into a MetaDACUM and reviewed by hundreds of GST professionals. This provided a list of more than 320 skills and competencies needed by the workforce. The GeoTech Center then held multiple workshops across the U.S. where more than 100 educators knowledgeable in teaching GST parsed the list into Model Courses and a Model Certificate Program. During this process, tools were developed that helped educators define which competency should be included in a specific course and the depth of instruction for that competency. This presentation will provide details about the process, methodology and tools used to create the Models and suggest how they can be used

  6. The Effect of Culture Methods and Serum Supplementation on Developmental Competence of Bovine Embryos Cultured In Vitro

    Science.gov (United States)

    The objective of this study was to compare the developmental competence of bovine in vitro fertilized embryos in three different culture methods; microdrop method (50 µl of medium under mineral oil in petri dishes) compared to tube methods (1 ml of medium in tubes) with or without oil overlay, and t...

  7. Behavioral competence as a positive youth development construct: conceptual bases and implications for curriculum development.

    Science.gov (United States)

    Ma, Hing Keung

    2006-01-01

    Behavioral competence refers to the ability to use non-verbal and verbal strategies to perform socially acceptable and normative behavior in social interactions. The main objective is to teach our children to be courteous, graceful, and fair so that they behave with respect and responsibility in social interactions with others. The importance of behavioral competence is discussed and it is emphasized that the competence to behave or act effectively must be based on a positive or prosocial motivation or disposition. The behavioral program units cover the following three types of behaviors: applause, criticism, and apology. The general goal is to foster the development of socially acceptable character, manner, and normative behavior. This paper is part of the development of the positive youth development program in Hong Kong.

  8. Model of Supervision Based on Primary School Teacher Professional Competency in Tematic Learning in Curriculum 2013

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    Meilani Hartono

    2017-08-01

    Full Text Available This study aims to find the Supervision Model Based on Primary Teacher Professional Competence which effective on integrated learning. This study use research and development with qualitative approach which will be carried out in the Palmerah, West Jakarta. The techniques used to collect data are interviews, questionnaires, observation and documentation. Data v alidity is tested with credibility, transferability, dependability, and comfortability. The model developed will be validated using the Delphi technique. The result of this research is the discovery of the model and device-based supervision model of professional competence of primary teachers in integrated learning. The long-term goal of this research is to improve the teachers’ competence and the supervision quality for primary teachers in integrated learning

  9. Risk communication as a core public health competence in infectious disease management: Development of the ECDC training curriculum and programme.

    Science.gov (United States)

    Dickmann, Petra; Abraham, Thomas; Sarkar, Satyajit; Wysocki, Piotr; Cecconi, Sabrina; Apfel, Franklin; Nurm, Ülla-Karin

    2016-01-01

    Risk communication has been identified as a core competence for guiding public health responses to infectious disease threats. The International Health Regulations (2005) call for all countries to build capacity and a comprehensive understanding of health risks before a public health emergency to allow systematic and coherent communication, response and management. Research studies indicate that while outbreak and crisis communication concepts and tools have long been on the agenda of public health officials, there is still a need to clarify and integrate risk communication concepts into more standardised practices and improve risk communication and health, particularly among disadvantaged populations. To address these challenges, the European Centre for Disease Prevention and Control (ECDC) convened a group of risk communication experts to review and integrate existing approaches and emerging concepts in the development of a training curriculum. This curriculum articulates a new approach in risk communication moving beyond information conveyance to knowledge- and relationship-building. In a pilot training this approach was reflected both in the topics addressed and in the methods applied. This article introduces the new conceptual approach to risk communication capacity building that emerged from this process, presents the pilot training approach developed, and shares the results of the course evaluation.

  10. Examination of motor skill competency in students: evidence-based physical education curriculum

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    Weiyun Chen

    2017-02-01

    Full Text Available Abstract Background Researchers found that children with a competent level of motor skill performance are more likely to be physically active. This study examined how well K-1 students demonstrated motor skill competency in relation to Physical Education Content Standard 1. Methods Participants were K-1 grade students (N = 1,223-1,588; boys = 568–857; girls = 526–695; Mean age = 5.5 yrs old who were enrolled in nine elementary schools. The K-1 students’ motor skill competency in running, weight transferring, hand dribbling, and underhand catching skills was assessed using four PE Metrics skill assessment rubrics in the intervention year 1 and year 2, respectively. Data were analyzed by means of descriptive statistics and independent sample t-tests. Results The students in the intervention year 1 and year 2 cohorts performed at the Competent Level or higher in the four skill assessments. The prevalence of the students’ demonstration of skill competency across the four skills was high in the two intervention years. The intervention year 2 cohort scored significantly higher than the intervention year 1 cohort in the four skill assessments. The boys significantly outperformed than the girls in the two manipulative skills in the intervention year 1 and in the two manipulative skills and the weight transferring skill in the intervention year 2. No gender differences in the running skill in either year were found. Conclusions The evidence-based CATCH PE play a critical role in developing and building K-1 students’ ability to demonstrate motor skill competency in four fundamental skills. Trial registration ClinicalTrials.gov ID: NCT03015337 , registered date: 1/09/2017, as "retrospectively registered".

  11. Curriculum reform for residency training: competence, change, and opportunities for leadership.

    Science.gov (United States)

    Fraser, Amy B; Stodel, Emma J; Chaput, Alan J

    2016-07-01

    Certain pressures stemming from within the medical community and from society in general, such as the need for increased accountability in resident training and restricted resident duty hours, have prompted a re-examination of methods for training physicians. Leaders in medical education in North America and around the world champion competency-based medical education (CBME) as a solution. The Department of Anesthesiology at the University of Ottawa launched Canada's first CBME program for anesthesiology residents on July 1, 2015. In this paper, we discuss the opportunities and challenges associated with CBME and delineate the elements of the new CBME program at the University of Ottawa. Review of the current literature. Competency-based medical education addresses some of the challenges associated with physician training, such as ensuring that specialists are competent in all key areas and reducing training costs. In principle, competency-based medical education can better meet the needs of patients, providers, and other stakeholders in the healthcare system, but its success will depend on support from all involved. As CBME is implemented, anesthesiologists have the opportunity to become leaders in innovation and medical education. The University of Ottawa has implemented a CBME program with a twofold purpose, namely, to focus learning opportunities on the development of the specific competencies required of practicing anesthesiologists and to test the effectiveness of a reduction in the length of training. Canadian anesthesia residency programs will soon transition to CBME in order to promote better transparency, accountability, fairness, fiscal responsibility, and patient safety. Competency-based medical education offers significant potential advantages for healthcare stakeholders.

  12. Serving an Indigenous community: Exploring the cultural competence of medical students in a rural setting

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    Chin Hoong Wong

    2017-06-01

    Full Text Available Since 2013, medical students from the International Medical University (IMU in Malaysia have been providing primary healthcare services, under the supervision of faculty members, to the indigenous people living in Kampung Sebir. The project has allowed the students to learn experientially within a rural setting. This study aims to examine the cultural competence of IMU medical students through an examination of their perspective of the indigenous people who they serve and the role of this community service in their personal and professional development. Students who participated in the project were required to complete a questionnaire after each community engagement activity to help them reflect on the above areas. We analysed the responses of students from January to December 2015 using a thematic analysis approach to identify overarching themes in the students’ responses. Students had differing perceptions of culture and worldviews when compared to the indigenous people. However, they lacked the self-reflection skills necessary to understand how such differences can affect their relationship with the indigenous people. Because of this, the basis of their engagement with the indigenous community (as demonstrated by their views of community service is focused on their agenda of promoting health from a student’s perspective rather than connecting and building relationships first. Students also lacked the appreciation that building cultural competency is a continuous process. The results show that the medical students have a developing cultural competence. The project in Kampung Sebir is an experiential learning platform of great value to provide insights into and develop the cultural competency of participating students. This study also reflects on the project itself, and how the relationship with stakeholders, the competence and diversity of academic staff, and the support of the university can contribute toward training in cultural

  13. Improved learning in U.S. history and decision competence with decision-focused curriculum.

    Directory of Open Access Journals (Sweden)

    David Jacobson

    Full Text Available Decision making is rarely taught in high school, even though improved decision skills could benefit young people facing life-shaping decisions. While decision competence has been shown to correlate with better life outcomes, few interventions designed to improve decision skills have been evaluated with rigorous quantitative measures. A randomized study showed that integrating decision making into U.S. history instruction improved students' history knowledge and decision-making competence, compared to traditional history instruction. Thus, integrating decision training enhanced academic performance and improved an important, general life skill associated with improved life outcomes.

  14. Assessing the Development of Cross-Cultural Competence in Soldiers

    Science.gov (United States)

    2010-11-01

    Klein, 1997). Specifically, Cognitive Task Analysis protocols were used in interviews with both subject matter experts and potential end user...populations. Critical incidents elicited were enhanced via Critical Decision Method and Knowledge Audit protocols (Klein, Calderwood & MacGregor, 1989...Total inability to assess cultural encounters *Willing to interact with counterparts *Very slow to “pick up on etiquette issues” *Need

  15. Culturally Competent Counseling for Religious and Spiritual African American Adolescents

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    Moore-Thomas, Cheryl; Day-Vines, Norma L.

    2008-01-01

    Religion and spirituality are deeply rooted in traditional African American culture. Data suggest that African American adolescents maintain higher baseline rates of religious activities and beliefs than their peers (Bachman, Johnston, & O'Malley, 2005; Smith, Faris, Denton, & Regnerus, 2003). Recognizing these data, this article examines…

  16. Framework for Culturally Competent Decisionmaking in Child Welfare.

    Science.gov (United States)

    Cohen, Elena P.

    2003-01-01

    Provides a framework for understanding the cultural, social, political, and economic factors that affect decision making when working with ethnically and racially diverse families in the child welfare system. Describes external factors affecting the decision- making process, including community environment, agency structure, and family…

  17. Gaining Competence in Communication and Culture through French Advertisements.

    Science.gov (United States)

    Doering, E. Jane

    1993-01-01

    Printed advertisements from magazines and billboards, stored on slides, are recommended as fertile sources of cultural information for French language instruction. They create a simultaneous visual impact on all students, are easily stored and used, can be kept current, and promote communicative activities in the classroom. (11 references) (MSE)

  18. Creating Cultural Competence: An Outreach Immersion Experience in Southern Africa

    Science.gov (United States)

    West-Olatunji, Cirecie; Goodman, Rachael D.; Mehta, Sejal; Templeton, Laura

    2011-01-01

    With disasters on the rise, counselors need to increase their cultural awareness, knowledge, and skills to work with affected communities. This study reports outcomes of a four-week immersion experience in southern Africa with six counselor-trainees. Data sources for this qualitative study were: daily journals and demographic forms. Outcomes…

  19. Cultural adaptation of preschool PATHS (Promoting Alternative Thinking Strategies) curriculum for Pakistani children.

    Science.gov (United States)

    Inam, Ayesha; Tariq, Pervaiz N; Zaman, Sahira

    2015-06-01

    Cultural adaptation of evidence-based programmes has gained importance primarily owing to its perceived impact on the established effectiveness of a programme. To date, many researchers have proposed different frameworks for systematic adaptation process. This article presents the cultural adaptation of preschool Promoting Alternative Thinking Strategies (PATHS) curriculum for Pakistani children using the heuristic framework of adaptation (Barrera & Castro, 2006). The study was completed in four steps: information gathering, preliminary adaptation design, preliminary adaptation test and adaptation refinement. Feedbacks on programme content suggested universality of the core programme components. Suggested changes were mostly surface structure: language, presentation of materials, conceptual equivalence of concepts, training needs of implementation staff and frequency of programme delivery. In-depth analysis was done to acquire cultural equivalence. Pilot testing of the outcome measures showed strong internal consistency. The results were further discussed with reference to similar work undertaken in other cultures. © 2014 International Union of Psychological Science.

  20. Organizational cultural competence in community health and social service organizations: how to conduct a self-assessment.

    Science.gov (United States)

    Olavarria, Marcela; Beaulac, Julie; Bélanger, Alexandre; Young, Marta; Aubry, Tim

    2009-01-01

    In an effort to address the significant socio-cultural changes in the population demographics of the United States (US) and Canada, organizations are increasingly seeking ways of improving their level of cultural competence. Evaluating organizational cultural competence is essential to address the needs of ethnic and cultural minorities. Yet, research related to organizational cultural competence is relatively new. The purpose of this paper is to review the extant literature with a specific focus on: (1) identifying the key standards that define culturally competent community health and social service organizations; and (2) outlining the core elements for evaluating cultural competence in a health and social service organization. Furthermore, issues related to choosing self-assessment tools and conducting an evaluation will be explored.

  1. Administrative Behaviors and Emotional and Social Competences of Higher Education Administrators: A Cross-Cultural Study

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    Osman Ferda BEYTEKİN

    2012-01-01

    Full Text Available In this study, higher education administrators, administrative behaviors; as educator, leader and manager, emotional competency; as self awareness and self management and social competency; as social awareness and social skills were compared according to two different cultures. The data was collected by inventories from 165 educators, and head of the departments Istanbul, and Helsinki Universities in 2008-2009 educational year. Elkins' administrative behaviors of higher education administrators inventory and Goleman's emotional and social competence inventory were conducted to test the differences. The manager behaviors of Istanbul University administrators are significantly higher than University of Helsinki administrators. The emotional competences of University of Helsinki administrators are significantly higher than the administrators of Istanbul University in the dimensions of self-awareness, self management, emotional selfcontrol, achievement orientation and positive outlook. The social competencies of University of Helsinki administrators are significantly higher than the administrators of Istanbul University in the dimensions of social awareness, empathy, and conflict management. On the other hand, the social competencies of Istanbul University administrators are significantly higher than the administrators of University of Helsinki in the dimensions of organizational awareness, coach and mentor, influence and teamwork. There is a significant positive relationship between the leadership behaviors and emotional and social competencies administrators in both Istanbul University and University of Helsinki. Significant differences are found between faculties and administrators about the administrative behaviors and emotional and social competences of administrators both at İstanbul University and University of Helsinki.

  2. Perceived Safety, Quality and Cultural Competency of Maternity Care for Culturally and Linguistically Diverse Women in Queensland.

    Science.gov (United States)

    Mander, Sarah; Miller, Yvette D

    2016-03-01

    Various policies, plans and initiatives have been implemented to provide safe, quality and culturally competent care to patients within Queensland's health care system. A series of models of maternity care are available in Queensland that range from standard public care to private midwifery care. The current study aimed to determine whether identifying as culturally or linguistically diverse (CALD) was associated with the perceived safety, quality and cultural competency of maternity care from a consumer perspective, and to identify specific needs and preferences of CALD maternity care consumers. Secondary analysis of data collected in the Having a Baby in Queensland Survey 2012 was used to compare the experiences of 655 CALD women to those of 4049 non-CALD women in Queensland, Australia, across three stages of maternity care: pregnancy, labour and birth, and after birth. After adjustment for model of maternity care received and socio-demographic characteristics, CALD women were significantly more likely than non-CALD women to experience suboptimal staff technical competence in pregnancy, overall perceived safety in pregnancy and labour/birth, and interpersonal sensitivity in pregnancy and labour/birth. Approximately 50 % of CALD women did not have the choice to use a translator or interpreter, or the gender of their care provider, during labour and birth. Thirteen themes of preferences and needs of CALD maternity care consumers based on ethnicity, cultural beliefs, or traditions were identified; however, these were rarely met. Findings imply that CALD women in Queensland experience disadvantageous maternity care with regards to perceived staff technical competence, safety, and interpersonal sensitivity, and receive care that lacks cultural competence. Improved access to support persons, continuity and choice of carer, and staff availability and training is recommended.

  3. Developing graduate student competency in providing culturally sensitive end of life care in critical care environments - a pilot study of a teaching innovation.

    Science.gov (United States)

    Northam, Holly L; Hercelinskyj, Gylo; Grealish, Laurie; Mak, Anita S

    2015-11-01

    Australia's immigration policy has generated a rich diverse cultural community of staff and patients in critical care environments. Many different cultural perspectives inform individual actions in the context of critical care, including the highly sensitive area of end of life care, with nurses feeling poorly prepared to provide culturally sensitive end of life care. This article describes and evaluates the effectiveness of an educational innovation designed to develop graduate-level critical care nurses' capacity for effective interpersonal communication, as members of a multi-disciplinary team in providing culturally sensitive end-of-life care. A mixed method pilot study was conducted using a curriculum innovation intervention informed by The Excellence in Cultural Experiential Learning and Leadership Program (EXCELL),(1) which is a higher education intervention which was applied to develop the nurses' intercultural communication skills. 12 graduate nursing students studying critical care nursing participated in the study. 42% (n=5) of the participants were from an international background. Information about students' cultural learning was recorded before and after the intervention, using a cultural learning development scale. Student discussions of end of life care were recorded at Week 2 and 14 of the curriculum. The quantitative data was analysed using descriptive statistical analysis and qualitative data was thematically analysed. Students demonstrated an increase in cultural learning in a range of areas in the pre-post surveys including understandings of cultural diversity, interpersonal skills, cross cultural interactions and participating in multicultural groups. Thematic analysis of the end of life discussions revealed an increase in the levels of nurse confidence in approaching end of life care in critical care environments. The EXCELL program provides an effective and supportive educational framework to increase graduate nurses' cultural learning

  4. A Study of Competence in Mathematics and Mechanics in an Engineering Curriculum

    Science.gov (United States)

    Munns, Andrew

    2017-01-01

    Professional bodies expect engineers to show competence in both mathematics and engineering topics such as mechanics, using their abilities in both of these to solve problems. Yet within engineering programmes there is a phenomenon known as "The Mathematics Problem", with students not demonstrating understanding of the subject. This…

  5. Automotive Mechanic: Task List and Competency Record. Developed for Vocational-Technical Curriculum Articulation in Minnesota.

    Science.gov (United States)

    Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

    Intended for the vocational instructor, the booklet presents a task list and competency record for the occupational program of automotive mechanic. The list was developed by a working committee of auto mechanics instructors and industry representatives throughout the state of Minnesota for use in program articulation between secondary and…

  6. A Comprehensive Competence-Based Approach in Curriculum Development: Experiences from African and European Contexts

    Science.gov (United States)

    Parent, F.; Baulana, R.; Kahombo, G.; Coppieters, Y.; Garant, M.; De Ketele, J.-M.

    2011-01-01

    Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned. Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits…

  7. A Longitudinal, Experiential Quality Improvement Curriculum Meeting ACGME Competencies for Geriatrics Fellows: Lessons Learned

    Science.gov (United States)

    Callahan, Kathryn E.; Rogers, Matthew T.; Lovato, James F.; Fernandez, Helen M.

    2013-01-01

    Quality improvement (QI) initiatives are critical in the care of older adults who are more vulnerable to substandard care. QI education meets aspects of core Accreditation Council of Graduate Medical Education competencies and prepares learners for the rising focus on performance measurement in health care. The authors developed, implemented, and…

  8. Cultural competence and perceptions of community health workers' effectiveness for reducing health care disparities.

    Science.gov (United States)

    Mobula, Linda M; Okoye, Mekam T; Boulware, L Ebony; Carson, Kathryn A; Marsteller, Jill A; Cooper, Lisa A

    2015-01-01

    Community health worker (CHW) interventions improve health outcomes of patients from underserved communities, but health professionals' perceptions of their effectiveness may impede integration of CHWs into health care delivery systems. Whether health professionals' attitudes and skills, such as those related to cultural competence, influence perceptions of CHWs, is unknown. A questionnaire was administered to providers and clinical staff from 6 primary care practices in Maryland from April to December 2011. We quantified the associations of self-reported cultural competence and preparedness with attitudes toward the effectiveness of CHWs using logistic regression adjusting for respondent age, race, gender, provider/staff status, and years at the practice. We contacted 200 providers and staff, and 119 (60%) participated. Those reporting more cultural motivation had higher odds of perceiving CHWs as helpful for reducing health care disparities (odds ratio [OR] = 9.66, 95% confidence interval [CI] = 3.48-28.80). Those reporting more frequent culturally competent behaviors also had higher odds of believing CHWs would help reduce health disparities (OR = 3.58, 95% CI = 1.61-7.92). Attitudes toward power and assimilation were not associated with perceptions of CHWs. Cultural preparedness was associated with perceived utility of CHWs in reducing health care disparities (OR = 2.33, 95% CI = 1.21-4.51). Providers and staff with greater cultural competence and preparedness have more positive expectations of CHW interventions to reduce healthcare disparities. Cultural competency training may complement the use of CHWs and support their effective integration into primary care clinics that are seeking to reduce disparities. © The Author(s) 2014.

  9. FORMATION OF STUDENTS’ FOREIGN LANGUAGE COMPETENCE IN THE INFORMATIONAL FIELD OF CROSS CULTURAL INTERACTION

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    Vitaly Vyacheslavovich Tomin

    2015-09-01

    Full Text Available Knowledge of foreign languages is becoming an integral feature of competitive persona-lity, ability to engage in cross-cultural communication and productive cross-cultural inte-raction, characterized by an adequate degree of tolerance and multi-ethnic competence, the ability for cross-cultural adaptation, critical thinking and creativity. However, the concept of foreign language competence has so far no clear, unambiguous definitions, thereby indicating the complexity and diversity of the phenomenon, which is an integrative, practice-oriented outcome of the wish and ability for intercultural communication. There have been mentioned a variety of requirements, conditions, principles, objectives, means and forms of foreign language competence forming, among which special attention is paid to non-traditional forms of practical training and information field in a cross-cultural interaction. There have been explained the feasibility of their application, which allows solving a complex of series of educational and teaching tasks more efficiently. There have been clarified the term «information field» in cross-cultural interaction, which is a cross-section of internally inherent in every individual «sections» of knowledge, skills, and experience, arising in certain given educational frameworks and forming a communication channel. The resultative indicators of the formation of foreign language competence and ways to improve its effectiveness are presented.

  10. Linking Cultural Competence to Functional Life Outcomes in Mental Health Care Settings.

    Science.gov (United States)

    Michalopoulou, Georgia; Falzarano, Pamela; Butkus, Michael; Zeman, Lori; Vershave, Judy; Arfken, Cynthia

    2014-01-01

    Minorities in the United States have well-documented health disparities. Cultural barriers and biases by health care providers may contribute to lower quality of services which may contribute to these disparities. However, evidence linking cultural competency and health outcomes is lacking. This study, part of an ongoing quality improvement effort, tested the mediation hypothesis that patients' perception of provider cultural competency indirectly influences patients' health outcomes through process of care. Data were from patient satisfaction surveys collected in seven mental health clinics (n=94 minority patients). Consistent with our hypothesis, patients' perception of clinicians' cultural competency was indirectly associated with patients' self-reported improvements in social interactions, improvements in performance at work or school, and improvements in managing life problems through the patients' experience of respect, trust, and communication with the clinician. These findings indicate that process of care characteristics during the clinical encounter influence patients' perceptions of clinicians' cultural competency and affect functional outcomes. © 2013 National Medical Association. Published by Elsevier Inc. All rights reserved.

  11. [Cultural Competence in Intervention with Immigrants: A Comparative Analysis Between Health Professionals, Social Workers and Police Officers].

    Science.gov (United States)

    Gonçalves, Mariana; Matos, Marlene

    2016-10-01

    Cultural diversity places increased demands on services to multicultural populations, so the development of cultural competence by help professionals is currently a concern in institutional practices. This study evaluated the perception of cultural competence of help professional of three distinct areas: health services, social services and criminal police. Through an online questionnaire, we questioned the perception of cultural competence, at four dimensions: cultural awareness, cultural knowledge, technical skills, and organizational support. There were 610 participants, mostly female (58%), with a mean age of 39.74 years, developing activity in the social area (37%), health (33%) or the police (30%). The professionals showed, in general, a positive perception of their cultural competence. Those who had formative experiences on the subject and had more time service, perceived themselves, significantly, as more culturally competent. Significant differences were found between professionals from different areas: health professionals were more effective in terms of technical skills, the social workers at the level of cultural knowledge and polices at the level of cultural awareness. Health professionals were the ones that showed a lower perception at the level of organizational support. Despite the positive perception that technicians have about their awareness and knowledge of the values, norms and customs of immigrant communities, they realize technical aptitude as less positive, showing difficulty in practical application of their knowledge. Cultural competence has implications for good professional practice in serving multicultural populations, being urgent to invest in the development of culturally competent interventions to ensure more effective services, namely in hospitals and health centres.

  12. Integrating Prevention of Mother to Child HIV Transmission competencies into the nursing curriculum: Methodological lessons from a university-based undergraduate programme.

    Science.gov (United States)

    Mbombo, Nomafrench; Bimerew, Million

    2012-11-14

    South Africa (SA) has the highest number of women infected with HIV and AIDS during pregnancy, which results in more than 70 000 infected babies being born each year AIDS is the major contributor to maternal and child morbidities and mortalities in the country. To combat this, the SA government has developed a national policy to prevent mother-to-child HIV transmission (PMTCT). However, for effective implementation of this policy, there is a dire need for a competent, skilled health worker to render the service. In response to this, the School of Nursing at the University of the Western Cape has integrated PMTCT competencies into the undergraduate Bachelor of Nursing Science curriculum. In this paper, we described teaching and learning approaches used to integrate PMTCT competencies, including the skills laboratory methodology and case-based learning, as well as a portfolio of evidence assessment tool. A quantitative descriptive design was used to analyse data collected from students in regard to assessment of PMTCT competencies achieved. The study used the conceptual framework of Lenburg's competency outcomes and performance assessment model, which focuses on competency development and assessment in a clinical environment. HIV competencies, including PMTCT, should be integrated both theoretically and at service delivery into other nursing and midwifery competencies, including assessment strategies. Provincial policies in provision of antiretrovirals by nurses and midwives become barriers to successful implementation of PMTCT, resulting in limited learning opportunities for students to practice PMTCT competencies. Further research is required to assess an attribute, affect, which is another prong for competencies.

  13. Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

    Science.gov (United States)

    Clarke, H. David; Horton, Jonathan L.

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors’ courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers’ field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students’ knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules’ assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. PMID:25185223

  14. Migrating a professional field of study in a multi-institutional partnership: facilitators’ experience in the competence-based curriculum development process

    Directory of Open Access Journals (Sweden)

    Proscovia Namubiru Ssentamu

    2014-07-01

    Full Text Available With the urge to Africanise the curriculum following colonisation, many African countries are still wary of the educational initiatives from the developed countries. However, with the clear curriculum design and development guidelines provided by various national Quality Assurance bodies, African countries need not fear migrating curricula from developed countries. Drawing from the workshop experiences, authors of this paper illustrate the steps involved in migrating, contextualising and adapting a professional field of study in a multi-institutional partnership, with particular focus on the competence-based curriculum design and development process. The process of migrating higher education (HE Administration, Leadership and Management curriculum taught at the University of Tampere (Finland to a Postgraduate Diploma in Higher Education Leadership and Management (PGDHELM curriculum at Uganda Management Institute (UMI in partnership with the Makerere University and the University of Helsinki involved undertaking a needs assessment, training of trainers and adapting the programme to the UMI context. The training of trainers provided opportunity for the trainees to reflect and generate information on the status of HE leadership and management in Uganda. The curriculum was institutionalised by aligning it to the vision, mission and profile of UMI in the context of the existing internal and external Quality Assurance frameworks. This paper underscores the importance of involving stakeholders, taking into account national and institutional requirements in all the steps when migrating an academic curriculum.

  15. Investigación cualitativa en enfermería y competencia cultural Qualitative Nursing Research and Cultural Competence

    Directory of Open Access Journals (Sweden)

    Manuel Lillo Crespo

    2004-06-01

    Full Text Available La Competencia cultural como conocimiento aplicado a la Enfermería será uno de los temas de investigación mas significativos para las próximas décadas y el desarrollo de sus teorías y modelos representa el camino de progreso hacia la consecución de unos cuidados de calidad. El objetivo principal de este trabajo es mostrar las características del equipo de investigación en Enfermería a la hora de profundizar en el terreno de los cuidados, siempre desde la perspectiva de la Competencia cultural y obviamente mediante una metodología de investigación cualitativa. En el desarrollo del trabajo se define el área estudiada así como los componentes de la Competencia cultural aplicada a la investigación que son tres: el conocimiento cultural, la sensibilidad cultural y la colaboración cultural. Es a partir del desarrollo de estos tres puntos cuando podemos llegar a entender el papel del equipo investigador dentro de la metodología cualitativa aplicada a los cuidados de Enfermería, siempre teniendo como referencia la calidad en cuanto a la relación que se establezca entre el investigador y el individuo. Resulta necesario concluir afirmando que siempre que se de un relación de calidad habrá una posibilidad de llevar a cabo un investigación cualitativa de calidad que genere conocimiento enfermero.Cultural competence as a Nursing applied knowledge will be one of the most significant research areas for the next decades. Development of theories and models in Cultural competence shows a way of progress towards quality in cares. The aim of this article is to show the Nursing research team characteristics when going deepper into the Care research area from the view of Cultural competence and Qualitative research. This study gives a concept of Cultural competence as well as its three components such as: cultual knowledge, cultual sensitivity and cultural collaboration. These components help us to understand the role of the research team inside

  16. Cultural Diversity of Interpersonal Communication Competence: A Study of Puerto Rico Managers

    Directory of Open Access Journals (Sweden)

    Bobby C. Vaught

    1998-08-01

    Full Text Available Most research and theories of interpersonal communication reflect mainstream U.S. culture. In an attempt to better understand the communication practices of Spanish-speaking cultures, an exploratory study of interpersonal communication was conducted involving Puerto Rican managers. The Index of Interpersonal Communication Competence (IICC was translated into Spanish and administered in two large international pharmaceutical companies in Puerto Rico. The results of the study are discussed in terms of implications for communication theory and applied communication research.

  17. The coming revolution in competence development: using serious games to improve cross-cultural skills

    OpenAIRE

    Andersen, Bjorn; Fradinho, Manuel; Lefrere, Paul; Niitamo, Veli-Pekka

    2009-01-01

    Approaches to competence development have tended to focus on training to reach a required level of performance in simple and reproducible contexts, rather than in the more complex and hard-to-replicate contexts that characterize real-world projects, especially projects that involve people from other cultures. This paper explores how the Serious Games approach can be exploited to create skills in dealing with cross-cultural issues in project management. The degree of difference this can make t...

  18. A Developmental Model of Cross-Cultural Competence at the Tactical Level

    Science.gov (United States)

    2010-11-01

    Army. (2009). Army Culture and Foreign Language Strategy. Dunne, J. P. (2009). Maslow is non-deployable: Modifying Maslow’s hierarchy for contemporary...be destroyed when it is no longer needed . Please do not return it to the U.S. Army Research Institute for the Behavioral and Social Sciences. NOTE...efforts are addressing the need for general cross-cultural competence (3C). To support these efforts, this research aimed to identify the critical

  19. A System Approach to Navy Medical Education and Training. Appendix 44. Competency Curriculum for Dental Assistant.

    Science.gov (United States)

    1974-08-31

    Apply medication/treat carious lesion g. Irrigate pericoroniti3 h. Drain periodontal abscess i. Apply temporary sedative crown to fractured tooth J...TASKS a. Educate patients regarding relationship of plaque, caries, periodontal disease and oral health b. Instruct patient in use of plaque...microorganisms, caries Causes and effects of periodontal disease 35 I| Competency: DENTAL ASSISTANT (DA) Unit: Preventive Dentistry ( MODULE 3: ORAL

  20. Identification of Transversal Competences for Curriculum Reform: The Case of Multiculturalism

    Directory of Open Access Journals (Sweden)

    Diani María Víquez-Moreno

    2015-05-01

    Full Text Available This scientific research article presents the results of a research conducted in the field of generic competencies –a new subject driven by the UNESCO in recent years as a way to change the inefficient performance of education systems. It covers the general theory on the subject, but deepens into the Competence to Interact in Multicultural Environments. The aim was to identify a set of qualities that distinguish those people who are skillful at interacting in multicultural environments from those people who are not so skillful. The mixed methods strategy was used –first, with an equitable, sequential and qualitative status and, then, with a quantitative one. The sample included six experts and fifty-two college students who participated in a case study with a semi-structured interview –for the first group; and the implementation of a self-report instrument –for the second group. For the analysis of qualitative data, the process included reduction, display and verification of data. The quantitative phase included three statistical analyses: descriptive, psychometric and relational. The main results are the creation of a profile that allowed promoting educational activities for developing key competencies, and the identification of a methodology suitable for this purpose – beginners’ theory and experts. The most important conclusion is the need to have the current educational systems make curricular changes that build skilled human resources for knowledge society, as well as specific ideas about the development process of the competency, the performance areas, motivations, and the variety of strategies to develop it.

  1. Impact of nurses' cross-cultural competence on nursing intellectual capital from a social cognitive theory perspective.

    Science.gov (United States)

    Lin, Hsien-Cheng

    2016-05-01

    To understand the relationships among certain key factors such as organizational climate, self-efficacy and outcome expectation on registered nurses, with regard to the development of registered nurses' cross-cultural competence. The focus is specifically on the use of a social cognitive framework for nurses for providing intercultural nursing care to international patients. This study also aims to examine the relationship between nurses' cross-cultural competence and nursing intellectual capital. Given the influence of globalization on healthcare services, healthcare providers need to have enough cross-cultural competence to effectively care for patients from different cultures. Thus, the development of cross-cultural competence in nursing care has become an important issue. A quantitative method and a cross-sectional design were employed in this study. Data were collected from 309 RN working in 16 healthcare institutions in Taiwan from May to August 2013. Structural equation modelling, in combination with the smart partial least squares method, was used to measure the relationships in the research model. The results show that outcome expectation has a stronger impact on nurses' cross-cultural competence than self-efficacy. In addition, it was found that the cross-cultural competence of nurses has a positive impact on nursing intellectual capital. Nursing supervisors should promote a higher level of outcome expectation on nurses to enhance the improvement of their cross-cultural competence. Raising the cross-cultural competence of nurses will aid in the accumulation of nursing intellectual capital. © 2016 John Wiley & Sons Ltd.

  2. Perceived competency towards preventive dentistry among dental graduates: the need for curriculum change.

    Science.gov (United States)

    Arheiam, Arheiam; Bankia, Ibtesam; Ingafou, Mohamed

    2015-01-01

    A previous study has shown that dental practitioners in Benghazi believed that the less prevention-oriented education system is one of the barriers to applying preventive dentistry. To assess attitudes and perceived competence of the dental graduates in Benghazi towards prevention and early management of dental caries. A cross-sectional, questionnaire-based survey was conducted among internship students attending the Department of Community and Preventive Dentistry in Faculty of Dentistry, Benghazi, Libya. The participants were asked to provide demographic information, to respond to statements about their attitudes towards preventive dentistry, and to answer questions regarding their perceived competence in applying preventive dentistry procedures. Data from 108 Libyan dental graduates were analysed for this study, of which 64% of them were females and 42.1% of them passed their final year with grade: acceptable. The most acknowledged aspects of preventive dentistry were being useful and essential to the community (95.4 and 90.8%, respectively). The percentage of participants expressing a proficiency in providing oral hygiene instructions was the highest (95.4%). There were differences between study subgroups in their perceived competence of preventive dental practices by gender and academic performance (p≤0.05). This study highlighted that the currently implemented undergraduate education programme in Benghazi dental school does not provide dentists with the required attitude and skills to fulfil their role in providing preventive-oriented health services.

  3. A study of competence in mathematics and mechanics in an engineering curriculum

    Science.gov (United States)

    Munns, Andrew

    2017-11-01

    Professional bodies expect engineers to show competence in both mathematics and engineering topics such as mechanics, using their abilities in both of these to solve problems. Yet within engineering programmes there is a phenomenon known as 'The Mathematics Problem', with students not demonstrating understanding of the subject. This paper will suggest that students are constructing different concept images in engineering and mathematics, based on their perception of either the use or exchange-value for the topics. Using a mixed methods approach, the paper compares 10 different types of concept image constructed by students, which suggests that familiar procedural images are preferred in mathematics. In contrast strategic and conceptual images develop for mechanics throughout the years of the programme, implying that different forms of competence are being constructed by students between the two subjects. The paper argues that this difference is attributed to the perceived use-value of mechanics in the career of the engineer, compared to the exchange-value associated with mathematics. Questions are raised about the relevance of current definitions of competence given that some routine mathematical operations previously performed by engineers are now being replaced by technology, in the new world of work.

  4. Therapist Multicultural Competence, Asian American Participants' Cultural Values, and Counseling Process.

    Science.gov (United States)

    Wang, Shihwe; Kim, Bryan S K

    2010-10-01

    Asian Americans drop out of mental health treatment at a high rate. This problem could be addressed by enhancing therapists' multicultural competence and by examining clients' cultural attitudes that may affect the counseling process. In the present study, we used a video analogue design with a sample of 113 Asian American college students to examine these possibilities. The result from a t test showed that the session containing therapist multicultural competencies received higher ratings than the session without therapist multicultural competence. In addition, correlational analyses showed that participant values acculturation was positively associated with participant ratings of counseling process, while the value of emotional self-control was negatively correlated. The results of a hierarchical multiple regression analysis did not support any interaction effects among the independent variables on counseling process. All of these findings could contribute to the field of multicultural competence research and have implications for therapist practices and training.

  5. Interdisciplinary Service-Learning: Building Student Competencies through the Cross-Cultural Parent Groups Project

    Directory of Open Access Journals (Sweden)

    Michele Belliveau

    2011-03-01

    Full Text Available Changing demographics and an emphasis on competency-based social work education call for innovative approaches to the delivery of curricular content. In an effort to introduce BSW students to the socio-political issues facing the local Latino immigrant community, a service-learning project was developed in collaboration with the Spanish Language Department and a local middle school. An analysis of outcomes from social work student evaluations showed that students engaged with the community and issues in new and unexpected ways. Through their engagement in a cross-cultural group project, students developed greater cultural competency, honed their group practice skills in an unfamiliar context, provided a needed service to the community, and raised their awareness about the working conditions of new immigrants as part of a developing framework for social action. Details and implications of the project as a means to build student competencies are described.

  6. "Crack in the Pavement": Pedagogy as Political and Moral Practice for Educating Culturally Competent Professionals

    Science.gov (United States)

    McLaughlin, Juliana

    2013-01-01

    This paper explores the reception of Indigenous perspectives and knowledges in university curricula and educators' social responsibility to demonstrate cultural competency through their teaching and learning practices. Drawing on tenets of critical race theory, Indigenous standpoint theory and critical pedagogies, this paper argues that the…

  7. Structural Equation Modeling of Cultural Competence of Nurses Caring for Foreign Patients

    Directory of Open Access Journals (Sweden)

    Jung-Won Ahn, PhD

    2017-03-01

    Conclusion: Nurses' cultural competence can be developed by offering multicultural nursing education, increasing direct/indirect multicultural experience, and sharing problem-solving experience to promote the coping ability of nurses. Organizational support can be achieved by preparing relevant personnel and resources. Subsequently, the quality of nursing care for foreign patients' will be ultimately improved.

  8. Deficiencies in culturally competent asthma care for ethnic minority children: a qualitative assessment among care providers

    Directory of Open Access Journals (Sweden)

    Seeleman Conny

    2012-07-01

    Full Text Available Abstract Background Asthma outcomes are generally worse for ethnic minority children. Cultural competence training is an instrument for improving healthcare for ethnic minority patients. To develop effective training, we explored the mechanisms in paediatric asthma care for ethnic minority patients that lead to deficiencies in the care process. Methods We conducted semi-structured interviews on care for ethnic minority children with asthma (aged 4-10 years with paediatricians (n = 13 and nurses (n = 3 in three hospitals. Interviews were analysed qualitatively with a framework method, using a cultural competence model. Results Respondents mentioned patient non-adherence as the central problem in asthma care. They related non-adherence in children from ethnic minority backgrounds to social context factors, difficulties in understanding the chronic nature of asthma, and parents’ language barriers. Reactions reported by respondents to patients’ non-adherence included retrieving additional information, providing biomedical information, occasionally providing referrals for social context issues, and using informal interpreters. Conclusions This study provides keys to improve the quality of specialist paediatric asthma care to ethnic minority children, mainly related to non-adherence. Care providers do not consciously recognise all the mechanisms that lead to deficiencies in culturally competent asthma care they provide to ethnic minority children (e.g. communicating mainly from a biomedical perspective and using mostly informal interpreters. Therefore, the learning objectives of cultural competence training should reflect issues that care providers are aware of as well as issues they are unaware of.

  9. Social Competence, Cultural Orientations and Gender Differences: A Study of Mandarin-English Bilingual Preschoolers

    Science.gov (United States)

    Ren, Yonggang; Wyver, Shirley

    2016-01-01

    This study investigated whether host and heritage cultural orientations were associated with Chinese preschoolers' social competence and whether such associations varied across gender in Western contexts. Ninety-six Chinese-Australian children aged 36-69 months from 15 childcare centres in Sydney participated in the study. The General Ethnicity…

  10. Undergraduate Students' Opinions with Regard to Ubiquitous MOOC for Enhancing Cross-Cultural Competence

    Science.gov (United States)

    Plangsorn, Boonrat; Na-Songkhla, Jaitip; Luetkehans, Lara M.

    2016-01-01

    The purpose of this study was to study undergraduate students' opinions with regard to the ubiquitous massive open online course (MOOC) for enhancing cross-cultural competence. This descriptive research applied a survey method. The survey data were collected by using survey questionnaires and online questionnaires from 410 undergraduate students…

  11. Parent-Child and Triadic Antecedents of Children's Social Competence: Cultural Specificity, Shared Process

    Science.gov (United States)

    Feldman, Ruth; Masalha, Shafiq

    2010-01-01

    Guided by theories of cultural participation, the authors examined mother-child, father-child, and triadic interactive behaviors in 141 Israeli and Palestinian couples and their firstborn child at 5 and 33 months as antecedents of children's social competence. Four parent-child measures (parent sensitivity, child social engagement, parental…

  12. Is Cultural Competence Enough? Deepening Social Justice Pedagogy in Art Therapy

    Science.gov (United States)

    Gipson, Leah R.

    2015-01-01

    This viewpoint examines the limitations of cultural competency in art therapy education through personal reflection, calling for an immersive engagement with social justice practices of naming difference, asserting counter narratives, and following the leadership of people impacted by systemic violence. The author discusses the impact of…

  13. Shared Knowledge and Mutual Respect: Enhancing Culturally Competent Practice through Collaboration with Families and Communities

    Science.gov (United States)

    Verdon, Sarah; Wong, Sandie; McLeod, Sharynne

    2016-01-01

    Collaboration with families and communities has been identified as one of six overarching principles to speech and language therapists' (SLTs') engagement in culturally competent practice (Verdon et al., 2015a). The aim of this study was to describe SLTs' collaboration with families and communities when engaging in practice to support the speech,…

  14. Teachers' Moral Values and Their Interpersonal Relationships with Students and Cultural Competence

    Science.gov (United States)

    Pantic, Natasa; Wubbels, Theo

    2012-01-01

    This study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own…

  15. Toward a common nuclear safety culture: from knowledge creation to competence building in Euratom programmes

    International Nuclear Information System (INIS)

    Van Goethem, G.

    2010-01-01

    Content of the presentation: Introduction: towards a common nuclear safety culture 2. EU Stakeholders in nuclear fission and « Nuclear Safety Directive » June 2009 3. EURATOM policy for education (from knowledge creation …) 4. EURATOM policy for training (… to competence building) 5. Examples of EFTS running under FP-7 EURATOM 6. Conclusion: EC “seed money” for effort shared with MS

  16. Community College Faculty Members' Perceived Multicultural Teaching Competence and Attitudes Regarding Cultural Diversity

    Science.gov (United States)

    Fittz, Mia Web

    2015-01-01

    This study utilized the Survey of Community College Faculty (SCCF), a combined survey of the Multicultural Teaching Scale (MTS) and Pluralism and Diversity Attitude Assessment (PADAA) that framed the research. The MTS assessed self-reported cultural competencies categorized into five dimensions: (a) Content Integration, (b) Knowledge Construction,…

  17. Cultural Competence Training for Healthcare Professionals Working with LGBT Older Adults

    Science.gov (United States)

    Gendron, Tracey; Maddux, Stu; Krinsky, Lisa; White, Jay; Lockeman, Kelly; Metcalfe, Yohvane; Aggarwal, Sadashiv

    2013-01-01

    The population of the aging lesbian, gay, bisexual and transgender (LGBT) community is significant and growing rapidly. As LGBT individuals age and begin to move into healthcare communities, they are fearful of apathy, discrimination, and abuse by healthcare providers and other residents. Person-centered cultural competence and sensitivity among…

  18. LGBT Cultural Competence and Interventions to Help Oncology Nurses and Other Health Care Providers.

    Science.gov (United States)

    Radix, Asa; Maingi, Shail

    2018-02-01

    To define and give an overview of the importance of lesbian, gay, bisexual, and transgender (LGBT) cultural competency and offer some initial steps on how to improve the quality of care provided by oncology nurses and other health care professionals. A review of the existing literature on cultural competency. LGBT patients experience cancer and several other diseases at higher rates than the rest of the population. The reasons for these health care disparities are complex and include minority stress, fear of discrimination, lower rates of insurance, and lack of access to quality, culturally competent care. Addressing the health care disparities experienced by LGBT individuals and families requires attention to the actual needs, language, and support networks used by patients in these communities. Training on how to provide quality care in a welcoming and non-judgmental way is available and can improve health equity. Health care professionals and institutions that acquire cultural competency training can improve the overall health of LGBT patients who currently experience significant health care disparities. Copyright © 2017 Elsevier Inc. All rights reserved.

  19. Educating clinicians about cultural competence and disparities in health and health care.

    Science.gov (United States)

    Like, Robert C

    2011-01-01

    An extensive body of literature has documented significant racial and ethnic disparities in health and health care. Cultural competency interventions, including the training of physicians and other health care professionals, have been proposed as a key strategy for helping to reduce these disparities. The continuing medical education (CME) profession can play an important role in addressing this need by improving the quality and assessing the outcomes of multicultural education programs. This article provides an overview of health care policy, legislative, accreditation, and professional initiatives relating to these subjects. The status of CME offerings on cultural competence/disparities is reviewed, with examples provided of available curricular resources and online courses. Critiques of cultural competence training and selected studies of its effectiveness are discussed. The need for the CME profession to become more culturally competent in its development, implementation, and evaluation of education programs is examined. Future challenges and opportunities are described, and a call for leadership and action is issued. Copyright © 2010 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  20. Dialogue--Missing in Action Competence: A Cultural Historical Activity Theory Approach in a Botswana School

    Science.gov (United States)

    Silo, Nthalivi

    2013-01-01

    An in-depth case study on children's participation in environmental management activities in a primary school in Botswana was undertaken, drawing on cultural historical activity theory (CHAT) and the action competence model. This research revealed that due to a lack of dialogue between teachers and children, teachers tended to view children's…

  1. Culturally Competent Social Work Research: Methodological Considerations for Research with Language Minorities

    Science.gov (United States)

    Casado, Banghwa Lee; Negi, Nalini Junko; Hong, Michin

    2012-01-01

    Despite the growing number of language minorities, foreign-born individuals with limited English proficiency, this population has been largely left out of social work research, often due to methodological challenges involved in conducting research with this population. Whereas the professional standard calls for cultural competence, a discussion…

  2. Culturally Competent Diabetes Self-Management Education for Mexican Americans: The Starr County Border Health Initiative.

    Science.gov (United States)

    Brown, Sharon A.; Garcia, Alexandra A.; Kouzekanani, Kamiar; Hanis, Craig L.

    2002-01-01

    In a culturally competent diabetes self-management intervention in Starr County, Texas, bilingual Mexican American nurses, dieticians, and community workers provided weekly instruction on nutrition, self-monitoring, exercise and other self-care topics. A biweekly support group promoted behavior change. Interviews and examinations with 256 Mexican…

  3. Aversive Racism and Intergroup Contact Theories: Cultural Competence in a Segregated World

    Science.gov (United States)

    Rodenborg, Nancy A.; Boisen, Laura A.

    2013-01-01

    The United States remains highly segregated, and social work students are likely to live and work in segregated contexts. What implications does this have for their cultural competence? Does segregation affect social workers' ability to serve diverse clients without bias? This article reviews two social psychology theories, aversive racism…

  4. Queer Student Leaders of Color: Leadership as Authentic, Collaborative, Culturally Competent

    Science.gov (United States)

    Miller, Ryan A.; Vaccaro, Annemarie

    2016-01-01

    A phenomenological study yielded rich data about the essence of being a queer student leader of Color. Six participants described a desire to be authentic, culturally competent, and collaborative leaders, but they faced challenges enacting these forms of leadership as they navigated oppression (e.g., disrespect, stereotyping, tokenization,…

  5. Preparing Professional School Counselors as Collaborators in Culturally Competent School Administration

    Science.gov (United States)

    Nelson, Judith; Bustamante, Rebecca M.

    2009-01-01

    In collaboration with principals and other leadership team members, professional school counselors have ethical responsibilities in promoting culturally competent school environments. Pre-service training is the ideal time for school counselors and principals to develop the necessary background information, tools, and assessment skills to assist…

  6. Identifying Culturally Competent Clinical Skills in Speech-Language Pathologists in the Central Valley of California

    Science.gov (United States)

    Maul, Christine A.

    2010-01-01

    The purpose of this research was to identify specific clinical skills in speech-language pathologists (SLPs) that may constitute cultural competency, a term which currently lacks operational definition. Through qualitative interview methods, the following research questions were addressed: (1) What dominant themes, if any, can be found in SLPs'…

  7. Cultural Competencies and Planning for Teaching Mathematics: Preservice Teachers Responding to Expectations, Opportunities, and Resources

    Science.gov (United States)

    Wilson, Susanna; McChesney, Jane; Brown, Liz

    2017-01-01

    In this article, the authors report on a small-scale study set in a context of a firstyear mathematics education course for preservice primary teachers. Professional documentation from three different sources were analysed in relation to the national document "Tataiako: Cultural Competencies for Teachers of Maori Learners," which was…

  8. Experience of migrant care and needs for cultural competence training among public health workers in Korea.

    Science.gov (United States)

    Chae, Duckhee; Lee, Jina; Asami, Keiko; Kim, Hyunlye

    2018-05-01

    This study explored the experiences of public health workers (PHWs) providing health care for migrants living in Korea and clarified needs for cultural competence training. Twenty-six PHWs from five public health centers in Gwangju city, South Korea, participated in this exploratory qualitative study. Five semi-structured focus group interviews of PHWs were conducted from September to December 2016. A directed content analysis approach was conducted using four categories: perceived characteristics of migrants, interaction between PHWs and migrants, interaction between PHWs and organizations/systems, and cultural competence training needs. PHWs perceived that migrants lacked autonomy in health decisions and awareness of health behaviors. PHWs experienced difficulties in communicating and in establishing trusting relationships. They found clients hard to reach and easy to miss, a lack of continuity in health care programs, and inadequate human and material resources. They preferred passive teaching methods to activity-based simulation. PHWs believed essential training should be provided through e-learning to all PHWs, including management. PHWs reported experiencing multiple challenges from a lack of preparedness for culturally competent care and their clients' vulnerability. Development of cultural competence training is suggested through e-learning that reflects the PHWs' experiences and provides systematic support. © 2018 Wiley Periodicals, Inc.

  9. Digital Storytelling: A Method for Engaging Students and Increasing Cultural Competency

    Science.gov (United States)

    Grant, Natalie S.; Bolin, Brien L.

    2016-01-01

    Digital storytelling is explored as a method of engaging students in the development of media literacy and cultural competency. This paper describes the perceptions and experiences of 96 undergraduate students at a large Midwestern university, after completing a digital storytelling project in a semester-long diversity course. Digital storytelling…

  10. Development and Cross-Validation of the Short Form of the Cultural Competence Scale for Nurses

    Directory of Open Access Journals (Sweden)

    Duckhee Chae, PhD, RN

    2018-03-01

    Full Text Available Purpose: To develop and validate the short form of the Korean adaptation of the Cultural Competence Scale for Nurses. Methods: To shorten the 33-item Cultural Competence Scale for Nurses, an expert panel (N = 6 evaluated its content validity. The revised items were pilot tested using a sample of nine nurses, and clarity was assessed through cognitive interviews with respondents. The original instrument was shortened and validated through item analysis, exploratory factor analysis, convergent validity, and reliability using data from 277 hospital nurses. The 14-item final version was cross-validated through confirmatory factor analysis, convergent validity, discriminant validity, known-group comparisons, and reliability using data from 365 nurses belonging to 19 hospitals. Results: A 4-factor, 14-item model demonstrated satisfactory fit with significant factor loadings. The convergent validity between the developed tool and transcultural self-efficacy was significant (r = .55, p < .001. The convergent validity evaluated using the Average Variance Extracted and discriminant validity were acceptable. Known-group comparisons revealed significant differences in the mean scores of the groups who spent more than one month abroad (p = .002 were able to communicate in a foreign language (p < .001 and had education to care for foreign patients (p = .039. Cronbach's α was .89, and the reliability of the subscales ranged from .74 to .91. Conclusion: The Cultural Competence Scale for Nurses-Short Form demonstrated good reliability and validity. It is a short and appropriate instrument for use in clinical and research settings to assess nurses' cultural competence. Keywords: cultural competence, psychometric properties, nurse

  11. Using Campinha-Bacote's Framework to Examine Cultural Competence from an Interdisciplinary International Service Learning Program

    Science.gov (United States)

    Wall-Bassett, Elizabeth DeVane; Hegde, Archana Vasudeva; Craft, Katelyn; Oberlin, Amber Louise

    2018-01-01

    The purpose of this study was to investigate an interdisciplinary international service learning program and its impact on student sense of cultural awareness and competence using the Campinha-Bacote's (2002) framework of cultural competency model. Seven undergraduate and one graduate student from Human Development and Nutrition Science…

  12. Cultural Self-Awareness as a Crucial Component of Military Cross-Cultural Competence

    Science.gov (United States)

    2013-04-08

    the interpersonal skills to interact appropriately with individuals from other cultures and then when presented unfamiliar cultural cues adapt their...Maribel, Liv Egholm Feldt, and Michael Jakobsen. "If Only Cultural Chameleons Could Fly Too: A Critical Discussion of the Concept of Cultural

  13. Numberjacks Are on Their Way! A Cultural Historical Reflection on Contemporary Society and the Early Childhood Curriculum

    Science.gov (United States)

    Edwards, Susan

    2010-01-01

    This paper considers the temporal aspects of the early childhood curriculum from a cultural historical perspective, and in doing so focuses on the role of play in early childhood education. Drawing on ideas derived from cultural historical theory regarding the historical basis of community practices and knowledge, the paper reflects on the type of…

  14. Developing a culturally competent health network: a planning framework and guide.

    Science.gov (United States)

    Gertner, Eric J; Sabino, Judith N; Mahady, Erica; Deitrich, Lynn M; Patton, Jarret R; Grim, Mary Kay; Geiger, James F; Salas-Lopez, Debbie

    2010-01-01

    The number of cultural competency initiatives in healthcare is increasing due to many factors, including changing demographics, quality improvement and regulatory requirements, equitable care missions, and accreditation standards. To facilitate organization-wide transformation, a hospital or healthcare system must establish strategic goals, objectives, and implementation tasks for culturally competent provision of care. This article reports the largely successful results of a cultural competency program instituted at a large system in eastern Pennsylvania. Prior to the development of its cultural competency initiative, Lehigh Valley Health Network, Allentown, Pennsylvania, saw isolated activities producing innovative solutions to diversity and culture issues in the provision of equitable care. But it took a transformational event to support an organization-wide program in cultural competency by strengthening leadership buy-in and providing a sense of urgency, excitement, and shared vision among multiple stakeholders. A multidisciplinary task force, including senior leaders and a diverse group of employees, was created with the authority and responsibility to enact changes. Through a well-organized strategic planning process, existing patient and community demographic data were reviewed to describe existing disparities, a baseline assessment was completed, a mission statement was created, and clear metrics were developed. The strategic plan, which focused on five key areas (demographics, language-appropriate services, employees, training, and education/communication), was approved by the network's chief executive officer and senior managers to demonstrate commitment prior to implementation. Strategic plan implementation proceeded through a project structure consisting of subproject teams charged with achieving the following specific objectives: develop a cultural material repository, enhance employee recruitment/retention, establish a baseline assessment

  15. Towards culturally competent health care: language use of bilingual staff.

    Science.gov (United States)

    Johnson, M; Noble, C; Matthews, C; Aguilar, N

    1998-01-01

    The presence of diverse language skills within health staff provides opportunities to better meet the needs of a multicultural population. A cross-sectional survey of all staff within the South Western Sydney Area Health Service was undertaken to compare language skills with population needs and examine the context of language use. Thirty-one per cent of staff (n = 964) were bilingual or multilingual, with the predominant languages spoken being Tagalog (Filipino), Cantonese, Hindi, Spanish, Vietnamese and Italian. Thirty-seven per cent of bilingual staff used their language skills at least weekly, predominantly in situations of simple conversation and giving directions. Bilingual staff are a valuable resource for the organisation and the presence of a similar overall proportion of bilingual and bicultural staff may engender tolerance and adaptability in providing care to a diverse population. However, supply does not directly match community demand. This mismatch will continue unless recruitment is focused towards identified language groups. The high proportion of staff who rarely used their language skills (37%) may be due to lack of opportunity or limited need, and suggests that further research needs to examine service models that locate bilingual workers close to client need. This study takes a crucial first step towards realising equitable and culturally appropriate care utilising the principles of productive diversity.

  16. Organizational culture in an academic health center: an exploratory study using a competing values framework.

    Science.gov (United States)

    Ovseiko, Pavel V; Buchan, Alastair M

    2012-06-01

    Implementing cultural change and aligning organizational cultures could enhance innovation, quality, safety, and job satisfaction. The authors conducted this mixed-methods study to assess academic physician-scientists' perceptions of the current and preferred future organizational culture at a university medical school and its partner health system. In October 2010, the authors surveyed academic physicians and scientists jointly employed by the University of Oxford and its local, major partner health system. The survey included the U.S. Veterans Affairs Administration's 14-item Competing Values Framework instrument and two extra items prompting respondents to identify their substantive employer and to provide any additional open-ended comments. Of 436 academic physicians and scientists, 170 (39%) responded. Of these, 69 (41%) provided open-ended comments. Dominant hierarchical culture, moderate rational and team cultures, and underdeveloped entrepreneurial culture characterized the health system culture profile. The university profile was more balanced, with strong rational and entrepreneurial cultures, and moderate-to-strong hierarchical and team cultures. The preferred future culture (within five years) would emphasize team and entrepreneurial cultures and-to a lesser degree-rational culture, and would deemphasize hierarchical culture. Whereas the university and the health system currently have distinct organizational cultures, academic physicians and scientists would prefer the same type of culture across the two organizations so that both could more successfully pursue the shared mission of academic medicine. Further research should explore strengthening the validity and reliability of the organizational culture instrument for academic medicine and building an evidence base of effective culture change strategies and interventions.

  17. Challenges in providing culturally-competent care to patients with metastatic brain tumours and their families.

    Science.gov (United States)

    Longo, Lianne; Slater, Serena

    2014-01-01

    Being diagnosed with a metastatic brain tumour can be devastating as it is characterized by very low cure rates, as well as significant morbidity and mortality. Given the poor life expectancy and progressive disability that ensues, patients and family members experience much turmoil, which includes losses that bring about changes to family roles, routines and relationships. Crisis and conflict are common during such major disruptions to a family system, as individual members attempt to make sense of the illness experience based on cultural and spiritual beliefs, past experiences and personal philosophies. It is imperative health care providers strive towards increased awareness and knowledge of how culture affects the overall experience of illness and death in order to help create a mutually satisfactory care plan. Providing culturally-competent care entails the use of proper communication skills to facilitate the exploration of patient and family perspectives and allows for mutual decision making. A case study will illustrate the challenges encountered in providing culturally-competent care to a woman with brain cancer and her family. As the patient's health declined, the family entered into a state of crisis where communication between family members and health care professionals was strained; leading to conflict and sub-optimal outcomes. This paper will address the ethical dilemma of providing culturally-competent care when a patient's safety is at risk, and the nursing implications of upholding best practices in the context of differing beliefs and priorities.

  18. Reflexive photography: an alternative method for documenting the learning process of cultural competence.

    Science.gov (United States)

    Amerson, Roxanne; Livingston, Wade G

    2014-04-01

    This qualitative descriptive study used reflexive photography to evaluate the learning process of cultural competence during an international service-learning project in Guatemala. Reflexive photography is an innovative qualitative research technique that examines participants' interactions with their environment through their personal reflections on images that they captured during their experience. A purposive sample of 10 baccalaureate nursing students traveled to Guatemala, where they conducted family and community assessments, engaged in home visits, and provided health education. Data collection involved over 100 photographs and a personal interview with each student. The themes developed from the photographs and interviews provided insight into the activities of an international experience that influence the cognitive, practical, and affective learning of cultural competence. Making home visits and teaching others from a different culture increased students' transcultural self-efficacy. Reflexive photography is a more robust method of self-reflection, especially for visual learners.

  19. The Use of Cultural Historical Activity Theory (CHAT) within a Constructivist Learning Environment to Develop Core Competencies in Social Work

    Science.gov (United States)

    Fire, Nancy; Casstevens, W. J.

    2013-01-01

    Achieving foundation-level practice behaviors to develop social work core competencies involves integrating learning across a curriculum. This article focuses on two phases of foundation-level course redevelopment aimed to support graduate students in accomplishing this outcome. The first phase involved restructuring the course to become a…

  20. Revise and Re-evaluate Cross Cultural Understanding Curriculum at Akademi Bahasa Asing Balikpapan (Foriegn Language Academy of Balikpapan

    Directory of Open Access Journals (Sweden)

    Rachmi Sari Baso

    2014-02-01

    Full Text Available The study is about the project to revise and re-evaluate the unit of Cross Cultural Understanding curriculum which is taught in the Akademi Bahasa Asing Ballikpapan. The unit is for fifth semester students. The project aimed to provide students' perspectives of cross cultural differences in the workplace with the materials and knowledge that suitable for workplace demands. The information was gained by distributing questionnaires to 2 teachers and 2 employers of multinational companies in Balikpapan. The investigations for teachers were focused on the content, learning activities and materials of the current curriculum. The investigations for the employers were focused on their perspectives on the cross cultural understanding taught in the higher education. The project used Nicholls' cycle model that will be a useful tool to regularly evaluate curriculum based on the situational analysis. As the result, there were some of materials of American business cultural encounter should be revised to meet the companies demands and additional table manners in cultural perspectives should be included in the curriculum. Therefore, the new curriculum will be applied by these materials as the demands of the workplace.

  1. A meta-analysis of educational interventions designed to enhance cultural competence in professional nurses and nursing students.

    Science.gov (United States)

    Gallagher, Ruth W; Polanin, Joshua R

    2015-02-01

    Increasing professional nurses' and nursing students cultural competence has been identified as one way to decrease the disparity of care for vulnerable and minority groups, but effectiveness of training programs to increase competence remains equivocal. The purpose of this project is to synthesize educational interventions designed to increase cultural competence in professional nurses and nursing students. A systematic review and meta-analysis was conducted to synthesize all existing studies on increasing cultural competence. A comprehensive search and screen procedures was conducted to locate all cultural competence interventions implemented with professional nurses and nursing students. Two independent researchers screened and coded the included studies. Effect sizes were calculated for each study and a random-effects meta-analysis was conducted. A total of 25 studies were included in the review. Two independent syntheses were conducted given the disparate nature of the effect size metrics. For the synthesis of treatment-control designed studies, the results revealed a non-statistically significant increase in cultural competence (g¯=.38, 95% CI: -.05, .79, p=.08). Moderator analyses indicated significant variation as a function of the measurements, participant types, and funding source. The pretest-posttest effect size synthesis revealed a significant increase in overall cultural competence (g¯=.45, 95% CI: .24, .66, pcompetence have shown varied effectiveness. Greater research is required to improve these interventions and promote cultural competence. Copyright © 2014 Elsevier Ltd. All rights reserved.

  2. MAINTENANCE OF SOCIAL AND PEDAGOGICAL SPACE OF HIGHER EDUCATION INSTITUTION AND DEVELOPMENT OF COMMON CULTURAL COMPETENCES

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    Tatyana Lvovna Stenina

    2015-10-01

    Full Text Available The purpose of research work – search of new ways of educational work, corresponding to requirements of federal state educational standards of higher education about formation of common cultural competences.The author suggests to use a method of social design for the solution of a task. The maintenance of social and pedagogical space of higher education institution is a complex of socially important ideas, projects and innovations. Participation in projects will allow students to seize competences which labor market demands.The author gives useful examples of use of design technologies for application in educational work of higher educational institutions.

  3. Effects of a research-infused botanical curriculum on undergraduates' content knowledge, STEM competencies, and attitudes toward plant sciences.

    Science.gov (United States)

    Ward, Jennifer Rhode; Clarke, H David; Horton, Jonathan L

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers' field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students' knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules' assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. © 2014 J. R. Ward et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http

  4. Curriculum Development Based On INQF and Business/Industries Sector for Improvement Competency of Basic Pattern Making Students at Vocational High School

    Science.gov (United States)

    Nilasari, Yoni; Dasining

    2018-04-01

    In this era of globalization, every human resource is faced with a competitive climate that will have a major impact on the development of the business and industrial sector. Therefore it is deemed necessary to research the development of curriculum based on INQF and the business/industries sector in order to improve the competence of Sewing Technique for Vocational High School Students of fashion clothing program. The development of curricula based on INQF and the business/industries is an activity to produce a curriculum that suits the needs of the business and industries sector. The formulation of the problem in this research are: (1) what is the curriculum based on INQF and the business/industries sector?; (2) how is the process and procedure of curriculum development of fashion program profession based on INQF and the business/industries sector?; And (3) how the result of the curriculum of fashion expertise based on INQF and the business/industries sector. The aims of research are: (1) explain what is meant by curriculum based on INQF and business/industries sector; (2) to know the process and procedure of curriculum development of fashion program profession based on INQF and the business/industries sectors ; And (3) to know result the curriculum of clothing expertise based on INQF and the business/industries sector. The research method chosen in developing curriculum based on INQFand business/industry sector is using by 4-D model from Thiagarajan, which includes: (1) define; (2) design; (3) development; And (4) disseminate. Step 4, not done but in this study. The result of the research shows that: (1) the curriculum based on INQF and the business/industries sector is the curriculum created by applying the principles and procedures of the Indonesian National Qualification Framework (INQF) that will improve the quality of graduates of Vocational High School level 2, and establish cooperation with Business/industries as a guest teacher (counselor) in the

  5. Developing General Cultural Literacy through Teaching English in a Russian University: Competence and Semiotic Approach

    Directory of Open Access Journals (Sweden)

    Svetlana A. Zolotareva

    2014-03-01

    Full Text Available The article is devoted to some of the issues of teaching English in a Russian university, which arouse as a result of introducing new educational standards and it discusses the ways of forming students’ general cultural competence by using authentic curricula, in order to meet the requirements of those standards. It also shows the importance of semiotics for acquisition a foreign language and culture, and reveals the worth of “personalia” as a culture language sign, as well as peculiarity of its functioning, which lies in its ability to represent social and cultural values and priorities in personal-precedential form, thus making a contribution to developingan individual’sconcept scheme and, consequently, general cultural literacy.

  6. Multiracial competence in social work: recommendations for culturally attuned work with multiracial people.

    Science.gov (United States)

    Jackson, Kelly E; Samuels, Gina M

    2011-07-01

    According to the 2010 U.S. census, approximately 9 million individuals report multiracial identities. By the year 2050, as many as one in five Americans could claim a multiracial background. Despite this population growth, a review of recent empirical and theoretical literature in social work suggests a disproportionate lack of attention to issues ofmultiraciality. Instead, social work practice models remain embedded in traditional societal discourses of race and culture that often exclude or marginalize the experiences of multiracial individuals and families.This article summarizes recommendations following the domains of awareness, knowledge, and skills in the NASW Standards for Cultural Competence in Social Work Practice to support culturally attuned social work practice with multiracial people. The authors argue that a culturally attuned practice approach--one that is inclusive of multiraciality--is not only timely, but also consistent with the profession's ethical obligation to provide culturally relevant services to all consumers and clients.

  7. Truth Telling as an Element of Culturally Competent Care at End of Life.

    Science.gov (United States)

    Rising, Margaret L

    2017-01-01

    Nondisclosure of terminal prognosis in the context of intercultural interactions can cause moral distress among health care providers guided exclusively by informed consent. However, cultural humility can show that revealing and withholding prognostic information are two equally valid paths to the goal of protecting the patient from harm. Assumptions and history giving rise to the preference for truth telling in the United States(US) are examined. Principles of biomedical ethics are described within the context of US, Chinese, and Latin American cultures. The process of cultural competence in the delivery of health care services is explained and introduces the concept of cultural humility. By focusing more on biases and assumptions brought forth from the dominant culture, health care providers may experience less moral distress and convey increased caring in the context of intercultural interactions and nondisclosure of prognosis of a terminal illness. © The Author(s) 2015.

  8. An anthropological approach to teaching health sciences students cultural competency in a field school program.

    Science.gov (United States)

    Hutchins, Frank T; Brown, Lori DiPrete; Poulsen, Keith P

    2014-02-01

    International immersion experiences do not, in themselves, provide students with the opportunity to develop cultural competence. However, using an anthropological lens to educate students allows them to learn how to negotiate cultural differences by removing their own cultural filters and seeing events through the eyes of those who are culturally different. Faculty at the University of Wisconsin-Madison's Global Health Institute believed that an embedded experience, in which students engaged with local communities, would encourage them to adopt this Cultural Competency 2.0 position. With this goal in mind, they started the Field School for the Study of Language, Culture, and Community Health in Ecuador in 2003 to teach cultural competency to medical, veterinary, pharmacy, and nursing students. The program was rooted in medical anthropology and embraced the One Health initiative, which is a collaborative effort of multiple disciplines working locally, nationally, and globally to obtain optimal health for people, animals, and the environment. In this article, the authors identify effective practices and challenges for using a biocultural approach to educating students. In a semester-long preparatory class, students study the Spanish language, region-specific topics, and community engagement principles. While in Ecuador for five weeks, students apply their knowledge during community visits that involve homestays and service learning projects, for which they partner with local communities to meet their health needs. This combination of language and anthropological course work and community-based service learning has led to positive outcomes for the local communities as well as professional development for students and faculty.

  9. Supportive Care: Communication Strategies to Improve Cultural Competence in Shared Decision Making.

    Science.gov (United States)

    Brown, Edwina A; Bekker, Hilary L; Davison, Sara N; Koffman, Jonathan; Schell, Jane O

    2016-10-07

    Historic migration and the ever-increasing current migration into Western countries have greatly changed the ethnic and cultural patterns of patient populations. Because health care beliefs of minority groups may follow their religion and country of origin, inevitable conflict can arise with decision making at the end of life. The principles of truth telling and patient autonomy are embedded in the framework of Anglo-American medical ethics. In contrast, in many parts of the world, the cultural norm is protection of the patient from the truth, decision making by the family, and a tradition of familial piety, where it is dishonorable not to do as much as possible for parents. The challenge for health care professionals is to understand how culture has enormous potential to influence patients' responses to medical issues, such as healing and suffering, as well as the physician-patient relationship. Our paper provides a framework of communication strategies that enhance crosscultural competency within nephrology teams. Shared decision making also enables clinicians to be culturally competent communicators by providing a model where clinicians and patients jointly consider best clinical evidence in light of a patient's specific health characteristics and values when choosing health care. The development of decision aids to include cultural awareness could avoid conflict proactively, more productively address it when it occurs, and enable decision making within the framework of the patient and family cultural beliefs. Copyright © 2016 by the American Society of Nephrology.

  10. Ethnic Swedish parents' experiences of minority ethnic nurses' cultural competence in Swedish paediatric care.

    Science.gov (United States)

    Tavallali, Azar G; Kabir, Zarina Nahar; Jirwe, Maria

    2014-06-01

    Sweden has a population of a little more than 9.4 million. The rapid growth of immigration in Sweden has resulted in an increased number of minority ethnic patients and minority ethnic nurses in the Swedish healthcare system. This also applies to paediatric care. The purpose of this study was to explore how parents with ethnic Swedish backgrounds experience minority ethnic nurses' cultural competence and the care the nurses provide in a Swedish paediatric care context. This exploratory qualitative study is of 14 parents with an ethnic Swedish background whose child was in a ward at a children's hospital in Stockholm County Council. Data were collected using semi-structured interviews to identify parents' perceptions and experiences of minority ethnic nurses' cultural competence. The interviews were analysed by qualitative content analysis. The analyses of the interviews led to four main categories: influence of nurses' ethnicity; significance of cross-cultural communication; cross-cultural skills; and the importance of nursing education. Nurses' ethnicity did not have much impact on parents' satisfaction with their child's care. The parents attached importance to nurses' language skills and to their adaptation and awareness of Swedish culture. They also attached weight to nurses' professional knowledge and personal attributes. The role of nursing education to increase nurses' cultural awareness was highlighted too. © 2013 Nordic College of Caring Science.

  11. Cross-Cultural Competences and International Entrepreneurial Intention: A Study on Entrepreneurship Education

    Directory of Open Access Journals (Sweden)

    Shuijing Jie

    2017-01-01

    Full Text Available To identify and foster potential international entrepreneurs are important goals for entrepreneurship education. Based on the theory of planned behavior (TPB, we argue that International entrepreneurial intention (IEI is a predictor of international entrepreneurship (IE. In addition, cross-cultural competences are hypothesized as antecedents to IEI and moderators of the relationship between TPB elements and IEI. We integrate two elements of cross-cultural competences (global mindset and cultural intelligence in a TPB-framework to identify the drivers of students’ IEI. We analyze a sample of 84 students with OLS regression and moderation analysis. OLS regression results reveal no significant direct effects from cultural intelligence and global mindset on IEI. Moderation analyses suggest a negative, significant moderating effect of cultural intelligence on the relationship between personal attitude and IEI and on subjective norms and IEI. Therefore, simply enhancing global mindset and cultural intelligence does not contribute to students’ IEI. More is required from entrepreneurship education, such as improving the perception of international entrepreneurship as a valuable career choice.

  12. Religiosity and social welfare: competing influences of cultural conservatism and prosocial value orientation.

    Science.gov (United States)

    Malka, Ariel; Soto, Christopher J; Cohen, Adam B; Miller, Dale T

    2011-08-01

    This research examines the hypothesis that religiosity has two competing psychological influences on the social welfare attitudes of contemporary Americans. On the one hand, religiosity promotes a culturally based conservative identity, which in turn promotes opposition to federal social welfare provision. On the other hand, religiosity promotes a prosocial value orientation, which in turn promotes support of federal social welfare provision. Across two national samples (Ns = 1,513 and 320) and one sample of business employees (N = 710), reliable support for this competing pathways model was obtained. We argue that research testing influences of nonpolitical individual differences on political preferences should consider the possibility of competing influences that are rooted in a combination of personality processes and contextual-discursive surroundings. © 2011 The Authors. Journal Compilation © 2011, Wiley Periodicals, Inc.

  13. The effect of leadership, organizational culture, and competency on teachers' performance in Ibu Kartini vocational high school Semarang

    Science.gov (United States)

    Toha, Mohamad; Katoningsih, Sri

    2018-03-01

    The low performance of teachers in organization is influenced many factors. Organizational culture could be the key of organization success; hence many researches were done to identify the value and the attitude norm that gave big contribution for organization success. Competency is a part of employee they perform during work as kind of behavior. Competency depends on the aspects process of teachers' performance. The purpose of this research is to know the effect of leadership, organizational culture and competency on teachers' performance. The objects of this research are leadership, organizational culture, competency and teachers' performance in Ibu Kartini vocational high school. This research is quantitative. To collect the data, questionnaire was used. Then, the data were analyzed by using Path analysis in SPPS 16. The result of this research showed that leadership, organizational culture, competency and performance run well and had significant effect on teachers' performance.

  14. Hospital cultural competency as a systematic organizational intervention: Key findings from the national center for healthcare leadership diversity demonstration project.

    Science.gov (United States)

    Weech-Maldonado, Robert; Dreachslin, Janice L; Epané, Josué Patien; Gail, Judith; Gupta, Shivani; Wainio, Joyce Anne

    Cultural competency or the ongoing capacity of health care systems to provide for high-quality care to diverse patient populations (National Quality Forum, 2008) has been proposed as an organizational strategy to address disparities in quality of care, patient experience, and workforce representation. But far too many health care organizations still do not treat cultural competency as a business imperative and driver of strategy. The aim of the study was to examine the impact of a systematic, multifaceted, and organizational level cultural competency initiative on hospital performance metrics at the organizational and individual levels. This demonstration project employs a pre-post control group design. Two hospital systems participated in the study. Within each system, two hospitals were selected to serve as the intervention and control hospitals. Executive leadership (C-suite) and all staff at one general medical/surgical nursing unit at the intervention hospitals experienced a systematic, planned cultural competency intervention. Assessments and interventions focused on three organizational level competencies of cultural competency (diversity leadership, strategic human resource management, and patient cultural competency) and three individual level competencies (diversity attitudes, implicit bias, and racial/ethnic identity status). In addition, we evaluated the impact of the intervention on diversity climate and workforce diversity. Overall performance improvement was greater in each of the two intervention hospitals than in the control hospital within the same health care system. Both intervention hospitals experienced improvements in the organizational level competencies of diversity leadership and strategic human resource management. Similarly, improvements were observed in the individual level competencies for diversity attitudes and implicit bias for Blacks among the intervention hospitals. Furthermore, intervention hospitals outperformed their respective

  15. Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum-Part Two: Translation of MPH Core Competencies into an Integrated Theory-Based Core Curriculum.

    Science.gov (United States)

    Corvin, Jaime A; DeBate, Rita; Wolfe-Quintero, Kate; Petersen, Donna J

    2017-01-01

    In the twenty-first century, the dynamics of health and health care are changing, necessitating a commitment to revising traditional public health curricula to better meet present day challenges. This article describes how the College of Public Health at the University of South Florida utilized the Intervention Mapping framework to translate revised core competencies into an integrated, theory-driven core curriculum to meet the training needs of the twenty-first century public health scholar and practitioner. This process resulted in the development of four sequenced courses: History and Systems of Public Health and Population Assessment I delivered in the first semester and Population Assessment II and Translation to Practice delivered in the second semester. While the transformation process, moving from traditional public health core content to an integrated and innovative curriculum, is a challenging and daunting task, Intervention Mapping provides the ideal framework for guiding this process. Intervention mapping walks the curriculum developers from the broad goals and objectives to the finite details of a lesson plan. Throughout this process, critical lessons were learned, including the importance of being open to new ideologies and frameworks and the critical need to involve key-stakeholders in every step of the decision-making process to ensure the sustainability of the resulting integrated and theory-based curriculum. Ultimately, as a stronger curriculum emerged, the developers and instructors themselves were changed, fostering a stronger public health workforce from within.

  16. Business Curriculum and Assessment Reform in Hong Kong Schools: A Critical Review from a Competence-Based Perspective

    Science.gov (United States)

    Yu, Christina Wai Mui

    2010-01-01

    From September 2009 onwards, a new business curriculum which focuses on three key business disciplines, namely management, accounting and finance, has been implemented in Hong Kong senior secondary schools. A new assessment guide has been also proposed in light of the new curriculum. Such business curriculum and assessment reform move in the…

  17. An Initial Framework for Enhancing Cultural Competency: The Science of Cultural Readiness

    Science.gov (United States)

    2007-01-01

    Social constructionism : a theoretical approach that has much in common with relativism. It challenges the notion of fixed and universal truths in the...1.2: Basic triadic representation of human culture. It is easy to try to identify these latter divisions as physical and social culture...formation is necessary. Harris (1979) describes culture as existing at three levels known as infrastructure, social structure, and superstructure. As

  18. Cross-cultural comparison of motor competence in children from Australia and Belgium

    Science.gov (United States)

    Bardid, Farid; Rudd, James R.; Lenoir, Matthieu; Polman, Remco; Barnett, Lisa M.

    2015-01-01

    Motor competence in childhood is an important determinant of physical activity and physical fitness in later life. However, childhood competence levels in many countries are lower than desired. Due to the many different motor skill instruments in use, children's motor competence across countries is rarely compared. The purpose of this study was to evaluate the motor competence of children from Australia and Belgium using the Körperkoordinationstest für Kinder (KTK). The sample consisted of 244 (43.4% boys) Belgian children and 252 (50.0% boys) Australian children, aged 6–8 years. A MANCOVA for the motor scores showed a significant country effect. Belgian children scored higher on jumping sideways, moving sideways and hopping for height but not for balancing backwards. Moreover, a Chi squared test revealed significant differences between the Belgian and Australian score distribution with 21.3% Belgian and 39.3% Australian children scoring “below average.” The very low levels reported by Australian children may be the result of cultural differences in physical activity contexts such as physical education and active transport. When compared to normed scores, both samples scored significantly worse than children 40 years ago. The decline in children's motor competence is a global issue, largely influenced by increasing sedentary behavior and a decline in physical activity. PMID:26217282

  19. Developing Cultural Competence at the Tactical Level: The Art of the Possible

    Science.gov (United States)

    2009-12-11

    Violence : physical force used to inflict injury or damage 23 24 CHAPTER 4 ANALYSIS The Ends, Ways, and Means of Cultural Competency Another aspect...operations is inferred at the individual level of this simulation but would be better maximized as a multiplayer game. The term military operations inferred... multiplayer game. As with the previous simulation of Tactical Iraqi, the term military operations inferred the actions are executed collectively as a unit

  20. Teachers' moral values and their interpersonal relationships with students and cultural competence

    OpenAIRE

    Pantic, Natasa; Wubbels, T.

    2012-01-01

    This study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own perceptions of control. A negative association was found between teachers' liberal beliefs and students' perceptions of affiliation. Positive associ...