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.
Teal, Cayla R; Street, Richard L
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.
Olga A. Andreyeva
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.
Stefanenko, Tatiana; Kupavskaya, Aleksandra
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...
Bobby C. Vaught
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.
Doering, E. Jane
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)
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…
Hemberg, Jessica Anne Viveka; Vilander, Susann
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.
Y. V. Orlova
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.
Washington, Melvin C.; Okoro, Ephraim A.; Okoro, Sussie U.
This study discusses the significance of emotional intelligence and intercultural communication competence in globally diverse classroom settings. Specifically, the research shows a correlation between degrees of emotional intelligence and human communication competence (age, gender, and culture). The dataset consists of 364 participants. Nearly…
Mariño, R; Ghanim, A; Morgan, M; Barrow, S
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.
Brown, Edwina A; Bekker, Hilary L; Davison, Sara N; Koffman, Jonathan; Schell, Jane O
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.
Mendias, Elnora P.; Guevara, Edilma B.
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…
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,…
The editors of this special issue have recruited six papers focused on the ways that language and communication interact with culture to influence student behavior. Two themes that emerge from these papers are the fundamental role of communication in learning and living, and the impact of culture on the functions of communication. The present…
Qureshi, A; Collazos, F; Ramos, M; Casas, M
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.
Adam VAKHTANG AKHALADZE
Full Text Available In this study we analyze the biographical and hagiographical life and multifaceted activities of St. Anthim the Iberian in cross-cultural communicative dimension. Modern Post-Global world and its Weltanschauung need not onlytrans(cross-cultural, but also trans-historical contexts. We have designated the existence of trans-cultural polylogue (dialogue of many between all historical eras and ethnicities with their cultural codes and symbols. Our research enabled us to identify the following parameters of trans-cultural communicative competence: (i adequately assess the communicative situation; (ii possession of a certain body of knowledge about the native and other cultures; (iii to put into practice intercultural communicative intentions; (iv presence of not only the ability to understand other cultures, as well as members of their own culture, but also the ability to build new patterns of behavior, based on the values and norms of different cultures; (v strive to mix our own and others' cultural identity and as a result of the exchange of positive examples of actions and patterns of decision-making to go to a qualitatively new synthesis of action; (vi check the communication results with the help of feedback. We also identified the following aspects and facts of life and activity of Anthim the Iberian in the context of cross-cultural communicative competence: (a getting a wonderful upbringing (social intercultural communicative abilities and skills, and education (the possession of a certain body of knowledge about both native and other cultures, understanding and respect for diverse cultural values; (b the forced emigration of the native culture medium (communicative and behavioral adaptation to the behavior of other cultures; (c the experience of cruelty trafficking – the kidnapping and slavery sale (the religious-spiritual, social and cross-cultural communicative negative experience and its interpretation in a truly constructive manner that
It is too often taken for granted that the communication process with culturally different children takes place as readily as it might with children from Anglo cultures. Most teachers receive training in verbal and formal communication skills; children come to school with nonverbal and informal communication skills. This initially can create…
Garran, Ann Marie; Werkmeister Rozas, Lisa
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.…
Full Text Available Communicative competence is the ability to send messages which promote attainment of goals while maintaining social acceptability. Competent communicators attempt to align themselves with each others goals and methods to produce a smooth, productive and often enjoyable dialogue. The aim of this research was to investigate self-perceived communicative competence (SPCC of students of Engineering Management in General English and English for Specific Purposes (ESP. A longitudinal study was carried out starting with the first year students at the Faculty of Technical Sciences in Novi Sad and was repeated with the same sample of students during their second and third year of study. Participation was voluntary and took place during regular class time. The measure of communicative competence employed was the Self-perceived Communication Competence Scale. The results of the study indicated that differences in SPCC between the years do exist. The SPCC gradually improved between the first, the second and the third year. The research was also motivated by gaining better overview of the teaching activity. An anonymous questionnaire provided many useful hints and ideas for further work and thus, language teacher made a thorough analysis of the overall teaching procedure. However, it is essential to get some feedback and talk to students in order to evaluate both them and ourselves as well as the teaching syllabus.
Tandyonomanu, D.; Mutiah; Setianingrum, V. M.
This study aims to understand the process of shaping communication competence. Participants were pre-service teachers in the primary school education teacher who conducted teaching program internship program. Observations and interviews found that culture, experience, and education were the components that developed the communication competence within the instructional context. The former two components dominantly shape communication instructional competencies, whereas the latter contributes insignificantly. Education emphasizes on teacher’s pedagogy and professional competences. In the future, educational institutions for pre-service teachers could use this research results to Determine the process of developing communication competence.
Vanessa Cristina Revheim Cunha
Full Text Available Lessons should provide opportunities to use language in relevant ways. Cultural awareness is essential, as studying a language implies learning its cultural values. ACTFL advocates that cultural understanding is vital to prepare students for the demands of today’s globalized world. The U.S. Dept. of Education National Education Technology Plan (2010 claims that learning by technology “prepares them [students] to be more productive members of a globally competitive workforce”(p. xi. In order to promote a communicative experience with a cultural focus, the concepts of collaboration and autonomy were applied in a project where students used a Brazilian website and learned about the importance of a community tradition called Amigo Secreto. Students write personal descriptions and interact online. On the last day of class, students describe their secret friends and the class must guess who they are. The objectives are for students to work collaboratively, use authentic language and improve cultural knowledge.
Pollozhani, Aziz; Kosevska, Elena; Petkovski, Kostadin; Memeti, Shaban; Limani, Blerim; Kasapinov, Blasko
Aim: To examine the existing situation, barriers and consequences of the intercultural communication in health institutions and to offer training models for strengthening and improving communication skills of health professionals in the Republic of Macedonia. Methods: A cross-sectional survey was conducted to assess the relationship between patients and health professionals. A total of 813 health professionals (302 physicians and 511 other medical staff) from different healthcare institutions, and 1016 patients participated in cross-sectional survey performed in autumn 2010. Results: The research has showed that each third examined patient thought that his/her physician or the other medical personnel had no understanding for his/her emotions and gave no answer to all of his/her questions. From the other side, 60% of the physicians declare that they have a good communication with patients speaking other language than their mother tongue. Only 60% of physicians said that they know good the culture of their patient and 52% of the other medical staff said that they adjusted the treatment to the patient culture (religion, attitudes, language, life style). Conclusion: There are some gaps in current provision of health care practice in an aspect of effective interactions and communication skills of health professionals to meet patient needs in a multicultural and multilingual setting. A training model is proposed for strengthening communication skills of health professionals. PMID:24511268
This paper investigates intercultural communication ethics is a vital element to promote intercultural communication competence. Firstly, it defines the concept of intercultural communication ethics; Secondly, it illustrates the relation between ethics and the key point of intercultural communication competence; and finally addresses how intercultural communication ethics can improve intercultural communication competence.
Full Text Available The article presents challenges and methods of teacher training activities aimed to develop communicative competence and prepare teachers for work in mountain area schools in the Ukrainian Carpathians. Research shows that specifics of social and cultural environment should be taken into account in the process of teaching native language and developing communicative competence of future teachers. Sociocultural approach defines language teaching strategies in the light of national culture, traditions of ethnic regions and the Ukrainian Carpathians in particular. Teacher training programs should include studies on material, cultural and spiritual values of highlanders. Such topics can be incorporated in the main native language course. Study and analysis of fiction pieces, especially those that reflect the socio-cultural peculiarities of linguistic community of the Ukrainian Carpathians can be of great value in achieving the goal. Small classes in mountain schools also place a demand upon educators to constantly upgrade approaches, forms and methods of teaching. The article offers an integral teacher training system aimed at developing communicative competence and preparing teachers to work in the mountain areas schools. A special place in this system is given to folk pedagogy, which accumulates the national and regional spiritual values. The author presents the components of communicative and socio-cultural competence of future teachers. The suggested algorithm for training primary school teachers insures reaching an appropriate level of socio-cultural, historical, linguistic and communicative competencies necessary for language teaching at primary schools in mountain regions of the Ukrainian Carpathians.
The absence of Chinese culture in foreign language teaching has a strong impact on the exchange between different cultures, and is also an obstacle to intercultural communication competence training. In general, English teaching level in China frontier minority areas is far behind that in developed areas, and shows its own teaching and cultural…
Niola Fuentes Felicó
Full Text Available The new socio-economic context of the 21st century set new challenges to museums, among them to become interactive institutions in the community, meeting the expectations of the public and giving support to school education. Such goals demands specialists working at the museums a sound cultural background and communicative competence in their professional environment and performance. Both, culture and communicative skills have a positive effect in the relation with visitors. The study starts by the construction of a theoretical framework describing and ideal model of museum specialists’ continuing education; by monitoring specialists’ professional performance and making surveys and interviews current specialists’ communicative competence and cultural background was accessed. The findings provide an insight of the actual level of professional capacities and need of training of that specialists. Keywords: Museum, continuing education, intercultural communication, cultural background
Full Text Available The traditional notion of English as a foreign language solely for communicating with native speakers can no longer be applied in a world that is constantly changing, hence paving the way for an alternative use of the language known as English as a lingua franca. As a result, instead of focusing only on grammatical correctness, research into language pedagogy has also come to recognize the importance of exploring bottom-up learning processes, and developing intercultural communicative competence (ICC and more communicative-based methods. Nowadays, it is essential to acquire the knowledge, skills, attitudes and critical cultural awareness necessary to communicate successfully. To show the importance of integrating ICC in language pedagogy, a recording from the Vienna-Oxford International Corpus of English is analysed here to demonstrate the significance of developing critical awareness as well as several communicative strategies, so that language learners can afterwards have the necessary ICC to interact in today’s multi-lingual/cultural society.
Muhammad Aslam Sipra
Full Text Available The article explores the use of technology in EFL classes to promote communicative competence. It elucidates communicative competence and explicates obstructions in communicative tasks. Moreover, it interprets the use of technology in fostering and supporting the development of communicative competence and explains how it is pragmatic in maintaining learners’ level of motivation and interest in learning a foreign language. The present article identifies the significance and use of mobile phone, camera, computer and internet, tape recorder, projector, and language labs in EFL classes. Besides, it discusses the use of technology as an educational tool in language teaching and learning.
Govender, Pragashnie; Mpanza, December M; Carey, Tarryn; Jiyane, Kwenzile; Andrews, Bicolé; Mashele, Sam
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.
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.
Tinirau, Rawiri; Gillies, Annemarie
The Nga Manu Speech Contest has grown to be one of the biggest and most positive events for New Zealand secondary school students where competitors articulate their thoughts and aspirations in both Maori and English. The contest is acknowledged as an avenue that enhances language and cultural development amongst Maori youth, yet no formal…
Alla A. Isakova
Full Text Available Introduction: the article outlines the concepts of communicative competence and cross-cultural communication. The authors highlight their place in higher education institutions based on a case-study of Tyumen region (Russia. The increased interest in the process of cross-cultural communication determines the relevance of the research.. Materials and Methods: during the research process the authors used descriptive method, observation and learning with consulting of relevant literature. The methodological basis of the research is a philosophical concept of the relationship between culture and morality, communication, inter-ethnic and ecological culture and others. Results: this communicative education system should be continuous, comprehensive, interdisciplinary and integrated to promote personal development of students with differentiation depending on professional orientation. Teaching should be consistent with cultural traditions and ethical values as the basis of person’s physical and mental health, knowledge of the world and their pl ace in it. Discussion and Conclusions: the development of communicative competence takes place in the educational process. The communication will be successful in the new changed reality of professional activity. The research of verbal and nonverbal communication is useful for commercial and government institutions. It is necessary to study the communicative process in the educational environment promoting personal development of the students. The conditions of integration processes demonstrate some significant changes. The main priorities of modern higher education are full-fledged formation and development of the student’s abilities. It is possible to assume that communicative competence will be the link and the basis of the interaction of all educational forms. The article touches upon the philosophical, literary and cultural problems; the topic determines the choice of Integration of Education.
Hunter, Jennifer L; Krantz, Steven
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.
Blanchet Garneau, Amélie; Pepin, Jacinthe
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.
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
Full Text Available This article focuses on types of challenge to intercultural communicators arising during communication between those with a good level of intercultural competence and those with a lower level and which relate to communicative style. Those with weaker intercultural competence tend to have limited awareness of variation in communicative style and its link to language and culture. As a result, they often continue using aspects of the communicative style of their first language when using a for-eign language. They may even criticise ethnocentrically aspects of the communicative style associated with that foreign language. This can create specific challenges for a more interculturally competent communicator who may well understand the behaviour in question but find it hard to deal with. The key aim of this article is to analyse these challenges prior to hypothesising what underlying skills and prac-tical strategies might help communicators to deal with them. Relevant skills are sought in existing lit-erature and the further processes used in generating hypotheses are described. Skills are identified which include the capacities to deal with negative comments on your own communicative style, to per-suade your fellow communicator of its validity, to negotiate compromises and to steer the communica-tion towards a mutually satisfactory dynamic. Besides outlining the forms further research needs to take, the article concludes by stressing the importance of better understanding these challenges and of incorporating the development of skills for dealing with them into a variety of teaching programmes containing an intercultural component.
Eddey, Gary E; Robey, Kenneth L
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.
Sørensen, Janne; Jervelund, Signe Smith; Nørredam, Marie Louise
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...
Pakhomova Irina Yurevna
Full Text Available This article describes the concept of "communicative competence of future teachers," describes the essential characteristics and features of pedagogical communication. Objective: To define the notion of "communicative competence of future teachers' Methodology of work: competence approach. Scope of the results: the preparation of future teachers at the Pedagogical University. Results: This article describes the concept of "communicative competence of future teachers," describes the essential characteristics and features of pedagogical communication.
A two-part presentation on cross-cultural communication consists of a discussion of cultural differences in interpersonal communication and an article from a Greek English-language publication concerning telephone use skills in a foreign country. Cultural differences in communication are divided into eight types and illustrated: (1) when to talk;…
The author considers the main cultural dimensions and tendencies in cross-cultural communication studies from the 1950s till the present day. Using one’s own experience in carrying out research of non-verbal and prosodic aspects of cross-cultural interaction, the author suggests a system of exercises useful in teaching and learning cross-cultural communication and aimed at formation and developing cross-cultural competence.
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
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…
Ima Isnaini Taufiqur Rohmah
Full Text Available The aim of this study is to describe the communicative competence possessed by ―English for Math‖ teacher in handling the teaching and learning. Considered under the qualitative case study, observation conducted to get the data of the teacher‘s communicative competence based on Celcemurcia‘s model of communicative competence (2007 which is consist of discourse, linguistics, socio-cultural, strategic, interactional, and formulaic competence. Interview also conducted to support the data from observation. This study conducted at Mathematics Study Program IKIP PGRI Bojonegoro and the teacher as the respondent. The result of the study reveals that teacher‘s sociocultural, discourse and linguistics competence were not good but she has good formulaic, interactional, and strategic competences. Developing sociocultural, discourse and linguistics competence are needed to be able to give a good model for the students, since as a teacher, we much influence our students.
Le role de l'identite ethnique dans l'acquisition et la retention de competences culturelles et de communication en milieu minoritaire francophone du Nord de l'Ontario (The Role of Ethnic Identity in Acquisition and Retention of Cultural and Communicative Competence in a Francophone Minority Context in Northern Ontario).
A two-and-a-half-year study in northern Ontario (Canada) investigated the relationship between characteristics of the minority French-speaking community, home environment, and the school and classroom environments. Focus was on factors affecting the development and maintenance of cultural awareness, ethnic identity, and communicative competence in…
Visuals (maps, charts, diagrams and illustrations) are an important tool for communication in most scientific disciplines, which means that scientists benefit from having strong visual communication skills. This dissertation examines the nature of competence in visual communication and the means by which scientists acquire this competence. This…
Manderson, Lenore; Allotey, Pascale
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.
This tutorial paper is to explore the novel nature of communicative competence in augmentative and alternative communication (AAC) practice by comparing it to communicative competence in naturally verbal dyadic communication. This paper first reviews the four domains of communicative competence in AAC practice. Second, it examines competence in dyadic communications between naturally verbal people without disabilities, deriving new insights and using these to analyze the evolution of communicative competence in AAC practice. Communicative competence in AAC practice should be reconceptualized from a new perspective as dyadic, learned, co-constructed, and of relative value, ascertained through performance. In the past decades, the study of communicative competence in AAC practice has primarily focused on individual persons who use AAC. However, the conceptualization of communicative competence should shift away from an individualized construct toward a dyadic construct. This leads to a discussion of potential implications and future research directions. This paper might offer AAC researchers and practitioners an opportunity to deepen their understanding of communicative competence and promote more positive outcomes for people who use AAC. © 2017 S. Karger AG, Basel.
Cultural competence in oncology requires the acquisition of specific knowledge, clinical skills, and attitudes that facilitate effective cross-cultural negotiation in the clinical setting, thus, leading to improved therapeutic outcomes and decreased disparities in cancer care. Cultural competence in oncology entails a basic knowledge of different cultural attitudes and practices of communication of the truth and of decision-making styles throughout the world. Cultural competence always presupposes oncology professionals' awareness of their own cultural beliefs and values. To be able to communicate with cancer patients in culturally sensitive ways, oncologists should have knowledge of the concept of culture in its complexity and of the risks of racism, classism, sexism, ageism, and stereotyping that must be avoided in clinical practice. Oncologists should develop a sense of appreciation for differences in health care values, based on the recognition that no culture can claim hegemony over others and that cultures are evolving under their reciprocal influence on each other. Medical schools and oncology training can teach communication skills and cultural competence, while fostering in all students and young doctors those attitudes of humility, empathy, curiosity, respect, sensitivity, and awareness that are needed to deliver effective and culturally sensitive cancer care.
Mayo, Isabel Cantón; Barrioluengo, Elena Pérez
Oral communicative competence enables speakers of a language to interact effectively with each other. Oral communicative competence includes a wide semantic field since the oral expression is a way of expression for the thought and it provides feedback and develops by means of the linguistic function (Vygotsky, 1992; Piaget, 1983a, 1983b; Pinker,…
Sabet, Masoud Khalili; Tavakoli, Marjaneh
The ability to comprehend and use metaphors in L2 which is referred to as metaphorical competence is an important issue in second language acquisition. Metaphors are so pervasive in our life that we might not realize their presence and simply neglect them even in our first language. Different models of communicative competence have been suggested…
Ess, Charles; Sudweeks, Fay
The first book-length anthology to collect some of the most significant culturally-oriented research and scholarship on CMC from the biennial conference series "Cultural Attitudes towards Technology and Communication" (CATaC). The collection is significant for its contribution towards calling...... attention to the role of culturally-variable dimensions, including communication preferences, in the design, implementation, and use of ICTs - and thereby helping to bring into the mainstream of related scholarship and research (e.g., HCI, etc.) what was then a novel perspective and series of questions...
Culbertson, Nicholas T; Scholl, Brian J
Personal hygiene is strongly associated with disease prevention and is especially important during prolonged patrol or combat operations. Understanding cultural variances associated with personal hygiene is critical for Special Operation Forces (SOF) medics to prevent, monitor, and treat acquired and transmitted infections while working with host nation personnel. During a multiday, long-range patrol, approximately 40 male Afghan National Army troops between the ages of 22 and 49 presented for treatment of burning or pain while urinating. All patients were empirically diagnosed with urinary tract infections. Methods and Discussion: The high attack rate and isolated nature of the outbreak suggested that personal hygiene or sexual intercourse was the most likely cause of the isolated outbreak. However, the cultural sensitivity of both topics made social history gathering a difficult task. After participating in a detailed medical interview, one patient revealed that he and his comrades were blocking their urethras with clay plugs after voiding to prevent residual urine from dripping onto their clothes. This case study presents what might be an undocumented practice carried throughout many ethnic cultures endogenous to Afghanistan and discusses how cultural barriers can impact effective health care delivery. 2013.
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…
Euler, Sasha S.
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…
Karcanes, James A
.... 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...
Beadling, Charles; Maza, John; Nakano, Gregg; Mahmood, Maysaa; Jawad, Shakir; Al-Ameri, Ali; Zuerlein, Scott; Anderson, Warner
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.
Meyer, Eric G; Writer, Brian W; Brim, William
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.
Lax, Leila R; Russell, M Lynn; Nelles, Laura J; Smith, Cathy M
Professional behaviors, tacitly understood by Canadian-trained physicians, are difficult to teach and often create practice barriers for IMGs. The purpose of this design research study was to develop a Web-based program simulating Canadian medical literacy and culture, and to evaluate strategies of scaffolding individual knowledge building. Study 1 (N = 20) examined usability and pedagogic design. Studies 2 (N = 39) and 3 (N = 33) examined case participation patterns. Model design was validated in Study 1. Studies 2 and 3 demonstrated high levels of participation, on unprompted third tries, on knowledge tests. Recursive patterns were strongest on Reflective Exercises. Five strategies scaffolded knowledge building: (1) video simulations, (2) contextualized resources, (3) concurrent feedback, (4) Reflective Exercises, and (5) commentaries prompting "reflection on reflection." Scaffolded design supports complex knowledge building. These findings are concurrent with educational research on the importance of recursion and revision of knowledge for improvable and relational understanding.
Jeffrey, Lynn Maud; Brunton, Margaret Ann
Using a hierarchical needs assessment model developed by Hunt we identified the essential competencies of communication management practitioners for the purpose of curriculum development and selection. We found that the underlying values of the profession were embodied in two superordinate goals. Six major competencies were identified, which were…
Asian International Students at an Australian University: Mapping the Paths between Integrative Motivation, Competence in L2 Communication, Cross-Cultural Adaptation and Persistence with Structural Equation Modelling
This study examined the interrelationships of integrative motivation, competence in second language (L2) communication, sociocultural adaptation, academic adaptation and persistence of international students at an Australian university. Structural equation modelling demonstrated that the integrative motivation of international students has a…
Kim, Sa Kil; Oh, Yeon Ju; Luo, Meiling; Lee, Yong Hee [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)
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.
English, Donald E.; Manton, Edgar J.; Walker, Janet I.
The purpose of this study was to determine business communication students' perception of selected business communication competencies. Students enrolled in business communication classes at Texas A&M University-Commerce from the summer of 2006 until the spring 2007 were survey. Students were asked to evaluate each of the listed 44…
López-Rocha, Sandra; Vailes, Fabienne
Intercultural Communication Training (ICT) is crucial in the preparation of students who will study or work abroad as part of their degree programme. The promotion of key competencies will allow students to become aware of different perspectives, develop a more accurate understanding and appreciation of other cultures, and participate more…
Petrovich, Anne; Lowe, Mitzi
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…
Echeverri, Margarita; Brookover, Cecile; Kennedy, Kathleen
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
Samu, Kathleen Seataoai; Suaalii-Sauni, Tamasailau
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.
Epner, D E; Baile, W F
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.
Liu, Yi-Fen Cecilia
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…
Lyudmila M. Andryukhina
Full Text Available Introduction: the article is concerned with the topical problem of extending intercultural communicative competence in the educational process. Materials and Methods: the authors made a theoretical and empirical analysis of domestic and foreign research and analytical reports prepared in the framework of international projects, the activity of non-governmental organisations, in particular the activities of Sverdlovsk regiona l public organisation “Friends of France”. Results: it is proven that intercultural competence cannot be fully developed by traditional forms of education, and even the existing current innovative experience in this area is insufficient. The integration of education becomes a crucial factor. The article describes the creative educational practices of such integration as the conditions for broadening intercultural communicative competence. The basic characteristics of creative practices are described. Сreative practices being integrated fo rm a creative platform. Discussion and Conclusions: the system of conditions and means for broadening intercultural communicative competence is in constant development. The authors propose to consider the communicative competence as a system of creative practices transformed in the course of elaboration into creative platforms, expanding in the process of intercultural dialogue. This is a promising way to achieve the comprehensive result – completeness of integrated multi-component structure of the intercultural co mmunicative competence.
Rodolfo Acosta Padrón
Full Text Available In this paper an outline on the communicative approach is presented and focuses on communication as a process and outcome; in the functions performed with the language through interaction in a given context. It also refers to the methodological theory of educational communication, which has been enriched in recent years with the development of cognitive theory, information processing and humanistic theory, which consider the needs and interests of students, their responsibility in learning, developing learning strategies and active role in the construction of knowledge through the socializing learning experi-mental cooperative, meaningful and enjoyable.
Siegel, Carole; Haugland, Gary; Reid-Rose, Lenora; Hopper, Kim
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.
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.
Adela Hernández Díaz
Full Text Available This article describes the results of the investigation “Developing Communicative Intercultural Competence in Medical Postgraduate Education in Cuba through English”, a master´s degree thesis whose aim was to design a postgraduate course of English for Specific Purposes which would focus on the development of the communicative competence of doctors going to health missions in English-speaking countries or where English is spoken as a lingua franca.This course is based on Developmental Pedagogy, the Communicative Approach and Task-Based Learning. It emphasizes cultural and important intercultural issues to be kept in mind during doctor-patient interviews, doctor-doctor relationships and doctor-family exchanges in a professional context so as to make it possible to establish cultural differences and similarities between the students´ culture and the foreign country´s culture.This is an exploratory investigation with a fundamentally quantitative focus using resources of the qualitative one. This design is a curricular document with all its didactic components, aimed at the development of intercultural communicative competence that responds to the current needs of the participants.
Full Text Available In article problems of forming of communicative competence of future teachers are considered. The concept communicative competence is considered, communication of communicative competence with professional is shown. Implementation of subject role plays on forming of communicative competence of future specialists of the higher school is shown. In modern conditions the need for people who have gained professional knowledge which uses masterfully culture of speech communication and capable to address in a native and foreign language is rather sharply felt. Successful implementation of ideas of programs to a large extent depends on the teacher, the level of its professionalism. Cardinal reforming of life of society has created real prerequisites for considerable transformations in economy, culture, science, there are against global integration into world educational space, growth of a role of ethnic cultural factors and national consciousness, essential increase of requirements to professional competence of specialists, upgrades of an education system
Rehm, Matthias; Nakano, Yukiko; Koda, Tomoko
Agent based interaction in the form of Embodied Conversational Agents (ECAs) has matured over the last decade and agents have become more and more sophisticated in terms of their verbal and nonverbal behavior like facial expressions or gestures. Having such “natural” communication channels...... available for expressing not only task-relevant but also socially and psychologically relevant information makes it necessary to take influences into account that are not readily implemented like emotions or cultural heuristics. These influences have a huge impact on the success of an interaction...
Full Text Available This magazine issue is about the relationship between digital techniques and the communication of cultural heritage and specifically aims at portraying how the interest and implications of these two things are widespread. Without trying to go too in depth, various points of view have been compared, each taken from different articles presenting a wide range of possible approaches on the subject of creating a wealth of information on cultural heritage and how it can be made available to the public without difficulty. Therefore, this issue wants to create a forum for a many-sided comparison built on a wealth of experience and opinions of different authors. In this way the abundance and versatility of the contributing professions (architects, archaeologists, engineers, mathematicians, graphic designers, artists, video producers, digital experts, 3D graphic designers, critics, directors, etc. has given life to a precious blend of know-how, which is without doubt enhanced by present-day digital technology.
Full Text Available Nowadays, contacts between people from diverse cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people from different cultures and nationalities. A recent rapid development in multicultural relationships therefore puts new demands also on university graduates. They need to be adequately prepared for new social situations and future job opportunities in their home country and also abroad. Achievement of communication competence is the principal objective in foreign language teaching and therefore intercultural competence is incorporated into the university curriculum. The findings of our survey Implementation of Modern Technologies in Professional Language Teaching (a part of a research project funded by the Kultúrna a edukačná grantová agentúra (KEGA of the Slovak Ministry of Education, no. 049PU4/2012 highlighted the importance of professional communication teaching and emphasized intercultural competence as one of the key priorities in the university education. We used a specially designed questionnaire to find out if our respondents (students in the Faculty of Health Sciences, the University of Prešov, Slovakia are sufficiently prepared to provide a proper care to clients/patients from different cultures. Our study showed that the language most used in professional practice was English, and that most respondents did not have any difficulty in communication with clients from different cultures. Sixty percent of the respondents also used non-verbal communication if verbal communication failed, and respected the cultural differences and individuality of patients; a small number of the respondents did not respect these factors. However, our findings also showed that there are still some language barriers between future healthcare professionals and clients/patients from diverse cultures, and that more
Maskor, Nor Aida; Krauss, Steven Eric; Muhamad, Mazanah; Nik Mahmood, Nik Hasnaa
This paper reports on part of a large study to identify competencies of oncology nurses in Malaysia. It focuses on oncology nurses' communications-related competency. As an important cancer care team member, oncology nurses need to communicate effectively with cancer patients. Literature shows that poor communication can make patients feel anxious, uncertain and generally not satisfied with their nurses' care. This paper deliberates on the importance of effective communication by oncology nurses in the context of a public hospital. Four focus group discussions were used in this study with 17 oncology/cancer care nurses from Malaysian public hospitals. The main inclusion criterion was that the nurses had to have undergone a post-basic course in oncology, or have work experience as a cancer care nurse. The findings indicated that nurses do communicate with their patients, patients' families and doctors to provide information about the disease, cancer treatment, disease recurrence and side effects. Nurses should have good communication skills in order to build relationships as well as to provide quality services to their patients. The paper concludes by recommending how oncology nursing competencies can be improved.
Ohio State Univ., Columbus. Vocational Instructional Materials Lab.
This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering graphic communications occupations. The…
Ana Tkalac Verčič
Full Text Available Although there is research focusing on skills, knowledge and personal attributes of communication professionals, there is no definitive research that brings these elements together in a European study. The article examines: (1 how socio-economic issues have shaped the communications profession in Turkey; (2 the disconnect between the competencies required by professional associations and educational institutions in the Netherlands; (3 the competencies required by managers and the need for practitioners to invest in further education in Germany; (4 how crisis communication emerged as a dominant specialization in Spain and the necessary competencies associated with this role; (5 the professionalization of public relations in the UK; and (6 how communication gained a reputation for conspicuous consumption in government and the public sector in Croatia and the consequences for the profession and the challenges for practitioners. The findings are based on the work of the European Communication Professionals Skills and Innovation Programme – ECOPSI (ERASMUS 2011 Ref No: 517691-LLP-1-2011-1-UK-ERASMUS-ECUE.
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…
Pecukonis, Edward; Doyle, Otima; Bliss, Donna Leigh
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.
McGinnis, Sandra L; Brush, Barbara L; Moore, Jean
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.
Tench, R.; Verhoeven, P.; Juma, H.
Purpose: This synopsis of the European Communication Professional Skills and Innovation (ECOPSI) benchmarking Interim Report explains the complex landscape of competencies required by European communication practitioners and explores the underlying constructs that contribute to competence namely
Pragmatics was only invented in 1973 and its first major theory,Speech Act Theory,did not take shape until the 50s.G.Leech argues that"we cannot really understand the nature of language itself unless we understand pragmatics:how language is used in communication."Therefore,the most important element in pragmatics is the context.According to Thomas,pragmatic failure can be divided into two levels:pragmalinguistic failure and socio-pragmatic failure.Therefore,communicative competence must include pragmalinguistic competence and sociopragmatic competence,if inter-cultural pragmatic problems are to be avoided.The paper aims to analyze the causes of pragmatic failures and solutions to this problem will be presented.
Pragmatics was only invented in 1973 and its first major theory,Speech Act Theory,did not take shape until the 50s. G.Leech argues that“we cannot really understand the nature of language itself unless we understand pragmatics:how language is used in communication.” Therefore,the most important element in pragmatics is the context.According to Thomas,pragmatic failure can be divided into two levels:pragmalinguistic failure and socio-pragmatic failure.Therefore,communicative competence must include pragmalinguistic competence and sociopragmatic competence,if inter-cultural pragmatic problems are to be avoided.The paper aims to analyze the causes of pragmatic failures and solutions to this problem will be presented.
Clark, Mary Jo
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.
Developing communicative competence through thinking tasks - Experimenting with Thinking Approach in Danish as Second Language ClassroomSession on Innovations in the classroom, a presentation. Abstract for the conference Creativity & Thinking Skills in Learning, teaching & Management. Riga 19......-20 September 2014 Elina Maslo, Aarhus University, Department of Education, firstname.lastname@example.org Summary: The goal of this presentation is to present some of the experiences with thinking tasks in the Danish language classroom, conducted in the Nordplus Nordic Language Project “Problem solving tasks for learning...... of Danish as second and foreign language in transformative learning spaces”. Two teachers have developed and tried out some thinking tasks in their classrooms, with the aim to foster the development of students´ communicative competence. The learning processes from two classrooms will be analysed...
Sorensen, Janne; Norredam, Marie; Dogra, Nisha
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...
Full Text Available The phenomenon of foreign language mastery shall always be the main issue in the pedagogy since it has numerous advantages in human life, especially in terms of economic value. The definition of bilingualism is connected with the speaking of two languages or expression in two languages and it can be used to describe societies or individuals (Lyon, 1995. The way that a bilingual adapts to a certain condition leads to a certain phenomenon, which is quite interesting to analyze. The texture of the bilingual's creativity is essentially the result of the process of translation and transcreation, and insightful approaches to stylistics-its theory and methodology must be take into consideration. When people speak more than one languages, they may have different levels of proficiency in each of the languages, and use them for very different social purposes and in different situations. The languages that a bilingual speaks affect each other in various ways, so much that there is a regular study of what happens when one language comes into contact with another. In educational setting, it is important to know how a bilingual's first language may affect the function of other languages. The paper will discuss the phenomenon of bilingual and the implication towards communicative competence which would consists, minimally, of four areas of knowledge and skills; grammatical competence, sociolinguistic competence, discourse competence and strategic competence.
Full Text Available Abstract: The phenomenon of foreign language mastery shall always be the main issue in the pedagogy since it has numerous advantages in human life, especially in terms of economic value. The definition of bilingualism is connected with the speaking of two languages or expression in two languages and it can be used to describe societies or individuals (Lyon, 1995. The way that a bilingual adapts to a certain condition leads to a certain phenomenon, which is quite interesting to analyze. The texture of the bilingual's creativity is essentially the result of the process of translation and transcreation, and insightful approaches to stylistics-its theory and methodology must be take into consideration. When people speak more than one languages, they may have different levels of proficiency in each of the languages, and use them for very different social purposes and in different situations. The languages that a bilingual speaks affect each other in various ways, so much that there is a regular study of what happens when one language comes into contact with another. In educational setting, it is important to know how a bilingual's first language may affect the function of other languages. The paper will discuss the phenomenon of bilingual and the implication towards communicative competence which would consists, minimally, of four areas of knowledge and skills; grammatical competence, sociolinguistic competence, discourse competence and strategic competence.
Dauvrin, M; Lorant, V
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
Kohli, Hermeet K.; Kohli, Amarpreet S.; Huber, Ruth; Faul, Anna C.
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…
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
Annandale, Neil O.; Heath, Melissa Allen; Dean, Brenda; Kemple, Ana; Takino, Yozo
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…
Lin, Chin-Nu; Mastel-Smith, Beth; Alfred, Danita; Lin, Yu-Hua
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.
This study briefly reviews Chomsky's and Hymes' ideas on competence and links them to Dubin's notions of autonomous and ideological communicative competence. Based on interviews with high school EFL teachers, the study hypothesizes that some of these teachers have an indistinct view about communicative competence that moves between autonomous and…
Lopes-Murphy, Solange A.; Murphy, Christopher G.
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…
Alla K. Bolotova
Full Text Available Cognitive behavior in interpersonal relations is always connected with time characteristicssuch as sequence, rhythm, and succession of actions. In our research weattempted to determine the role of time parameters in the development of thefollowing social communications: (a interpersonal relations, (b communicativeacts, and (c the process of structuring social behavior. We intended to show therole of time in acquiring and mastering social contacts. In our research we outlineda number of methods for developing time competence and various consciousand unconscious ways to organize time and to create an atmosphere of understanding,acceptance, and trust in interpersonal nonverbal communication. Thetime characteristics of social behavior and its nonverbal manifestation can exert apositive influence on communicative activity and can determine time competencein communication. Ignoring time parameters in the self-realization and self-actualizationof personality introduces a certain destructive element into the processof interpersonal relations; hence the necessity of teaching competence in communicationarises. Teaching is carried out in the process of training and includesseveral stages: the introductory stage and the stages of intensification, integration,avoidance, and others. Thus, time management and the process of teachingtime management allow one to discover time resources for the self-organizationof one’s personality over a lifetime.
Ohio State Univ., Columbus. Vocational Instructional Materials Lab.
This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for graphic communications--commercial photography. Each unit (with or without subunits) contains competencies and competency builders that identify the…
Rogers, Margaret R.; Lopez, Emilia C.
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…
McCroskey, James C.
Current conceptualizations of the construct of "communication competence" are examined in this paper and are found to be problematic. The paper argues that "communication competence" must be distinguished from "communication performance" and sees neither as a reliable predictor of the other. The paper suggests that both research and pedagogy must…
Pyannikov Mikhail Mikhailovich
Full Text Available Informatization of society has significantly changed the paradigm of education, posing the new problems to the scientists. One of such problems is the formation of new conscience – conscience, whose inalienable part is the information culture. The information-communication competence is the basis for the formation of such conscience. In this connection the aim of study is the analysis of psychological peculiarities of the formation of information-communication competence and determination of the role of this personality new formation in conscience of a modern human. The characteristic features of psychological new formations, the stages of cultural development and the role of cultural level of society in the formation of world outlook of a child are studied in this work. In the result of study there was found out the basis of psychic development. The sphere of results application includes the conclusions received in the result of study, which can be used by scholars, who deal with the problem of psychic development of a child. In practice the data of study help to understand better the stages of skill formation and the role of elementary actions in the formation of complex behavioral system.
Михаил Михайлович Пьянников
Full Text Available Informatization of society has significantly changed the paradigm of education, posing the new problems to the scientists. One of such problems is the formation of new conscience – conscience, whose inalienable part is the information culture. The information-communication competence is the basis for the formation of such conscience. In this connection the aim of study is the analysis of psychological peculiarities of the formation of information-communication competence and determination of the role of this personality new formation in conscience of a modern human. The characteristic features of psychological new formations, the stages of cultural development and the role of cultural level of society in the formation of world outlook of a child are studied in this work. In the result of study there was found out the basis of psychic development. The sphere of results application includes the conclusions received in the result of study, which can be used by scholars, who deal with the problem of psychic development of a child. In practice the data of study help to understand better the stages of skill formation and the role of elementary actions in the formation of complex behavioral system.DOI: http://dx.doi.org/10.12731/2218-7405-2013-1-33
Dharmawan, A.; Aji, G. G.; Mutiah
Madura is a tribe with a cultural entity influenced by the ecological aspect and Madurese people. Assessing Madurese culture cannot be separated from the relation of society and ecological aspects that form the characteristics of Madura culture. Stereotypes of Madurese include a stubborn attitude, and carok or killing as a problem solving. On the other hand, Madurese are known to be inclusive, religious, and hardworking. The basic assumption is that the ecological conditions in Madura also shape the social and cultural life of the Madurese. Therefore, judging the Madurese cannot just be seen from a single event only. Moreover, the assessment only focuses on Madurese violence and disregards their structure and social aspects. Assessing Madura culture as a whole can explain the characteristics of Madurese community. According Hofstede culture is a characteristic mindset and perspective of individuals or groups of society in addressing a distinguished life. These differences distinguish individuals from others, or one country to the other. According to Hofstede to be able to assess the culture can be explained by four dimensions namely, individualism-collectivism, uncertainty avoidance, masculinity-femininity and power distance. The method used in this research is a case study. The Result is Madurese classified collectivism can be viewed from the pattern of settlements called kampong meji. Madurese can be classified into low and high uncertainty avoidance. the power distance for the Madurese is classified as unequally or there is a distance of power based on social groups. The element of masculinity of the Madurese is shown to be found when the earnestness of work.
Silverglate, Daniel S.; Sims, Edward M.; Glover, Gerald; Friedman, Harris
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
Panina, Daria; Kroumova, Maya
There are important cultural differences in attitudes towards and use of electronic text communication. Consistent with Hall's high-context/low-context conceptualization of culture, electronic inter-cultural communication, just as verbal inter-cultural communication, is affected by the culturally-specific assumptions and preferences of message…
de Leon Siantz, Mary Lou
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.
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.
Umit I. Kopzhasarova
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
Egorenko T.A.; Bezrukavny O.S.
This article dwells upon the issues related to formation of meta-subject competencies’ communicative component in pupils during transfer to middle secondary school. The authors consider the approaches to notion “communicative competency” and specify its main components. The sensitivity of forming communicative competency in junior adolescence age is defined. The results of investigation into communicative competency is described. The article raises the question of the effect of psychological ...
Elizabeth Arapé Copello
Full Text Available This paper shows a research about Communication and Peace Culture developed with Venezuelan students. We did a theoretical review and field-work with students. We are looking for visions and perceptions about communication to peace from students. The research is focused on three student groups who live near of Venezuela frontier. We work with three test: (COMPAZ-1, Peace Builder and Learning to Dialoguing. The students show changes in their initials perceptions after the workshop. The experience developed that short training could be useful to be better the communication behavior as support of peace project.
Courses: Intercultural Communication; any course with an intercultural communication unit. Objectives: Students will demonstrate the self-awareness imperative in intercultural communication, explore their own cultural identities, and reflect on others cultural identities in order to build their intercultural communication competence.
Improving clinician-patient communication, improving clinical decision making, and eliminating mistrust have been identified as three key areas for reducing disparities in care. An important step is the training of cancer professionals to deliver culturally competent care in clinical settings as well as increasing the proportion of underrepresented minorities in the health care workforce. Providing care that is attuned to the patient's cultural preferences begins by talking to the patient about his or her cultural history and identifying the locus of decision making, preferences for disclosure of vital health information, and goals of care. Patients with low literacy and those with poor fluency of the dominant language require additional services. Language interpretation by trained professionals is fundamental to ensure that patients are able to provide informed consent for treatment. A working definition of culture involves multiple dimensions and levels and must be viewed as both dynamic and adaptive, rather than simply as a collection of beliefs and values. Effective cross-cultural education avoids stereotyping and promotes communication and negotiation to solve problems and minimize tension and conflict. Recent research has identified that unconscious biases held by clinicians affect their behavior and recommendations for treatment.
Horvat, Lidia; Horey, Dell; Romios, Panayiota; Kis-Rigo, John
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
Ribakova, Laysan A.; Parfilova, Gulfia G.; Karimova, Lilya Sh.; Karimova, Raushan B.
The article describes features of the communicative competence evolution in adolescents growing up in orphanages. The specificity is revealed and definition is given to key concept of the research, namely "communicative competence". Authors emphasize and demonstrate the evaluation peculiarities of the adolescents, growing up in…
Wheeless, Virginia Eman; Berryman-Fink, Cynthia
Examined employee attitudes toward women in general and women as managers, and perceived communication competencies of women managers. Found that female employees demonstrated a more positive regard for women in general, a less traditional view of women as managers, and a more positive perception of their communication competencies. (PD)
Cegala, Donald J.
Presents a conceptual and operational definition of one cognitive dimension of communicative competence--interaction involvement--based on Goffman's model of face-to-face society. Reports two studies to support the validity of the definition. Outlines the implications for future research on communicative competence as well as instructional…
Seeleman, Conny; Hermans, Jessie; Lamkaddem, Majda; Suurmond, Jeanine; Stronks, Karien; Essink-Bot, Marie-Louise
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
Full Text Available This article dwells upon the issues related to formation of meta-subject competencies’ communicative component in pupils during transfer to middle secondary school. The authors consider the approaches to notion “communicative competency” and specify its main components. The sensitivity of forming communicative competency in junior adolescence age is defined. The results of investigation into communicative competency is described. The article raises the question of the effect of psychological - pedagogical adaptation of students to the basic school on the formation of the communicative component metasubject competencies. The sample of 167 students from two educational complexes with intensive study of foreign languages Moscow. The conclusions are drawn about the need to implement a psychological and pedagogical program aimed at forming and developing communicative component of meta-subject competencies at school.
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…
Kedrowicz, April A
This paper explores the impact of a group communication course on veterinary medical students' perceptions of communication competence and communication anxiety. Students enrolled in the Group Communication in Veterinary Medicine course completed the Personal Report of Communication Apprehension and the Communicative Competence Scale at the beginning (Time 1) and end (Time 2) of the semester. Results show that first-year veterinary students' self-perceptions of communication competence increased and their self-reported levels of communication apprehension decreased across multiple contexts from Time 1 to Time 2. This research provides support for experiential communication training fostering skill development and confidence.
Meyer, Eric G; Hall-Clark, Brittany N; Hamaoka, Derrick; Peterson, Alan L
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.
Full Text Available While the use of appropriate linguistic items is essential for successful communication in any language, sociocultural factors also play an important role. Intercultural communicative competence is one dimension of sociocultural awareness that has been recognized as integral for communicative competence, but its practical application remains a challenge, possibly due to the fact that language educators tend to have more knowledge about the target language than its related cultural aspects (Celce-Murcia, 2007. While cultural references are, even if implicitly, prevalent in textbooks, teacher discourse, and the media, they are often reduced to “American” or “British” while the culture of speakers of English from many other countries, including Brazil, are often ignored. Another important dimension that positively affects language and cultural learning is the representation of one’s identity (Norton, 2013. In this sense, implementing intercultural communicative competence (ICC in English Language Teaching (ELT allows learners to express their identities while engaging in meaningful discussions about cultural views. This article provides a brief overview of communicative competence and draws on Byram’s (1997 model of ICC to suggest pedagogical applications aimed at validating student identity in English language classes, particularly but not exclusively, in Brazil
Castillo, Richard J; Guo, Kristina L
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.
Cruz, J P; Alquwez, N; Cruz, C P; Felicilda-Reynaldo, R F D; Vitorino, L M; Islam, S M S
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
Bustamante, Rebecca M.; Skidmore, Susan T.; Nelson, Judith A.; Jones, Brandolyn E.
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…
Kim, Irene J.; Kim, Luke I. C.; Kelly, James G.
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…
Suurmond, Jeanine; Seeleman, Conny; Rupp, Ines; Goosen, Simone; Stronks, Karien
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,
Fleuriet, Cathy A.
Questions survey results which find oral communication education alive and well in higher education. Argues that those outside the discipline need to be educated about the nature of speech communication education and that a concerted effort must be made by faculty and administrators to reinforce the academic credibility of the discipline. (PA)
The concept of perception influenced by culture is pretty important in the study of intercultural communication. The perceptions of language and nonverbal language formed under various cultures intimate with each other during communication. This paper aims to explore the relationship between perception and culture in nonverbal communication through the study of eye language and body odor, and promote the communication among people of different culture as well.
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.
Dhindsa, Harkirat S.; Abdul-Latif, Salwana
Classroom communication often involves interactions between students and teachers from dissimilar cultures, which influence classroom learning because of their dissimilar communication styles influenced by their cultures. It is therefore important to study the influence of culture on classroom communication that influences the classroom verbal and…
Janet E. Fox
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.
Jernigan, Valarie Blue Bird; Hearod, Jordan B; Tran, Kim; Norris, Keith C; Buchwald, Dedra
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.
Jernigan, Valarie Blue Bird; Hearod, Jordan B.; Tran, Kim; Norris, Keith C.; Buchwald, Dedra
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
DeWine, Sue; Pearson, Judy C.
Describes a summer instructional program for elementary and secondary teachers involving a set of workshops on basic communication concepts, nonverbal communication, organizational communication, listening, and small group communication. Discusses issues of marketing the program, defending its academic validity, and decreasing the gap between the…
Full Text Available In the paper we study the problem of communicative competence of interpreters by means of psychological training techniques, taking into account the factors that impede and facilitate the work of translators. The notion of translators’ professional communicative competence and the concept of secondary linguistic personality are studied. Compatibility and feasibility of psychological training techniques and exercises of various types, which are traditionally performed in the classroom by future translators at foreign language classes, are considered. The division of exercises according to the criterion of acceptance or delivery of information, that is receptive, reproductive, receptive-reproductive, productive and receptive, productive, and the communicative criterion, that is communicative, conditionally communicative and noncommunicative. The technology of interpreters’ communicative competence formation is revealed.
WANG Jing; WANG Yun
With the development of business among China, Indian and Australia, people pay more attention to communication chan⁃nels and cross-cultural business ethics and methods as well as cultural, religious and dietary issues that may impact on successful communication. This article talks about cross communication awareness and methods for improving cross cultural communication based on author’s working experience in a firm in Sydney (Australia) that exports foodstuffs to a number of countries in Asia.
Code-switching and communicative competence in the language classroom. ... that both teachers and learners engage in CS behaviour in classroom interaction. The paper examines language teaching sessions of Grade 8 and 9 learners in ...
Lopes-Murphy, Solange A.
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…
Intercultural Communication Competence (ICC) is the absolute necessity for talents in the 21st century. Meanwhile, the development of ICC competence has already become a new teaching concept, which will penetrate in all aspects of language teaching activities. Indeed, to facilitate language learners to develop ICC, language teachers, especially…
Svitlana G. Lytvynova
Full Text Available New ways of the development of the informational competence have been determined in the work. Core general standards for the teachers of subjects have been defined. The definition of informational – communicative competence and its components have been discovered.
Kurt, Adile Askim; Akbulut, Yavuz; Odabasi, H. Ferhan; Ceylan, Beril; Kuzu, Elif Bugra; Donmez, Onur; Izmirli, Ozden Sahin
Information and Communication Technologies Action Competence (ICTAC) can be defined as "individuals' motivation and capacity to voluntarily employ their ICT skills for initiating or taking part in civic actions". Since academic staff and teachers in ICT related fields have crucial roles in training action-competent individuals, this…
Kulgemeyer, Christoph; Schecker, Horst
Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is…
Mills, Stacia; Xiao, Anna Q; Wolitzky-Taylor, Kate; Lim, Russell; Lu, Francis G
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.
Rowland, Michael L; Bean, Canise Y; Casamassimo, Paul S
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.
Tanabe, Marianne K. G.
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.…
Joshua L. Schwarz PhD
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.
Yuliya I. Аleyevskaya
Full Text Available Introduction: the issue of development of the communicative competence is well studied in pedagogical theory and practice. Nevertheless there is no consensus among researchers regarding the interpretation of the notion. This fact determines the relevance of the subject in the context of the reform of the national higher education. The labour market puts forward increasing requirements to graduates’ adaption potential within the system “human – human”. This draws special attention to the problem of communicative co mpetence. Materials and Methods: the authors carried out a sociological research on the communicative component of the competence cluster among master’s degree students who specialise in pedagogical education in order to determine “the importance of weight indicators” of separate competencies. Results: the authors substantiate the necessity of broadening a communicative competence in conditions of transition to a multilevel system of higher education; define its essence and structure taking into account the generic unity of Bachelor’s and Master’s degree programmes. The article presents the informative content of communication components in accordance with the proposed structure of communicative competence, containing motivation-value-based, cognitive, activity-based, reflective and evaluative components. The authors show the potential of communicative competence in the context of the new federal state educational standards (FGOS VO 3+. Further the authors make analysis of the requirements set to graduates upon completion of undergraduate and graduate programmes in “Pedagogical Education”, specify the role of separate competencies in extending graduates’ communicative competence. Discussion and Conclusions: the results of the research presented in the article enable to specify the structure and content of the communicative competence of a university graduate, reflecting the willingness and ability to productive
Full Text Available Lindsay Holmgren’s “Empathic Communications and Narrative Competence in Contemporary Medical Education” reviews the teaching of narrative competency in medical education, arguing that these practices must engage postclassical approaches to narrative studies while attending to the concept of empathy as it is deployed in various disciplines, including narratology, cognitive science, and psychology. With an emphasis on the formation of professional identity in medical practice, Holmgren explores the relationship between professional identity in a multi-ethnic, gender-neutral, demographically and culturally diverse medical education context, and the complex arena of narrative empathy. Hinging her argument on the reciprocal nature of identity that emerges at the intersections of various versions of the self and others, Holmgren’s article aligns the empathy developed by reading fiction with that which develops in the clinical encounter. Finally, the article understands these various, evolving subject positions rhetorically, arguing that the comportments of medical educators in the humanities should be such that their students will want to emulate them.
Leever, Martin G
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.
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.
A significant problem for practitioners of technical communication is to gain the skills to compete in a global, multicultural work environment. Instructors of technical communication can provide future practitioners with the tools to compete and excel in this global environment by introducing heuristics of cultural dimensions into the…
Spitzberg, Brian H
Despite the central role that communication skills play in contemporary accounts of effective health care delivery in general, and the communication of medical error specifically, there is no common or consensual core in the health professions regarding the nature of such skills. This lack of consensus reflects, in part, the tendency for disciplines to reinvent concepts and measures without first situating such development in disciplines with more cognate specialization in such concepts. In this essay, an integrative model of communication competence is introduced, along with its theoretical background and rationale. Communication competence is defined as an impression of appropriateness and effectiveness, which is functionally related to individual motivation, knowledge, skills, and contextual facilitators and constraints. Within this conceptualization, error disclosure contexts are utilized to illustrate the heuristic value of the theory, and implications for assessment are suggested. Significance for public healthModels matter, as do the presuppositions that underlie their architecture. Research indicates that judgments of competence moderate outcomes such as satisfaction, trust, understanding, and power-sharing in relationships and in individual encounters. If the outcomes of health care encounters depend on the impression of competence that patients or their family members have of health care professionals, then knowing which specific communicative behaviors contribute to such impressions is not merely important - it is essential. To pursue such a research agenda requires that competence assessment and operationalization becomes better aligned with conceptual assumptions that separate behavioral performance from the judgments of the competence of that performance.
Spitzberg, Brian H.
Despite the central role that communication skills play in contemporary accounts of effective health care delivery in general, and the communication of medical error specifically, there is no common or consensual core in the health professions regarding the nature of such skills. This lack of consensus reflects, in part, the tendency for disciplines to reinvent concepts and measures without first situating such development in disciplines with more cognate specialization in such concepts. In this essay, an integrative model of communication competence is introduced, along with its theoretical background and rationale. Communication competence is defined as an impression of appropriateness and effectiveness, which is functionally related to individual motivation, knowledge, skills, and contextual facilitators and constraints. Within this conceptualization, error disclosure contexts are utilized to illustrate the heuristic value of the theory, and implications for assessment are suggested. Significance for public health Models matter, as do the presuppositions that underlie their architecture. Research indicates that judgments of competence moderate outcomes such as satisfaction, trust, understanding, and power-sharing in relationships and in individual encounters. If the outcomes of health care encounters depend on the impression of competence that patients or their family members have of health care professionals, then knowing which specific communicative behaviors contribute to such impressions is not merely important – it is essential. To pursue such a research agenda requires that competence assessment and operationalization becomes better aligned with conceptual assumptions that separate behavioral performance from the judgments of the competence of that performance. PMID:25170494
It is commonly agreed by contemporary schohrs that it is important to understand the role of culture and its characteristics and potential impact on individuals engaged in cross-cultural communication.Nonverbal Communication often reveals basic culture traits.Eye contact,as a mediunq to convey emodon.attitudes and intention.phys an undeniably vital role in communication.The concentration of this paper is to discuss the functions of eye contact in communication,different information conveyed by eve contact on the basis of different cultures and the importance of understanding and respecting the rituals of eye contact in cross-culmral communication.
Ana María Molina Gómez; Angelina Roméu Escobar; Miriam Gutiérrez Escobar; María Elinor Dulzaides Iglesias
Background: the cognitive, socio-cultural and communicative language teaching approach reveals the importance of syntactic speech closely related to semantic and pragmatic dimensions and aimed at understanding, analysis and construction of discourse. Objective: to design a didactic strategy that contributes to the development of communicative competence. Methods: pedagogic research on the teaching- learning process of Spanish grammar for first year students of Health Psychology in the Univers...
Ryan, Stephen B.
The goal of this paper is to highlight and discuss the importance of culture and how it can affect our communication in intercultural contexts. We shall discuss the affect culture can have on communication in cross-cultural contexts using specific examples from Japanese and English speakers. Two culture models are presented for understanding and making sense of these cross-cultural events. The final purpose of this paper is to offer a way for readers and intercultural students to think about ...
Henderson, Saras; Horne, Maria; Hills, Ruth; Kendall, Elizabeth
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
Bakic-Tomic, Ljubica; Dvorski, Jasmina; Kirinic, Anamarija
In Croatia, a radical change appeared in education in 1995. The Ministry of Education and Science of Croatia approved and funded the research project entitled "Information and communication competences of educators" that consisted of two parts: theoretical, study of the available literature on the communication competence of teachers in…
Carnevale, Franco A; Macdonald, Mary Ellen; Razack, Saleem; Steinert, Yvonne
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.
Costantino, Giuseppe; Malgady, Robert G.; Primavera, Louis H.
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…
Ladha, Tehseen; Zubairi, Mohammad; Hunter, Andrea; Audcent, Tobey; Johnstone, Julie
The ability to communicate effectively with patients and families is paramount for good patient care. This practice point reviews the importance of communicating effectively in cross-cultural encounters. The concept of cultural competence is introduced, along with the LEARN (Listen, Explain, Acknowledge, Recommend, Negotiate) model for cross-cultural communication. Three vignettes, one each in Indigenous, global, and newcomer child health, are used to illustrate challenges in cross-cultural communication and effective application of the LEARN model. Practical tips are provided for communicating across cultures.
O'Malley, R. C.; Kahan, D.
It is well established that cultural commitments influence receptivity to scientific information on risks and related policy-relevant facts. Religiosity is one proxy for such commitments. My presentation will present data from numerous studies (observational and experimental, lab and field) that address how religiosity as a form of cultural affinity shapes engagement with the best available evidence on human-caused climate change. The central conclusion of this research is that a skeptical position on climate change, much like a skeptical position on human evolution, operates as a tacit badge of membership in and loyalty to groups bound together by religious affiliations. Overcoming the distorting impact that this dynamic has on climate-science communication requires engaging members of religious groups not as members of those groups per se but as citizens with a practical stake in addressing the risks that climate change poses to them and their neighbors. Once enlisted into discussion and practical action on these grounds, however, religious individuals can be expected to share their positive experiences and outlooks with other members of their religious communities, thereby demonstrating to them that engaging with this form of science does not conflict with their cultural identities.
Cancer is increasing in incidence and prevalence worldwide, and the WHO has recently included cancer and its treatments as a health priority in developed and developing countries. The cultural diversity of oncology patients is bound to increase, and cultural sensitivity and competence are now required of all oncology professionals. A culturally competent cancer care leads to improved therapeutic outcome and it may decrease disparities in medical care. Cultural competence in medicine is a complex multilayered accomplishment, requiring knowledge, skills and attitudes whose acquisition is needed for effective cross-cultural negotiation in the clinical setting. Effective cultural competence is based on knowledge of the notion of culture; on awareness of possible biases and prejudices related to stereotyping, racism, classism, sexism; on nurturing appreciation for differences in health care values; and on fostering the attitudes of humility, empathy, curiosity, respect, sensitivity and awareness. Cultural competence in healthcare relates to individual professionals, but also to organizations and systems. A culturally competent healthcare system must consider in their separateness and yet in there reciprocal influences social, racial and cultural factors. By providing a framework of reference to interpret the external world and relate to it, culture affects patients' perceptions of disease, disability and suffering; degrees and expressions of concern about them; their responses to treatments and their relationship to individual physicians and to the healthcare system. Culture also influences the interpretation of ethical norms and principles, and especially of individual autonomy, which can be perceived either as synonymous with freedom or with isolation depending on the cultural context. This, in turn, determines the variability of truth-telling attitudes and practices worldwide as well as the different roles of family in the information and decision-making process of
Kokkonen, Lotta; Almonkari, Merja
Modern working life calls for competences that enable people to be creative, innovative and effective. Studies looking at contemporary enterprises and organisations such as businesses and schools have shown that many of the qualifications that graduating students would need, including informal learning (see Gielen, Hoeve & Nieuwenhuis 2003),…
Y. L. Semenova
Full Text Available Interdisciplinary and meta-disciplinary integration in education reflects a comprehensive approach to education and training, and makes it possible to single out both the main elements of educational content and subject interrelations, re solving the problem of fragmentation and isolation of different subjects. The paper considers the way of improving students’ bilingual communicative competence by means of implementing interdisciplinary and meta-disciplinary integration in teaching process. By the above competence the authors understand the readiness and ability to perform effective interpersonal, inter-group and inter-cultural communication both in native and foreign languages. The paper describes the meta-disciplinary principle that involves school training of general methods, techniques, schemes and mental work patterns used in working with any materials in any sphere of knowledge, and not lim- ited by specific subjects. The authors recommend the culture dialog as the condition, means and way of personal development in learning native and foreign languages. Bilingual informational, cultural and semantic interrelations, comparison of cultures and languages stimulate students’ cognitive process actualizing their personal experience, facilitating both socio-linguistic and socio-cultural discursive knowledge, providing the effective development of communication skills. The example of meta-disciplinary integration is given demonstrating the students’ communicative competence development in the process of training for the creative part of the unified state examinations in the Russian and English languages.
Brotanek, Jane M; Seeley, Christina E; Flores, Glenn
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.
Ly, Catherine L; Chun, Maria B J
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.
Huda A. Al-Shehri
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.
Al-Shehri, Huda A; Al-Taweel, Sara M; Ivanoff, Chris S
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.
N. S. Abolina
Full Text Available The paper, devoted to the communicative competence development, regards it as the key element of professional competence. Modern specialists in any sphere of professional activity need the necessary information and communication skills (i.e. the ability to use the principles of busyness communication for planning and analysis, goal-setting, choosing strategies, understanding the partners’ intentions and modifying the communication ways. The author highlights the labor market requirements to communication skills of the higher school graduates, and insists on introducing the theoretical and practical methods of communication competence development into the educational curricula. The paper specifies the aspects of perception and reflection in interpersonal contacts, and describes the group training methods with the main emphasis on such collective forms as role plays, group discussions, and training sessions. The outlines of the training program in business communication are given along with its approbation results including the improvements in students’ self-assessment, group communication, feelings, moods, activity, self-control in conflict situations, etc.
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…
Vitaly Vyacheslavovich Tomin
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.
Holyfield, Lavern J; Miller, Barbara H
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.
Lyons, Zaza; Laugharne, Jonathan
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…
... 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.
Jagers, Robert J.
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.…
Franklin, Godfrey; Platt, John S.
A Multicultural Communications model includes factors that influence human interactions and communications among correctional staff and inmates. To be competent cross-cultural, intercultural, or multicultural communicators, educators must be aware of their knowledge of out-group members. (Author/JOW)
[Introduction] Many researchers emphasise the importance of interpersonal communication competence in learning, in working life, and in society in general (Daly, 1998; Morreale, Osborn and Pearson, 2000). Changes in the working life (e.g., globalisation, the development of information and communication technology, the increase in abstract, conceptual, and knowledge-intensive work, and the increase in collaborative interaction) have established new challenges to interpersonal...
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 ...
Anderson, Kathryn L
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.
Vera T. Sopegina
Full Text Available The aim of this article is to present the integration process and special pedagogical competence in solving production and pedagogical challenges in the educational organizations and production enterprises engaged in the training of mentors.Methods. The methods involve the analysis of psycho-pedagogical and methodological literature on the issue; analysis of the Federal State Educational Standards and professional standards; modeling of processes.Results and scientific novelty. The problems of formation of communicative competence in the preparation of teachers are considered. The characteristic of the formation levels of mentoring such as «mentor-formal»; «mentor-theoretician», a «mentor-coach»; «mentor-adviser»; «mentor-professional» are given. The pedagogical potential of the phenomenon of «mentoring» is disclosed; an innovative way of mentoring within the competence approach is shown. The integrative activity of the teacher in solving production and pedagogical problems is analysed.Practical significance. The results can be used by trainers and mentors in the formation of communicative competence of students. The implementation of integration model of pedagogical and production tasks will provide the formation of communicative competence as part of vocational training. Using the obtained results can improve the effectiveness of vocational teacher education.
Masoud Kermani Kojour
Full Text Available The present study aims to review current thinking and understanding of the issue of Intercultural Communicative Competence (ICC especially in foreign language education contexts. There are serious stances on the part of scholars in foreign language contexts, which must be given some serious thinking and consideration in order to uncover the hidden agendas regarding ICC. After all, it seems still unclear in English as a Foreign Language (EFL contexts whether to try to improve the way of thinking regarding the perspective of current intercultural communicative competence, whether there should be a separation of the cultural values from the target language and only integrate language learners’ native culture with the target language. Given the development of technology and globalization, what is the right thing to do? This is a serious issue which needs much attention and contemplation by the interested scholars. By presenting the existing gaps in the literature, the paper maneuvers on the challenging notes on benefiting from culture in English Language Teaching (ELT and, on the other hand, dividing language and culture by merely elaborating on the communicative aspect of language learning and teaching. The study puts the audience into question that although recent views are focusing on taking English as an international means of communication, there exist serious beliefs regarding the separation of language and culture, which demands more thinking and probably serious revisions.
The role of medical anthropology in tackling the problems and challenges at the intersections of public health, medicine, and technology was addressed during the 2009 Society for Medical Anthropology Conference at Yale University in an interdisciplinary panel session entitled Training, Communication, and Competence: The Making of Health Care Professionals. PMID:20027287
This article deals with two studies that develop a measure and model of mobile communication competence (MCC). The first study examines the dimensionality of the measure by conducting an exploratory factor analysis on 350 students at a large university in the midwestern United States. Results identified six constructs across 24 items: willingness…
Young, Tony Johnstone; Sachdev, Itesh
This paper reports on an investigation into the beliefs and practices of experienced teachers in the USA, UK and France relating to the application of a model of intercultural communicative competence (ICC) to English language programmes. Broadly, "intercultural" approaches to language learning and teaching are strongly advocated in both the…
Barna, LaRay M.
The paper defines the term "culture shock" and discusses the changes that this state can make in a person's behavior. Culture shock refers to the emotional and physiological reaction of high activation that is brought about by sudden immersion in a new culture. Because one's own culture shields one from the unknown and reduces the need to make…
Boroughs, Michael S.; Andres Bedoya, C.; O'Cleirigh, Conall; Safren, Steven A.
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
Campbell, Alex; Sullivan, Maura; Sherman, Randy; Magee, William P
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.
Today's communications systems and technology facilitate the erosion of cultural differences, threatening cultural sovereignty. In the fifteenth century, the first information revolution created the concept of the nation-state with its unique cultural identity. The technology of the second information revolution, which has advanced video…
Krishnasamy, Hariharan N.
Interactional competence, or knowing and using the appropriate skills for interaction in various communication situations within a given speech community and culture is important in the field of business and professional communication , . Similar to many developing countries in the world, Malaysia is a growing economy and undergraduates will have to acquire appropriate communication skills. In this study, two aspects of the interactional communicative competence were investigated, that is the linguistic and paralinguistic behaviors in small group communication as well as conflict management in small group communication. Two groups of student participants were given a problem-solving task based on a letter of complaint. The two groups of students were video recorded during class hours for 40 minutes. The videos and transcription of the group discussions were analyzed to examine the use of language and interaction in small groups. The analysis, findings and interpretations were verified with three lecturers in the field of communication. The results showed that students were able to accomplish the given task using verbal and nonverbal communication. However, participation was unevenly distributed with two students talking for less than a minute. Negotiation was based more on alternative views and consensus was easily achieved. In concluding, suggestions are given on ways to improve English language communication.
Nardon, Luciara; Steers, Richard; Stone, Christian
It is well documented that communication styles and patterns vary across cultures. However, less is known about the process underlying these differences. Understanding why communication patterns vary is just as important as understanding how they vary because communication is by nature a dynamic and interactive process. Despite the importance of the transmission of meaning for successful communication, and the role that cognition plays in the assignment of meaning, little has been done to dra...
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…
Eiser, Arnold R; Ellis, Glenn
Achieving cultural competence in the care of a patient who is a member of an ethnic or racial minority is a multifaceted project involving specific cultural knowledge as well as more general skills and attitude adjustments to advance cross-cultural communication in the clinical encounter. Using the important example of the African American patient, the authors examine relevant historical and cultural information as it relates to providing culturally competent health care. The authors identify key influences, including the legacy of slavery, Jim Crow discrimination, the Tuskegee syphilis study, religion's interaction with health care, the use of home remedies, distrust, racial concordance and discordance, and health literacy. The authors propose that the awareness of specific information pertaining to ethnicity and race enhances cross-cultural communication and ways to improve the cultural competence of physicians and other health care providers by providing a historical and social context for illness in another culture. Cultural education, modular in nature, can be geared to the specific populations served by groups of physicians and provider organizations. Educational methods should include both information about relevant social group history as well as some experiential component to emotively communicate particular cultural needs. The authors describe particular techniques that help bridge the cross-cultural clinical communication gaps that are created by patients' mistrust, lack of cultural understanding, differing paradigms for illness, and health illiteracy.
Fung, Kenneth; Andermann, Lisa; Zaretsky, Ari; Lo, Hung-Tat
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.
Weech-Maldonado, Robert; Elliott, Marc; Pradhan, Rohit; Schiller, Cameron; Dreachslin, Janice; Hays, Ron D.
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
Weech-Maldonado, Robert; Elliott, Marc N; Pradhan, Rohit; Schiller, Cameron; Dreachslin, Janice; Hays, Ron D
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
Lo, Ming-Cheng M; Stacey, Clare L
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.
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.
Ho, Ming-Jung; Yao, Grace; Lee, Keng-Lin; Beach, Mary Catherine; Green, Alexander R
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.
Duran, Robert L.; Kelly, Lynne
Examines whether communicative competence influences perceived task, social, and physical attractiveness. Results indicated that communicative competence accounted for 17 percent, 14 percent and 8 percent of the variance in perceived task, social, and physical attractiveness, respectively. (MM)
Corporate leaders of high-growth initiative employment sectors, such as advanced manufacturing, aerospace, automotive, biotechnology, health care, hospitality, information technology, and homeland security, are not the only ones who list intercultural communication and management skills as business requisites. The entrepreneurs who are expected to…
Seeleman, Conny; Hermans, Jessie; Lamkaddem, Majda; Suurmond, Jeanine; Stronks, Karien; Essink-Bot, Marie-Louise
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...
Johnson, W. Lewis
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.
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
cognitive process, and that the human capacity for inference is crucially important ... been noted that research in interpersonal communication is currently pushing the ... communicative actions, the social-cultural world of everyday life is not only ... personal experiences of the authors', as documented over time and recreated ...
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…
Nuttbrock, Larry A
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.
Haas, John W.; Arnold, Christa L.
Shows that listening plays a central role in assessments of communication competence, accounting for approximately one-third of the characteristics perceivers use to evaluate communication competence in coworkers. Finds that organization members differ in their use of listening in judgments of communication competence in several kinds of…
Full Text Available Abstrak Latar belakang: Dokter harus kompeten dalam berkomunikasi dengan sesame dokter ata dengan profesi lain. Pada Fakultas Kedokteran Universitas Mulawarman, beberapa mahasiswa cenderung diam pada saat pelatihan komunikasi public, yang tampaknya disebabkan oleh kecemasan saat berkomunikasi. Penelitian ini bertujuan untuk menganalisa kemungkinan ‘kepercayaan diri terhadap kemampuan komunikasi’ dan ‘ketrampilan berkomunikasi’ sebagai factor resiko terjadinya ‘kecemasan dalam komunikasi publik’ Metode: Penelitian ini dilakukan pada 55 mahasiswa Fakultas Kedokteran Universitas Mulawarman. Kecemasan dalam komunikasi public diukur dengan Personal report of communication apprehension (PRCA-24, kepercayaan diri terhadap kemampuan komunikasi dengan Self perceived communication competence scale (SPCC, ketrampilan berkomunikasi didasarkan pada penilaian instruktur saat program pelatihan komunikasi, Data dianaliasa dengan regresi linear untuk mengidentifikasi factor yang dominan, menggunakan STATA 9.0 Hasil: Hasil penelitian menunjukkan hubungan negative antara kecemasan dalam public komunikasi dengan kepercayaan diri terhadap kemampuan komunikasi (koefisien regresi (KR =-0.13; p=0.000; 95% derajat kepercayaan (DK =-0.20; -0.52. Tetapi, terbukti tidak berhubungan dengan ketrampilan komunikasi (p=0.936. Diantara 12 trait kepercayaan diri terhadap kemampuan komunikasi, mahasiswa yang percaya diri saat berkomunikasi dengan sekelompok orang yang masih asing mempunyai tingkat kecemasan paling rendah (KR suaian=-0.13; DK=-0.21; 0.05; p=0.002. Kesimpulan: Semakin tinggi kepercayaan diri mahasiswa terhadap kemampuan komunikasinya akan semakin rendah tingkat kecemasannya. Untuk itu, fakulta kedokteran perlu memberikan kesempatan bagi mahasiswa mempraktekkan komunikasi public, terutama dengan berbicara kepada sekelompok orang asing. (Health Science Indones 2010; 1: 37 - 42 Kata kunci: berbicara, kelompok, kemampuan komunikasi ABSTRACT Background: A
Kamaka, Martina L
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
SALISBURY, LEE H.
THE AUTHOR'S PROGRAM, COLLEGE ORIENTATION PROGRAM FOR ALASKAN NATIVES (COPAN), WAS DEVELOPED TO PROVIDE A SMOOTH TRANSITION FOR NATIVE ALASKAN STUDENTS INTO THE AREA OF WESTERN CULTURE, IN COLLEGE. THE FINE ARTS WERE UTILIZED AS A COMMUNICATION BRIDGE BETWEEN THE ESKIMO AND WESTERN CULTURES. THE MEDIA OF THE DANCE AND DRAMA WERE THE BASES FOR…
Medin, Douglas L; Bang, Megan
The main proposition of this paper is that science communication necessarily involves and includes cultural orientations. There is a substantial body of work showing that cultural differences in values and epistemological frameworks are paralleled with cultural differences reflected in artifacts and public representations. One dimension of cultural difference is the psychological distance between humans and the rest of nature. Another is perspective taking and attention to context and relationships. As an example of distance, most (Western) images of ecosystems do not include human beings, and European American discourse tends to position human beings as being apart from nature. Native American discourse, in contrast, tends to describe humans beings as a part of nature. We trace the correspondences between cultural properties of media, focusing on children's books, and cultural differences in biological cognition. Finally, implications for both science communication and science education are outlined.
Longo, Lianne; Slater, Serena
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.
Kokko, Sirpa; Kyritsi, Anna
In this paper, cultural heritage is considered as an important aspect of intercultural communication and social cohesion, both in local communities as well as on the European level. In European societies of today, the role of the cultural heritage of arts and crafts is under discussion. Attention has turned to the importance of conserving and developing traditional knowledge and techniques. On the basis of this and the practical experiences from craft and cultural heritage projects in Finland...
Natalie S. Mikhaylov
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.
Michalopoulou, Georgia; Falzarano, Pamela; Butkus, Michael; Zeman, Lori; Vershave, Judy; Arfken, Cynthia
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.
Young, Susan; Guo, Kristina L
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.
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
Betancourt, Joseph R
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
Cross-cultural communication refers to the communication between peoples of different cultural backgrounds. To solve and avoid the cultural conflicts and blocks, it is high time to enhance the actual skills of cross-cultural communication. This paper gives a comparative analysis of the concrete representations of differences between Chinese and western culture in cross-cultural communication. And it gives some communication principles on the cross-cultural communication.
Rubin, Richard W
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.
Evans, Lorraine; Hanes, Philip J
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.
Earnest, David R.; Rosenbusch, Katherine; Wallace-Williams, Devin; Keim, Alaina C.
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…
Vega, Desireé; Lasser, Jon; Plotts, Cynthia
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…
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
Friedman, Audrey; Herrmann, Brian
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'…
Nunez, Ana E.
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…
Full Text Available Extending the application of marketing science specific concepts and principles in various sectors would not have been possible without their gradual evolution, in terms of customization and differentiation tailored for a specific field. This phenomenon regarding marketing evolution in terms of both extensively and intensively way, led to the emergence and consolidation of a set of concepts adapted also for cultural products and services market, or in other words for culture “consumption”. This article highlights a number of marketing communications specific elements, derived from the peculiarities of modern culture consumer and the latest technologies interference in the creation and delivery of cultural products and services. Given the high degree of consumer involvement in relation to the needs that underlie consumption of cultural products and services, as well as the dimension specific for an artistic act in some cases, marketing communications has to respond to particular challenges in the process of building customer-provider relationship.
Full Text Available Customary societies of Kampung Dukuh is community tightly maintaining their tradition up to the present. It appeared on their life routine beginning from the way of having intercourse, the custom of consuming, the kind of living, the system of leadership until the construction model of stage house constructed from bamboo with palm fiber for the roof. This study aimed to analyze: 1 language dialectic, communication and Sundanese culture at customary society of Kampung Dukuh 2 communication dialectic and tradition of Islam at customary society of Kampung Dukuh 3 Dialectic of Islam tradition and Sundanese culture at customary society of Kampung Dukuh. The method of this research is Ethnography of Communication with qualitative approach. The techniques of data collection are profound interview, participatory observation and documentation research. The results are 1 communication dialectic Sundanese culture lasted in total dialectic manner and indicated relation of dependence each other 2 communication dialectic and tradition of Islam prevailed in total dialectic way, and possessed dependence, affirmed as well as strengthen each other 3 tradition dialectic of Islam and Sundanese culture were divided into two categories namely 1 dialectic of Islam value and culture norm run in total dialectic manner and owned dependence each other 2 dialectic of Islam faith and myths lasted in contradictory way or be in conflict among two different extremes.
Effective communication with people of different cultures is challenging. Different cultures lead to various communication problems. If the people involved are not aware of such problems, they are more likely to fall victim to them. This paper describes two main cultural barriers in the communication between Chinese and English-speaking people and demonstrates the importance of cross-culture communication.
Riley-Jacome, Mary; Parker, Blanca Angelica Gonzalez; Waltz, Edward C
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
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.
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.
Chae, Duckhee; Lee, Jina; Asami, Keiko; Kim, Hyunlye
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.
Full Text Available With increasing globalization in the business arena, the phenomenal growth of international business has created a heavy demand for intellectuals with international business communication competence. Business communication competence, as one of the paramount competences business English majors should acquire and the particular embodiment of competitiveness, is of vital significance not only in personal development, but also in enterprises management, just as Liu (2012 claims “[e]ffective business communication is the lifeblood of every organization, and a key to success in one’s career”. There is, nevertheless, no universally accepted model for what excellent business communication competence should consist of up to now. Hence, the overriding aim of the present study is to identify Chinese business English majors’ communication competence relevant to the contemporary communication environment. Identification of these skills should aid business communication educators and students in addressing practical concerns in their teaching and learning. The unified model to be put forward covers four kinds of core competence, i.e. English competence, fundamental business knowledge and skills, excellent intercultural communication competence, and luxuriant humanistic quality, together with three other skills, which are also indispensable, including scenario analysis competence, outstanding technology-mediated communication competence, and non-verbal communication competence.
Customary societies of Kampung Dukuh is community tightly maintaining their tradition up to the present. It appeared on their life routine beginning from the way of having intercourse, the custom of consuming, the kind of living, the system of leadership until the construction model of stage house constructed from bamboo with palm fiber for the roof. This study aimed to analyze: 1) language dialectic, communication and Sundanese culture at customary society of Kampung Dukuh 2) communication d...
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.
Hjaltadóttir, Rannveig Edda
This article describes a project undertaken at the University of Southern Denmark designed to support active group work and inter-cultural communication between international students. The project is based on using group work and cooperative learning principles to do student research, therefore...... challenging the students to solve problems as a group. The main aim of the research is to investigate the possible effects of using integrated student research and group work using cooperative learning methods to develop international communication skills of students in multi-cultural higher education courses....
Engleberg, Isa N.; Ward, Susan M.; Disbrow, Lynn M.; Katt, James A.; Myers, Scott A.; O'Keefe, Patricia
In most academic disciplines, there is "one" introductory course that presents an overview of the discipline and introduces fundamental, discipline-specific principles and competencies. However, in Communication Studies, the discipline recognizes and offers multiple course options that may serve as the introductory course. This project…
J. Y. Hanas
Full Text Available Crosscultural communication relates to particular phenomenon in two or more cultures and has an additional value for communicative competence comparison of different cultures representatives. The realization of communicative competence capacity is culturally conditioned, in addition, it also caused by unique individual experience of person. Intercultural communication became one of the most urgent issues of humanity in modern society. Study of intercultural communication becomes increasingly important in recent years due to globalization. Features of intercultural communication are studied within the sciences such as philosophy, linguistics, cultural studies, psychology, sociology, anthropology, ethnology, cybernetics, and an interdisciplinary process. Intercultural communication as a social phenomenon was called to the practical needs of the postwar world, reinforced by ideological interest, which of the early twentieth century was formed in academia and in the public mind for the different cultures and languages. The study of intercultural communication is a result of rapid economic development of many countries and regions, revolutionary changes in technology associated with this globalization of economic activity. On the level of historical evolutionary approach to the development of complex systems tolerance phenomenon could not be reduced to everyday perspective of tolerance. Tolerance is works as cultural norm and as a civilization principle. A key feature of tolerance as long as multiculturalism is support of complex systems diversity. Tolerance also provides a right of each individual to be a different personality. The concept of tolerance is understood as a norm that provides a balance opposing sides and the possibility of dialogue of various world views, religions and cultures. Initial thesis that each person is a unique individual and unlike the others, is characterized by different manifestations of their own individuality, is the
Melamed, Esther; Wyatt, Lacey E; Padilla, Tony; Ferry, Robert J
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.
Full Text Available The paper discribes experience in the implementation of a new educational module “Philosophical and Socio-legal Bases of Supporting for Disabled People” developed by a professional team of Nizhny Novgorod State Pedagogical Minin University. Forming the communicative competency of disabled people supporting specialist is one of the main tasks of the module. Program developers believe that the structure and content of the educational subjects and practical training programs enables graduates to be prepared for variative communication forms providing educational, social, and cultural support of disable people as well as in the professional field as a whole. The ability of the graduate to communicate efficiently and effectively is required for professional mobility in teaching and non-teaching areas; so this module is a multi-purpose educational development.
Kulgemeyer, Christoph; Schecker, Horst
Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert-novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers' levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.
Full Text Available Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC: real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning construction. This review begins by considering the adoption of social interactionist views to identify key paradigms and supportive principles of computer-supported collaborative learning. A special focus on two components of communicative competence is then presented to explore interactional variables in synchronous computer-mediated communication along with a review of research. There follows a discussion on a synthesis of interactional variables in negotiated interaction and co-construction of knowledge from psycholinguistic and social cohesion perspectives. This review reveals both possibilities and disparities of language socialization in promoting intersubjective learning and diversifying the salient use of interactively creative language in computer-supported collaborative learning environments in service of communicative competence.
Shome, Raka; Hegde, Radha S.
Deals with the problematics that globalization poses for critical communication scholarship. Address how uneven patterns of global processes are enacted through cultural practices produced by the transnational flows of images and capital. Explores several areas of contemporary global growth with the overall objective of demonstrating the urgency…
Bennett, Ruth, Ed.
This paper describes the cultural communication proficiency method of indigenous language instruction, developed at Humboldt State University's Center for Indian Community Development (California), and demonstrates the method with five Hupa lesson plans. The method is based on three principles: that Native American students learn by doing, learn…
This paper investigates the question what attributes of countries influence the differential speed at which they adopt new communication technologies. On the basis of empirical data, it concludes that besides GNP per capita, cultural variables predict the speed of technology adoption. In particular,
Full Text Available The article is devoted to an actual problem of modern art, especially music, education – analysis of the structure and content of the professional competence of the future teachers of music. By studying the basic categories of competence approach, analyzing the research of domestic and foreign scholars, the author offers his own interpretation of the term “professional competence of the future teachers of music”. Systemic analysis of the phenomenon of competence as specific integral ability which provides efficiency of music pedagogy enabled to define professional competence of future music teachers in the context of informatization as a complex dynamic unity of three segments (pedagogy, musical proficiency, exploitation of information and communication technologies, each comprising cognitive, practical, emotive and evaluative spheres of personal development. Special accent is made on the structure and content of the information and communication competence, the importance of its formation confirmed by numerous scientists’ research. The author identifies the following components of the structure of future music teachers’ information and communication competence: - cognitive component (the necessary volume of theoretical knowledge in the area of information and communication technologies, including multimedia; - practical skills working in Information and Communication Pedagogical Environment, the ability to use multimedia educational tools for solving problems of professional activity (ready to use electronic manuals and independently develop their own computer books, skills of the online communication; - interest and positive attitude to the use of computer technology in professional musical and educational activities.
Hilkert, Sarah M; Cebulla, Colleen M; Jain, Shelly Gupta; Pfeil, Sheryl A; Benes, Susan C; Robbins, Shira L
As the ophthalmology accreditation system undergoes major changes, training programs must evaluate residents in the 6 core competencies, including appropriately communicating bad news. Although the literature is replete with recommendations for breaking bad news across various non-ophthalmology specialties, no formal training programs exist for ophthalmology. There are many valuable lessons to be learned from our colleagues regarding this important skill. We examine the historic basis for breaking bad news, explore current recommendations among other specialties, and then evaluate a pilot study in breaking bad news for ophthalmology residents. The results of this study are limited by a small number of residents at a single academic center. Future studies from multiple training programs should be conducted to further evaluate the need and efficacy of formal communication skills training in this area, as well as the generalizability of our pilot training program. If validated, this work could serve as a template for future ophthalmology resident training and evaluation in this core competency. Copyright © 2016 Elsevier Inc. All rights reserved.
Duckhee Chae, PhD, RN
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
Liwen, J. (Jiang)
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...
Carter, Kimberly F; Xu, Yu
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.
Wang, Wen-Cheng; Lin, Chien-Hung; Chu, Ying-Chien
Cultural diversity doesn't just entail differences in dress and language. It also encompasses different ways of thinking, managing, and communicating. The relationship between communication and culture is a very complex and intimate one. Cultures are created through communication; that is, communication is the means of human interaction through…
A. I. Sorokina
Full Text Available The paper is devoted to a problem pertaining to formation of foreign language communicative competence among students, economists-to-be, as a component part of their professional competence.
Full Text Available The article highlights the problem of students’ valuеs orientation in the development of foreign language communicative professional competence. Values orientation is defined as a complex social and psychological phenomenon of the student personality structure that embodies the relation to different spheres of the material and spiritual world, regulates the behaviour of everyday life activities as well as gives reference projection on the values of future career. There determined the approaches to creating valuеs orientation of students in the development of their professional foreign language communicative competence. The reflective approach deals with students reflective activity that promotes awareness of certain linguistic, cultural events, human and personal values. The professionally oriented approach helps determine the ethical aspects of future careers of students. The educational aspect of the cultural approach is characterized by identification of common moral values in the life of two nations and two cultures, as well as aesthetic activities implementation. The practical application of these approaches is exemplified by the use of art as well as texts of various genres as a platform for intellectual and cognitive activity, during which the philosophical basis of personality is revealed.
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.
Exploring EFL Pre-Service Teachers' Experience with Cultural Content and Intercultural Communicative Competence at Three Colombian Universities (Indagación sobre la experiencia con el contenido cultural y la competencia comunicativa intercultural de docentes de inglés en formación, en tres universidades colombianas)
Olaya, Alba; Gómez Rodríguez, Luis Fernando
This article reports the findings of a qualitative research project that explored pre-service English teachers' perceptions of and attitudes toward the aspects of culture and intercultural competence addressed in their English classes in the undergraduate programs at three Colombian universities. Findings reveal that pre-service teachers are…
Miller, Elizabeth; Green, Alexander R
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.
Gertner, Eric J; Sabino, Judith N; Mahady, Erica; Deitrich, Lynn M; Patton, Jarret R; Grim, Mary Kay; Geiger, James F; Salas-Lopez, Debbie
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
Castrillón Olga Lucía
Full Text Available When children start to learn a foreign language they already have some communicative competence in their mother tongue. Thus a classroom research project was carried out in order to study the development of children¿s competence in communicating in other languages. The main theme explored was if it was possible to help kids acquire and develop their competence in the new code through the use of play activities. The concepts related to competences, play and some children's characteristics when learning a second language will be presented in this article. Also, the results of the implementation of play activities in the classroom as well as some pedagogical implications will be analyzed as a means to promote improvement in the foreign language teaching-learning process. Key words: English-Primary School, Children Second Language Acquisition, Learning Ability in Children-Research, Educational Games-Teaching-Research Inglés-Escuela Primaria, Adquisición de Segundo Lenguaje en Niños, Aptitud de Aprendizaje en niños-Investigación, Cuando los niños empiezan el aprendizaje de una lengua extranjera ya poseen alguna competencia comunicativa en su lengua materna. De lo que se trata, por tanto en este proyecto de investigación en el aula es de promover esta competencia para comunicarse en otras lenguas. El propósito fundamental de esta investigación fue explorar si era posible ayudar a los estudiantes a adquirir y desarrollar su competencia en este nuevo código, mediante la implementación de actividades lúdicas. En este artículo se presentaran los conceptos de competencias, lúdica y algunas de las características de los niños en el aprendizaje de una segunda lengua. También se presentaran los resultados que surgieron a partir de la implementación de las actividades lúdicas y se mencionaran algunas implicaciones pedagógicas que promueven el mejoramiento del proceso de enseñanza-aprendizaje de una lengua extranjera.
Janice Paras Milo
Full Text Available Communication is an indispensable tool in the success of organizational operations. Administrators should not ignore communication as one of the key elements in the success of their organization. Competence should be manifested by their broad knowledge about communication theories and principles by their skillful application of communication strategies and procedures and by their tactful utilization of appropriate communication channels and media. Through a descriptive survey method and purposive sampling this study assessed the level of competence of the administrators communication abilities along the areas of managerial writing understanding messages interpersonal communication and group communication.
Tavallali, Azar G; Kabir, Zarina Nahar; Jirwe, Maria
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.
Hordijk, Rowan; Hendrickx, Kristin; Lanting, Katja; MacFarlane, Anne; Muntinga, Maaike; Suurmond, Jeanine
Medical students need to be trained in delivering diversity-responsive health care but unknown is what competencies teachers need. The aim of this study was to devise a framework of competencies for diversity teaching. An open-ended questionnaire about essential diversity teaching competencies was sent to a panel. This resulted in a list of 74 teaching competencies, which was sent in a second round to the panel for rating. The final framework of competencies was approved by the panel. Thirty-four experts participated. The final framework consisted of 10 competencies that were seen as essential for all medical teachers: (1) ability to critically reflect on own values and beliefs; (2) ability to communicate about individuals in a nondiscriminatory, nonstereotyping way; (3) empathy for patients regardless of ethnicity, race or nationality; (4) awareness of intersectionality; (5) awareness of own ethnic and cultural background; (6) knowledge of ethnic and social determinants of physical and mental health of migrants; (7) ability to reflect with students on the social or cultural context of the patient relevant to the medical encounter; (8) awareness that teachers are role models in the way they talk about patients from different ethnic, cultural and social backgrounds; (9) empathy for students of diverse ethnic, cultural and social background; (10) ability to engage, motivate and let all students participate. This framework of teaching competencies can be used in faculty development programs to adequately train all medical teachers.
Matveeva, Tatiana U.; Osadchiy, Igor S.; Husnutdinova, Marina N.
The article examines the process of formation of communicative competencies of optic and fiber optic communication systems specialists; the role of communicative competencies is examined in the structure of professionally important skills, together with the contents of professional activity. The stages of empirical research into formation of communicative competencies have been presented, and the values of statistical reliability of data have been provided. The model of formation of communicative competency using interactive technology has been developed based on the research done, and main stages of model implementation and motives of formation of communicative competency have been highlighted. A scheme of "Communicative competence as a base of future success" training session has been suggested as one of the basic interactive technologies. Main components of education that are used during the stages of the training cycle have been examined. The statistical data on the effectiveness of use of interactive educational technologies has been presented; it allowed development of communicative competency of specialists in the field of optical and fiber optic communication system.
Owiti, J A; Ajaz, A; Ascoli, M; de Jongh, B; Palinski, A; Bhui, K S
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
Zotzmann, Karin; Hernández-Zamora, Gregorio
Since the 1980s the field of language teaching and learning has emphasised the interplay between language, culture and identity and promotes both communicative and intercultural competencies. This mirrors a general trend in the social sciences after the so-called "cultural turn" which brought about a concentration on culture, identity…
Cryder, Brian; Mazan, Jennifer; Quiñones-Boex, Ana; Cyganska, Angelika
Objective. To develop, implement, and assess whether simulated patient case videos improve students’ understanding of and attitudes toward cross-cultural communication in health care. Design. Third-year pharmacy students (N=159) in a health care communications course participated in a one-hour lecture and two-hour workshop on the topic of cross-cultural communication. Three simulated pharmacist-patient case vignettes highlighting cross-cultural communication barriers, the role of active listening, appropriate use of medical interpreters, and useful models to overcome communication barriers were viewed and discussed in groups of 20 students during the workshop. Assessment. A pre-lecture and post-workshop assessed the effect on students’ understanding of and attitudes toward cross-cultural communication. Understanding of cross-cultural communication concepts increased significantly, as did comfort level with providing cross-cultural care. Conclusion. Use of simulated patient case videos in conjunction with an interactive workshop improved pharmacy students' understanding of and comfort level with cross-cultural communication skills and can be useful tools for cultural competency training in the curriculum. PMID:28496276
Arif, Sally; Cryder, Brian; Mazan, Jennifer; Quiñones-Boex, Ana; Cyganska, Angelika
Objective. To develop, implement, and assess whether simulated patient case videos improve students' understanding of and attitudes toward cross-cultural communication in health care. Design. Third-year pharmacy students (N=159) in a health care communications course participated in a one-hour lecture and two-hour workshop on the topic of cross-cultural communication. Three simulated pharmacist-patient case vignettes highlighting cross-cultural communication barriers, the role of active listening, appropriate use of medical interpreters, and useful models to overcome communication barriers were viewed and discussed in groups of 20 students during the workshop. Assessment. A pre-lecture and post-workshop assessed the effect on students' understanding of and attitudes toward cross-cultural communication. Understanding of cross-cultural communication concepts increased significantly, as did comfort level with providing cross-cultural care. Conclusion. Use of simulated patient case videos in conjunction with an interactive workshop improved pharmacy students' understanding of and comfort level with cross-cultural communication skills and can be useful tools for cultural competency training in the curriculum.
Full Text Available The aim of this article is to explore interpersonal communication competence needed by crisis communication and management experts when co-operating with citizen groups in response to emergencies. Moreover, the purpose is to understand how response organizations can further develop this crisis communication competence and so contribute to the functioning of response networks. The research task is approached qualitatively by eliciting crisis communication and management experts’ (n = 33 perceptions of the interpersonal communication competence response organizations needs when co-operating with citizen groups. The data were gathered via an international online questionnaire using a method referred to as “thematic writing” and consist of written responses to open-ended questions on what constitutes the core of crisis communication competence and what aspects of it need more attention. The research findings indicate that co-producing safety with citizen groups demands crisis communication competence related to message production, message reception, and interaction between experts and citizen groups. In addition, the findings clarify what areas of crisis communication competence need to be further developed to facilitate co-operation between experts and citizen groups. However, the authors suggest that crisis communication competence should not be seen solely as a characteristic of individual crisis communicators but approached as a networked and co-created area of competence.
Han, Sang Min; Kim, Ar Ryum; Seong, Poong Hyun
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
Han, Sang Min; Kim, Ar Ryum; Seong, Poong Hyun [KAIST, Daejeon (Korea, Republic of)
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.
Adile Aşkım Kurt
Full Text Available Information and Communication Technologies Action Competence (ICTAC can be defined as “individuals’ motivation and capacity to voluntarily employ their ICT skills for initiating or taking part in civic actions”. Since academic staff and teachers in ICT related fields have crucial roles in training action-competent individuals, this study aimed to determine the views of preservice teachers and instructors in Computer Education and Instructional Technology (CEIT departments about the motivating and hindering factors regarding ICTAC. Researchers used purposeful sampling technique and identified seven instructors and 16 students attending outlier CEIT departments from four different Turkish state universities. Since there is no contemporary framework on factors motivating or hindering ICTAC, the study was conducted with a qualitative approach and the data were collected through semi-structured interviews. Factors motivating and hindering ICTAC were identified through a content analysis. Findings of the study are believed to guide ICT and ICT education professionals in training students with higher levels of ICTAC and guide the course developers to focus on relevant social responsibility issues
Full Text Available The article deals with the problem of developing listening skills for improving foreign language communicative competence. The practical value of using an authentic foreign language text at a foreign language lesson is determined. The ways of the use of the English language recordings in the educational process of students are outlined. It is found out that tracks with foreign information should be used only in the certain methodical situations. Multimedia helps effectively a teacher to achieve outlined objectives of improving foreign language communicative competence for multiple repetition of a speech model for making permanent listening item of language units. The basic stages of work with foreign language recordings are determined: teaching a foreign language listening (teaching to listen and understand the foreign language track means to overcome the methodological difficulties that require a certain amount of time and special training. This is explained by the fact that there are lots of difficulties on the way of understanding a foreign language: an unusual speed of speech, presence of unknown vocabulary, specific rhythms and melody; teaching a foreign language speech with the special models pronounced by foreign speakers (teaching students to practical mastery of a foreign language is intrinsically linked with involvement into the educational process of original English tracks, those are made by highly skilled experts (foreign speakers; learning a new vocabulary due to a dialogue, an extract of a play or a conversation, songs, prose and poetry (it is noted that the students’ interest of learning foreign language songs and poems is extremely high, and it primarily promotes strong learning; analysing the recorded students’ speech (fixing student’s speech and analysing their mistakes is very important at any stage of learning a foreign language for self-control and self-correction.
Hawala-Druy, Souzan; Hill, Mary H
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
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.
Daniel, Jessica Henderson; Roysircar, Gargi; Abeles, Norman; Boyd, Cyndy
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.
Liaw, Siaw Teng; Lau, Phyllis; Pyett, Priscilla; Furler, John; Burchill, Marlene; Rowley, Kevin; Kelaher, Margaret
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.
Full Text Available The possibilities of the development of communicative competence of the modern teenager with software modeling dialogue, such as virtual interlocutors and expert systems were considered. The principles of organization of information resources useful for the formation of communicative competence of adolescents were shown. Analyzed communication difficulties of adolescence, identified in the survey of students of a private school "Depository" in Moscow, highlighted certain categories of problems that adolescents face in interpersonal relationships. Based on the research of communicative difficulties teens composed communicative tasks that include teen virtual interlocutor and act as a mediation of communicative competence of the teenager. Revealed content is used when filling an information resource, created as a means of communication, the success of which is due to the level of development of communicative competence of the teenager.
Niedbala, Elizabeth M.; Feinberg, Jessica
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.
Perlin, Michael L.; McClain, Valerie
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
Nynas, Suzette Marie
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,…
Hoo Pin Lick Soo
Full Text Available This concept paper proposes that when companies have expanded their business and operation throughout the Asian countries, the success or failure of a company abroad depends on how effectively its business negotiators can apply their cross-cultural communication skills in a new cultural environment. At the forefront of this change is interdependent self-construal, which stands as communication medium on interaction goals (international business negotiation outcome in collectivistic culture. The international trade may bring about a lot in terms of cross-cultural communication and international business negotiation, but adopting cooperative communication in the international business negotiations will create more integrative agreements between the international business negotiators. Many scholars believe that if both parties have similarities in communication styles, it will lead to positive interaction (cooperative communication that contributes to cooperation and influences the interaction goals (negotiation outcome. This paper offers critical insight into the theoretical link between interdependent selfconstrual and interaction goals. The proposed cross-cultural communication model uses interdependent self-construal and cooperative communication to understand when collectivistic business negotiators develop relationships that promotes positive interaction goals (negotiation outcome.
Adib Hajbaghery, Mohsen; Rezaei Shahsavarloo, Zahra
Background: Clients with communication impairment are at risk for health disparity. Hence, health care workers should be knowledgeable and skillful in communication. However, no studies are available on Iranian nursing and midwifery students’ communication skills with patients with severe communication problems. Objectives: The present study was conducted to investigate Iranian nursing and midwifery students' competencies in communication with patients with severe communication problems. Materials and Methods: This study was performed on all senior nursing and midwifery students of Kashan University of Medical Sciences in spring 2013. Data were collected through a knowledge questionnaire and two checklists for evaluation of skills needed for communication with patients with severe communication problems. Data analysis was performed through independent samples t test, and Fisher’s exact test. Results: In total, 68.8% of the participants were female, 37.6% had a history of part-time job as a nurse or midwife. The mean score of knowledge were 4.41 ± 1.42 and 4.77 ± 1.77 for nursing and midwifery students, respectively and the difference was not significant (P = 0.312). In addition, the mean score of communication skills with deaf patients was 13.23 ± 4.68 and 11.86 ± 5.55 for nursing and midwifery students, respectively and the difference was not significant (P = 0.258). Also, the mean score of communication skills with stutter patients was 23.91 ± 4.17 and 21.25 ± 3.91 for nursing and midwifery students, respectively but the difference was not significant (P = 0.269). Conclusions: Nursing and midwifery students did not significantly differ in terms of communication with patients with severe communication problems. Most of the students had low or very low knowledge and skills in communication with patients with hearing impairment. However, they had better skills in communication with patient with speech problem. Special workshops or training programs are
Sturikova, Marina V.; Albrekht, Nina V.; Kondyurina, Irina M.; Rozhneva, Svetlana S.; Sankova, Larisa V.; Morozova, Elena S.
The relevance of the research problem driven by the necessity of formation of future specialists' communicative competence as a component of professional competence with the aim of further professional mobility of graduates. The purpose of the article is to justify the possibility and necessity of formation of the required competencies in language…
Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.
This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the graphic communications field; a list acknowledging professionals who helped develop the competency list; and a comprehensive list of the professional or occupational competencies deemed essential for…
With the advancement of globalization and the"the one-belt and one-road"initiative, there is greater-than-ever need for intercultural communication in many fields. With distinguished cultures, there will be conflicts of all kinds in intercultur-al communication, which greatly hinder the intercultural communication. The research to explore the culture elements and the cultural interference is of great significance for intercultural communication. Herein, culture elements and culture interference are to be explored, and strategies and techniques to minimize cultural interference are put forward, so as to promote intercultural communication.
Rosenberg, Ellen; Richard, Claude; Lussier, Marie-Thérèse; Abdool, Shelly N
To describe the challenges for immigrant patients and their physicians and their skills in intercultural communication (ICC). We videotaped one clinical encounter for each of 24 psychologically distressed patients visiting their regular family physician. The physician and the patient, each separately, viewed the videotape of their clinical encounter and commented on important moments identified by the participant or the researchers. Patients and/or physicians lacked knowledge of the effects of culture on the doctor-patient relationship and expressions of distress as well as the effects of immigrant-specific stress on health. Most subjects were motivated to have an interpersonal, rather than an intercultural encounter. Physicians and patients demonstrated the skills needed to achieve an interpersonal encounter. Some physicians and their patients achieved intercultural meetings as a result of their interpersonal interactions over a period of years. Lack of formal training partly explains why most participants demonstrated an elementary level of ICC. In addition, Identity Management Theory and Co-cultural Theory explain some of the barriers to ICC. Providing physicians with formal training in intercultural communication and empowerment training for patients is likely to improve the quality of care of immigrants.
Mandeville, David S.; Ho, Tiffanie K.; Valdez, Lindy A.
Purpose: The aim of this study was to ascertain the effect of Problem Based Learning (PBL) on student oral communication competency gains. Methods: Eighty students from two consecutive undergraduate Kinesiology courses (Spring semesters, 2014-15) formed into 29 small groups and were studied. Oral communication competency was assessed using a…
Mikkelson, Alan C.; York, Joy A.; Arritola, Joshua
Supervisor communication competence and leadership style were used to predict specific employee outcomes. In the study, 276 participants working in various industries completed measures of communication competence and leadership styles about their direct supervisor along with measures of their job satisfaction, motivation, and organizational…
Lucas, Kristen; Rawlins, Jacob D.
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…
In the article the state of forming of communicative competence of future lawyers in higher education of Ukraine and Germany is analyzed. There is made the comparative description of preparation of the students of law faculty with an accent on forming of communicative competence on the example of the University of modern knowledge (Ukraine) and…
Verhoeven, L.T.W.; Vermeer, A.
The purpose of the present study was to examine the relations between communicative competence and five dimensions of personality in 241 first and second language learning children in the Netherlands. To determine the underlying communicative competence of the first and second language learners of
Verhoeven, L.T.W.; Vermeer, A.R.
The purpose of the present study was to examine the relations between communicative competence and five dimensions of personality in 241 first and second language–learning children in The Netherlands. To determine the underlying communicative competence of the first and second language learners of
Discusses the challenges of intercultural communication in engineering, technical, and related professional fields Given today's globalized technical and engineering environment, intercultural communication is an essential topic for engineers, other technical professionals, and technical communicators to learn. Engineering programs, in particular, need to think about how to address the ABET requirement for students to develop global competence and communication skills. This book will help readers learn what intercultural communication is like in the workplace-which is an import
Hsu, Li-Ling; Huang, Ya-Hsuan; Hsieh, Suh-Ing
The aim of the study was to determine the effects of a simulated communication training course on nurses' communication competence, self-efficacy, communication performance, myocardial infarction knowledge, and general satisfaction with their learning experience. A randomized controlled trial was conducted with a pre-test and two post-tests. The experimental group underwent simulated communication training course and the control group received a case-based communication training course. The experimental group made more significant improvement in competence and self-efficacy in communication from pre-test to the second post-test than the control group. Although both groups' satisfaction with their learning experience significantly increased from the first post-test to the second post-test, the experimental group was found to be more satisfied with their learning experience than the control group. No significant differences in communication performance and myocardial infarction knowledge between the two groups were identified. Scenario-based communication training can be more fully incorporated into in-service education for nurses to boost their competence and self-efficacy in communication and enhance their communication performance in myocardial infarction patient care. Introduction of real-life communication scenarios through multimedia in communication education could make learners more motivated to practice communication, hence leading to improved communication capacity. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.
Whitman, Marilyn V; Valpuesta, Domingo
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.
Jennifer de Beer
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.Â 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.
Kutob, Randa M; Bormanis, John; Crago, Marjorie; Harris, John M; Senf, Janet; Shisslak, Catherine M
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
Budke, A.; Schaebitz, F.; Dittrich, S.
According to the German national education standards communication is one of the six areas in which competencies shall be conveyed in Geography classes. Special significance is given to the training of the competence to solve problems through argumentation. Argumentation has a great significance in the learning process in schools, because here the students' knowledge pools are individually linked and understood. According to modern theories of learning, learning is a constructive process. Linking existing pools of knowledge to new insights is usually triggered by communication and argumentation in the classroom. Furthermore, argumentation helps with the individual's formation of opinion as well as their identification with certain values. Argumentation is one of the central social and cultural techniques to solve conflicts peacefully, to conduct negotiations, and to act in one's own interests. Thus conveying competence in argumentation is to be seen as an interdisciplinary task in education. Recently a hypothetical model of competence in geographical argumentation was proposed, a methodical instrument for measuring competence in geographical argumentation was developed, and by analyzing textbooks it was shown that this topic is only marginally targeted by exercises. The Collaborative Research Center 806 "Our Way to Europe" (www.sfb806.uni-koeln.de), with its cross disciplinary research in the sciences as well as humanities offers an outstanding basis for developing and evaluating teaching material and concepts. The use of these diverse topics, complex systems, and the various research problems as well as findings of the CRC-806 allowed developing study units designed to promote problem solving and argumentation skills in the sciences and humanities. Here we will present the results of this study based on special teaching materials, which was tested and evaluated to support students in formulating scientific problems and promote their argumentation skills.
Lee, Amy L; Mader, Emily M; Morley, Christopher P
Cultural competency education is an important and required part of undergraduate medical education. The objective of this study was to evaluate whether an online cross-cultural communication module could increase student use of cross-cultural communication questions that assess the patient's definition of the problem, the way the problem affects their life, their concerns about the problem, and what the treatment should be (PACT). We used multi-method assessment of students assigned to family medicine clerkship blocks that were randomized to receive online cultural competency and PACT training added to their standard curriculum or to a control group receiving the standard curriculum only. Outcomes included comparison, via analysis of variance, of number of PACT questions used during an observed Standardized Patient Exercise, end-of-year OSCE scores, and qualitative analysis of student narratives. Students (n=119) who participated in the online module (n=60) demonstrated increased use of cross-cultural communication PACT questions compared to the control group (n=59) and generally had positive themes emerge from their reflective writing. The module had the biggest impact on students who later went on to match in high communication specialties. Online teaching of cross-cultural communication skills can be effective at changing medical student behavior.
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.
Teachman, Gail; Gibson, Barbara E
Understandings of 'communicative competency' (CC) have an important influence on the ways that researchers and practitioners in augmentative and alternative communication (AAC) work toward achieving positive outcomes with AAC users. Yet, very little literature has critically examined conceptualizations of CC in AAC. Following an overview of the emergence of the concept of CC and of the field of AAC, we review seven conceptualizations of CC identified in the literature. To consider the contributions and potential shortcomings of conceptualizations of CC in AAC. We use a critical theoretical approach to review, critique and synthesize conceptualizations of CC in AAC, with a particular focus on uncovering 'taken for granted' assumptions. By historically situating the reviewed literature, we examine the shifting boundaries and tensions among theoretical conceptualizations of CC in AAC and their potential impacts on practice. We suggest ways that revisiting past scholarly work, alongside emergent, innovative conceptualizations of CC might shift ways of thinking about CC in AAC which tend to focus on the individual who communicates differently, toward (re)location of CC as a shared, socially incorporated and performed communication construct. We propose that emerging critical perspectives drawn from AAC and other interdisciplinary literatures offer innovative ways of theorizing communication difference, which might inform evolving conceptualizations of CC in AAC. © 2013 Royal College of Speech and Language Therapists.
Dunagan, Pamela B; Kimble, Laura P; Gunby, Susan Sweat; Andrews, Margaret M
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.
Kohlbry, Pamela Wolfe
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
Doherty, Christi; Landry, Heidi; Pate, Barbara; Reid, Helen
Deficiencies in nursing students' communication skills need to be addressed for students to influence and skillfully collaborate in crucial patient and self-advocacy conversations. This study evaluated the effectiveness of a communication competency educational program for nursing students (N = 61). A paired-sample t test determined that there was a statistical significance from pre to post intervention, indicating the importance of communication competency education for nursing students' ability to advocate for themselves and their patients.
Cherner, Rebecca; Olavarria, Marcela; Young, Marta; Aubry, Tim; Marchant, Christina
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.
Scholars in business and technical communication have continuously made efforts to look for effective teaching approaches for cross-cultural business and technical communication; however, little research has been conducted to study the process by which students develop intercultural competence; fewer studies have been conducted to assess learners'…
Suurmond, J; Lieveld, A; van de Wetering, M; Schouten-van Meeteren, A Y N
In order to gain more insight on the influence of ethnic diversity in paediatric cancer care, the perspectives of care providers were explored. Semi-structured interviews were conducted among 12 paediatric oncologists and 13 nurses of two different paediatric oncology wards and were analysed using a framework method. We found that care providers described the contact with Turkish and Moroccan parents as more difficult. They offered two reasons for this: (1) language barriers between care provider and parents hindered the exchange of information; (2) cultural barriers between care provider and parents about sharing the diagnosis and palliative perspective hindered communication. Care providers reported different solutions to deal with these barriers, such as using an interpreter and improving their cultural knowledge about their patients. They, however, were not using interpreters sufficiently and were unaware of the importance of eliciting parents' perspectives. Communication techniques to overcome dilemmas between parents and care providers were not used and care providers were unaware of stereotypes and prejudice. Care providers should be offered insight in cultural barriers they are unaware of. Training in cultural competence might be a possibility to overcome manifest barriers. © 2017 John Wiley & Sons Ltd.
Parchman, Michael L; Flannagan, Dorothy; Ferrer, Robert L; Matamoras, Mike
To examine the relationship between physician communication competence and A1c control among Hispanics and non-Hispanics seen in primary care practices. Observational. Direct observation and audio-recording of patient-physician encounters by 155 Hispanic and non-Hispanic white patients seen by 40 physicians in 20 different primary care clinics. Audio-recordings were transcribed and coded to derive an overall communication competence score for the physician. An exit survey was administered to each patient to assess self-care activities and their medical record was abstracted for the most recent glycosylated hemoglobin (A1c) level. Higher levels of communication competence were associated with lower levels of A1c for Hispanics, but not non-Hispanic white patients. Although communication competence was associated with better self-reported diet behaviors, diet was not associated with A1c control. Across all patients, higher levels of communication competence were associated with improved A1c control after controlling for age, ethnicity and diet adherence. Physician's communication competence may be more important for promoting clinical success in disadvantaged patients. Acquisition of communication competence skills may be an important component in interventions to eliminate Hispanic disparities in glucose control. Published by Elsevier Ireland Ltd.
Song, Youngshin; Yun, Soon Young; Kim, Sun-Ae; Ahn, Eun-Kyong; Jung, Mi Sook
Although effective self-directed learning (SDL) has been shown to improve clinical performance, little is known about its role between communication competence and communication self-efficacy in nursing students. This study aimed to identify whether SDL mediates the relationship between communication competence and communication self-efficacy. A cross-sectional survey was conducted with a sample of 213 nursing students taking a basic fundamentals of nursing course. A path diagram, using structural equation modeling, was used to estimate the direct and indirect effects of communication competence on communication self-efficacy, controlling for SDL as a mediator. A structural equation model confirmed direct and indirect effects of communication competence on communication self-efficacy when SDL was controlled as a mediator. An appropriate fit to the data was identified in this mediation model of SDL. For enhancing self-efficacy regarding communication skill, the specified SDL program based on the level of communication competence will yield more effective results. Copyright 2015, SLACK Incorporated.
Seeleman, Conny; Hermans, Jessie; Lamkaddem, Majda; Suurmond, Jeanine; Stronks, Karien; Essink-Bot, Marie-Louise
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
Olson, Rebecca; Bidewell, John; Dune, Tinashe; Lessey, Nkosi
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.
Karcanes, James A
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...
Full Text Available The rapid development of technologies and the increasingly strict international shipping regulations help to explain a significant decrease in shipping losses over decades. However, the number of accidents attributable to human errors, in which communication failures represent one third, has not been reduced proportionally. Under the Manila Amendments 2010, it became a compulsory requirement for every company to ensure that seafarers can communicate effectively. Communicative competence of seafarers has been of vital significance in modern shipping. A majority of merchant ships in international voyages are manned with multicultural and multilingual crew. It is not only the multilingual but also the intercultural character of mariners that leads to miscommunication on board. Additionally, communicative competence involves psycholinguistic, strategic and pragmatic aspects. The concept of communicative competence is relatively new in the context of maritime education and training in China and there is a dearth of research dealing with Chinese seafarers’ communicative competence. Through an empirical study, this paper aims to fill in the gap by investigating the current status of Chinese seafarers’ communicative proficiency from linguistic, intercultural, psycholinguistic, strategic and pragmatic perspectives to understand their strengths and weaknesses in their English communication. Based on the findings of quantitative data analysis, recommendations are finally made to improve Chinese seafarers’ communicative competence.
Kosova Kristina Igorevna
Full Text Available The article analyses a language function which helps to personalize and control communication arranging it in accordance with communicative norms and rituals. The choice of forms of interpersonal communication is regulated by norms and motivated by conditions of communicative behavior. Interpersonal communication peculiarities are connected in particular with the forms of indirect communication implementing the phatic language function. Phatic communication is viewed as a special form of interpersonal communication which is not connected with the quality of information transfer and which is targeted at regulating interpersonal relations. With the help of special verbal means the specific cause of communication, which is the control of communication arrangement, is implemented. Phatic utterances provide the success of informative function implementation in the future. The article also describes the notion of communicative culture. Standards of communicative culture are connected with the systematization of communication forms and rules in their relation to various communicative functions of the language, phatic function in particular, and national and cultural characteristics of their implementation in speech. Typical cases of contact making and contact maintaining are part of communicative culture's sphere. They are the most important means of regulating interpersonal relations. Representatives of a certain communicative culture know common rules which normalize their verbal behavior and dictate the necessity or lack of necessity to start the interaction. Interpersonal behavior is based on norms of communicative culture which can be defined as loose norms of communication building correlated with speech forms and targeted at people's behavior. It happens in a familiar ethnocultural environment and requires knowledge of phatic communication norms. Phatic communication requires specific consideration since success and efficiency of interpersonal
Clokie, Trish L.; Fourie, Elna
This research establishes the role of communication education in employability by determining how employers of graduates view communication, identifying communication skills that employers view as relevant, and establishing whether these skills are included in communication courses. To achieve these aims, local businesses were surveyed, and the…
acquire the knowledge and skills for practice competence. Conclusions: It’s necessaire time and space to practice in order to become effective and competent with the skills of: empathy; listening; non-judgmental attitude; Individualized care (Person- centred care.
Hunter, Jennifer L
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.
Full Text Available In this paper we investigated the relationship between the organizational communication and organizational culture. The starting point of our analysis is that the two variables are in interdependent relation. Our study, performed in a large public organization operating in Romania and abroad, identified a positive association between the two variables. The organizational communication helps the organization to disseminate the culture among the employees. Also, the organizational culture is developed through the interactions and communications among the staff. The management of the organizations must encourage and promote an open communication in order to create a culture that sustain the performance.
Pinto Lobo, M. R.
The people who asked me to give a talk for the Spanish Nuclear Society's 28th Annual Meeting, at the invitation of WIN (Women in Nuclear), have challenged me, or at least that is what my colleagues believe, to tackle the difficult task of venturing into fields unfamiliar to anyone who is not involved in University teaching in communication and journalism. However, the challenge was very appealing to me, first of all because it was an invitation from WIN (Women in Nuclear), which I would like to congratulate, together with the Steering Committee, for having selected Salamanca as the meeting venue in this very important year for this city (it has been selected as European cultural city for 2002, along with the Belgian city of Bruges), If there is any place that has been immersed in scientific culture throughout the centuries it is Salamanca, where every one of its stones could tell us a history of the convergence and divergence between knowledge and society. This Universidad Pontificia of Salamanca also encloses centuries of wisdom within its walls. I have mentioned the first reason for accepting the challenge: the invitation from WIN Espana. The second reason why I accepted is that, some years ago, the world of nuclear energy, them unknown to me, started coming up in conversations with friends, one of whom works in this field. That history of discovery began in a levelly little Swiss town, in Grundenwald, not far from Eintein's Bern, whom I will mention later on
Сергей Владимирович Сороколетов
Full Text Available In work concepts «the intercultural communicative competence», «a social network», possibilities of use social the Internet of network FaceBook in training of students-linguists are described.
Divya Sood OTD, OTR/L
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.
Kim, Myoung Soo
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.
Starting from the concept of cultural frames and their role in signifying human experience, the paper aims at pointing out that business communication, like any social interaction, is underrun by a process of framing, according to which individuals perceive, comprehend and appropriate otherness. Expanded to cross - cultural business communication, framing provides a clearer perspective on cultural divergence and ensures the acquiring of cultural sensitivity, which, in a global business envi...
Teasley, Martell L.; Baffour, Tiffany D.; Tyson, Edgar H.
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…
Hill, Renee Franklin; Kumasi, Kafi
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…
Seeberg, Vilma; Minick, Theresa
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,…
Vesely, Colleen K.; Ewaida, Marriam; Anderson, Elaine A.
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…
Jani, Jayshree S.; Osteen, Philip; Shipe, Stacy
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…
Heppner, P. Paul
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…
Klein, Elizabeth W; Nakhai, Maliheh
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.
Okoro, Olihe N; Odedina, Folakemi T; Reams, Romonia R; Smith, W Thomas
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.
Sloand, Elizabeth; Groves, Sara; Brager, Rosemarie
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.
Full Text Available The article is devoted to the problem of formation of cross-cultural competence of foreign students in the process of learning Ukrainian as a foreign language. Theoretical and pragmatic ways of intercultural communication methods for speakers of a foreign language in four types of speech activity have been substantiated. There have been determined linguistic and didactic principles of learning the Ukrainian language as a foreign language using authorial technology of interaction of different approaches that promotes the development of effective cross-cultural competence of foreign students. The main components of the innovative technology of work with foreign language audience have been characterized; a system of tasks and exercises aimed at mastering linguistic, socio-cultural and pragmatic competences has been set. There have been determined linguistic and methodical problems of comparative methodology, which authoring technology LTIRP with the usage of authentic texts is based on. Traditional and new forms, methods and techniques of teaching foreign students in the process of formation of cross-cultural competence have been considered.
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
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
Halabi, Jehad O; de Beer, Jennifer
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.
Lyudmila V. Astakhova
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
Jain, Nemi C.
Basic patterns of culture and communication in India such as world view, reincarnation, concepts of Karma and Dharma, stages of life, the caste system, time orientation, collectivism, hierarchical orientation, language situation, and nonverbal communication norms are an integral part of Hinduism and Indian culture, and have a significant influence…
Sabanci, Ali; Sahin, Ahmet; Sönmez, Melek Alev; Yilmaz, Ozan
The purpose of this study was to explore the correlation between school administrators' communication skills and school culture. This research was conducted as a survey using a descriptive method in order to ascertain the views of school managers and teachers about the correlation between school managers' communication skills and school culture in…
Employing the mixed-method research design, the study revealed the cultural affinity in both ethnic groups' communication patterns in the use of honorific greeting, silence, expressiveness (direct or indirectness and touch) and eye contact. This shows that culture has a significant influence on some of the communication ...
This annotated bibliography lists books, articles, and other related sources dealing with the areas of Asian culture and communication. The 87 citations are organized under the following headings: (1) Asian Culture and Communication (in general); (2) China; (3) Japan; and (4) Korea. (HB)
Salient findings include that communication problems occur on construction sites due to languageand cultural diversity-related barriers; site managers are generally effective at communicating; the South African workforce is diversely cultured, which potentially leads to misunderstandings on sites, and language barriers ...
Grant, Julian; Parry, Yvonne; Guerin, Pauline
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.
Aragaw, Amanu; Yigzaw, Tegbar; Tetemke, Desalegn; G/Amlak, Wubalem
Cultural competency is now a core requirement for maternal health providers working in multicultural society. However, it has not yet received due attention in Ethiopia. This study aimed to determine the level of cultural competence and its associated factors among maternal health care providers in Bahir Dar City Administration, Northwest Ethiopia. Institution based cross-sectional study was carried out using both quantitative and qualitative methods. Maternal health care providers from all health facilities were our study participants. Structured Questionnaire with some modification of Campinha Bacote's tool was used to collect quantitative data from health workers and semi structured guide line was used for qualitative data among women. While quantitative data analysis was done using SPSS, qualitative data was analyzed using open code software. P-value of less than 0.05 was taken to determine statistical significance. Cronbach's alpha was used to test internal reliability and a factor loading of 0.3 or greater was the criterion used to retain items. Two hundred seventy four health workers and seven women were involved in the study. The overall competency level was 57.3 % thought vary in different subscales or stages. Of the cultural competent health workers near to three fourth (73.0 %) were in awareness stage which is the earliest stage of competence in which individuals were aware only their own culture but not the world view of their clients. The voices of mothers in the qualitative assessment also showed discordance in cultural competence with their healthcare providers. Female health workers almost six times [AOR,5.5; 2.71, 11.30] more competent than male providers and those who got in-service training related to maternal care provided services more culturally competent than their counter parts with [AOR,3.5; 1.4, 8.64]. Reliability Cronbach's α coefficient value of cultural competence subscales showed 0.672,0 .719, 0.658, 0.714, and 0.631 for cultural
cultural contexts influence interpersonal communication. We need to know how intercultural communication affects the mobility and permanency of cultures. We need to know what sustains our core values and what might be harmful to them. We need a clear definition of what intercultural communication is about...
The differences of food culture play an important role in cross-cultural communication. Learn the cultural rooted causes of food culture between Chinese and Western countries, will promote mutual understanding between people and enjoy different feelings different foods brings, enhance cultural exchange, complement and integration.
Bille, Trine; Grønholm, Adam; Møgelgaard, Jeppe
In this article, we analyze the role of the economic rationale in modern cultural policy decision communication and ask why it remains such an important factor, even though research has argued against it. Based on Luhmann’s system theory, we show how the economic rationale manifests itself...... in the cultural political communication as parasitic and complementary couplings, and how different communication forms are in play: the indirect, direct, and the both-and form. The point is to construct communicative positions in cultural policy. The positions involve the economic rationale in their own...... particular way and each of them offers themselves as a communicative platform which the culture politician can optionally step into and out of. The arts system stands out from other systems by not distinguishing itself in one single distinction and coding. In exactly this issue lies the communicative...
Irina Evgenyevna Krasilova
Full Text Available In the information society the role of learning communities in professional training of an individual specialist is growing. Ideas of social constructivism determine the development of the Internet, on which the modern information and learning environment is mainly based. The article contains definitions of a university learning community and learning community means; a model of communicative competence development of intending teachers of foreign languages by means of a learning community (informational and educational, technical, organizational and methodological; criteria for evaluating the level of communicative competence development. The author considers the communicative competence of intending teachers a part of their professional competence. The model has been tested at a teacher training university. The article presents some results of the experiment and the main conclusions that allow experts to judge the effectiveness of the model and its applicability in vocational education.DOI: http://dx.doi.org/10.12731/2218-7405-2014-3-8
Dupagne, Michel; Stacks, Don W.; Giroux, Valerie Manno
This study examines whether video streaming can reduce trait and state communication apprehension, as well as improve communication competence, in public speaking classes. Video streaming technology has been touted as the next generation of video feedback for public speaking students because it is not limited by time or space and allows Internet…
Academic advising has long been considered a critical factor to student success. With a qualitative, phenomenological research design, this study was undertaken to better understand the lived experiences of academic advisors in communicating with international students in a community college context. Intercultural communication competence was used…
Bellon-Harn, Monica L.; Harn, William E.
Among characteristics of children diagnosed with Asperger syndrome (AS) are difficulties in social communication. This study describes the social communicative competence of two middle school children with AS participating in conversations in three different situational contexts. The conversations were transcribed and submitted to three kinds of…
Tamariz, Monica; Ellison, T Mark; Barr, Dale J; Fay, Nicolas
Human communication systems evolve culturally, but the evolutionary mechanisms that drive this evolution are not well understood. Against a baseline that communication variants spread in a population following neutral evolutionary dynamics (also known as drift models), we tested the role of two cultural selection models: coordination- and content-biased. We constructed a parametrized mixed probabilistic model of the spread of communicative variants in four 8-person laboratory micro-societies engaged in a simple communication game. We found that selectionist models, working in combination, explain the majority of the empirical data. The best-fitting parameter setting includes an egocentric bias and a content bias, suggesting that participants retained their own previously used communicative variants unless they encountered a superior (content-biased) variant, in which case it was adopted. This novel pattern of results suggests that (i) a theory of the cultural evolution of human communication systems must integrate selectionist models and (ii) human communication systems are functionally adaptive complex systems.
The topic for this thesis is the business culture differences in communication between Finland and Tunisia. The business world is increasingly international which means that the business men and women should acknowledge the cultural differences which they are facing when conducting business in a foreign culture. The objective of this thesis was to identify business culture differences between Finland and Tunisia. By identifying the culture differences this thesis was able to find answers...
Full Text Available Introduction: communicative competency serves as the basis for individual development of students specialising in management as well as a factor of successful managerial career. The implementation of competency-oriented approach in education and modern requirements of the labour market provide for the relevance of fostering communicative competency including its psychological features such as communication knowledge and skills. The specific trait of the author’s approach in the research is a shift from psychological characteristics diagnosis of communicative competencies to their amelioration through social psychological training of students specialized in management. The aim of the research is to elaborate, verify and assess the training programme effectiveness in forming psychological traits of communicative competencies. The article might be of interest for trainers and high school staff, students, specialists in human resources departments of various organisations. Materials and Methods: the research includes the following steps: choosing the testees, selecting diagnostic methodology to identify the level of communication knowledge and skills, pre-testing, elaborating the training programme of communicative competency, getting feed-back from the testees on completing the programme, post-testing diagnostics, comparing the results of testing before and after the training, drawing conclusions. Results: the prospect of formation of students-managers’ preparedness to manage the dynamic correlation of communicative knowledge, abilities, and skills for future professional activity in management students is substantiated. As a result of diagnostics, better knowledge acquisition, higher values of indicators and higher level of development of communicative abilities were revealed. An original author’s approach was proposed. The distinctive feature of this method was the transition from the diagnostics of psychological characteristics of
Hald, Søren Vester; Baker, Felicity A.; Ridder, Hanne Mette Ochsner
Primary objective: To evaluate the psychometric properties of two adapted versions of the interpersonal communication competence scale (ICCS) that were applied to people with acquired brain injury (ABI). Construct validity was tested for both new scales and a factor extraction was performed....... Participants with medium-to-severe ABI self-rated their interpersonal communication skills using the modified ICCS. Cronbach Alpha test was performed on both scales followed by a correlation analysis. Results: Seventeen participants with medium-to-severe ABI and staff and relatives (n¼37) were involved...... of the proxy-rating revealed six meaningful sub-groups of interpersonal communication competencies....
Full Text Available Our paper presents the importance of the journal for developing the communication competences and social and professional integration of students. These aspects are important but often they are neglected in academic activities, because the professional skills are priority in Curricula of faculties. In this paper we analyze the theoretical importance of the journal and its forms to present from communicate and reflexive perspectives. The paper offers a few examples of good practice which hopes the teacher to develop the communication competences of students.
Renzaho, Andre M N; Halliday, Jennifer A; Mellor, David; Green, Julie
Although obesity among immigrants remains an important area of study given the increasing migrant population in Australia and other developed countries, research on factors amenable to intervention is sparse. The aim of the study was to develop a culturally-competent obesity prevention program for sub-Saharan African (SSA) families with children aged 12-17 years using a community-partnered participatory approach. A community-partnered participatory approach that allowed the intervention to be developed in collaborative partnership with communities was used. Three pilot studies were carried out in 2008 and 2009 which included focus groups, interviews, and workshops with SSA parents, teenagers and health professionals, and emerging themes were used to inform the intervention content. A cultural competence framework containing 10 strategies was developed to inform the development of the program. Using findings from our scoping research, together with community consultations through the African Review Panel, a draft program outline (skeleton) was developed and presented in two separate community forums with SSA community members and health professionals working with SSA communities in Melbourne. The 'Healthy Migrant Families Initiative (HMFI): Challenges and Choices' program was developed and designed to assist African families in their transition to life in a new country. The program consists of nine sessions, each approximately 1 1/2 hours in length, which are divided into two modules based on the topic. The first module 'Healthy lifestyles in a new culture' (5 sessions) focuses on healthy eating, active living and healthy body weight. The second module 'Healthy families in a new culture' (4 sessions) focuses on parenting, communication and problem solving. The sessions are designed for a group setting (6-12 people per group), as many of the program activities are discussion-based, supported by session materials and program resources. Strong partnerships and
Palmer, Richard C; Samson, Raquel; Triantis, Maria; Mullan, Irene D
To develop and evaluate a continuing medical education (CME) course aimed at improving healthcare provider knowledge about breast cancer health disparities and the importance of cross-cultural communication in provider-patient interactions about breast cancer screening. An interactive web-based CME course was developed and contained information about breast cancer disparities, the role of culture in healthcare decision making, and demonstrated a model of cross-cultural communication. A single group pre-/post-test design was used to assess knowledge changes. Data on user satisfaction was also collected. In all, 132 participants registered for the CME with 103 completing both assessments. Differences between pre-/post-test show a significant increase in knowledge (70% vs. 94%; p training was an appropriate tool to train healthcare providers about cultural competency and health disparities. There was an overall high level of satisfaction among all users. Users felt that learning objectives were met and the web-based format was appropriate and easy to use and suggests that web-based CME formats are an appropriate tool to teach cultural competency skills. However, more information is needed to understand how the CME impacted practice behaviors.
Elnashar, Maha; Abdelrahim, Huda; Fetters, Michael D
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.
This paper wrote about the cultural differences. There are four dimensions: power distance, uncertainty avoidance, individualism and masculinity. After that, paper talked about the intercultural communication, which contains language, non-verbal communication, time and space concept. Then talked different cultures do cause problems in business. To avoid misunderstanding and clashes, the international managers should realize and understand the different cultures, adapt themselves to fit into the business environment in order to get the best achievement in business.
Lim, Russell F; Diamond, Ronald J; Chang, Jacquelyn B; Primm, Annelle B; Lu, Francis G
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.
Cleary, Yvonne; Karreman, Joyce; Closs, Sissi; Drazek, Zygmunt; Engberg, Jan; Ghenghea, Voichita; Meex, Birgitta; Minacori, Patricia; Muller, J.; Straub, Daniela
The role of technical communicators is expanding due to technology. However, many individuals throughout Europe gain employment as technical communicators without undergoing specialized training. TecCOMFrame, a three-year project funded by the European Union, aims to develop: 1) a common academic
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
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.
Suk, Min Hyun; Oh, Won-Oak; Im, YeoJin
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
Daugherty, Heather N; Kearney, Rachel C
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.
Jenny Hsin-Chun Tsai
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.
Culture plays a significant role in teaching and learning a language. The acquisition of cultural knowledge is an indispensable part of language learning. This paper discusses the importance and necessity of cross-cultural communication in the language teaching, and focuses on three parts:
culture have on communication in the workplace and to emphasise the importance of .... resource for innovation and adaptability (Ely & Thomas 2001: 269). ... African workplace. In addition to these groups, there are others that are intermingled, causing a greater diversity of cultures influenced by other 'primary' cultures.
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.
Duncan Alan K
Full Text Available Abstract Background We sought to assess self-rated importance of the medical interview to clinical practice and competence in physician-patient communication among new internal medicine faculty at an academic medical center. Methods Since 2001, new internal medicine faculty at the Mayo Clinic College of Medicine (Rochester, Minnesota have completed a survey on physician-patient communication. The survey asks the new faculty to rate their overall competence in medical interviewing, the importance of the medical interview to their practice, their confidence and adequacy of previous training in handling eight frequently encountered challenging communication scenarios, and whether they would benefit from additional communication training. Results Between 2001 and 2004, 75 general internists and internal medicine subspecialists were appointed to the faculty, and of these, 58 (77% completed the survey. The faculty rated (on a 10-point scale the importance of the medical interview higher than their competence in interviewing; this difference was significant (average ± SD, 9.4 ± 1.0 vs 7.7 ± 1.2, P Conclusion Although new internal medicine faculty rate high the importance of the medical interview, they rate their competence and adequacy of previous training in medical interviewing relatively low, and many indicate that they would benefit from additional communication training. These results should encourage academic medical centers to make curricula in physician-patient communication available to their faculty members because many of them not only care for patients, but also teach clinical skills, including communication skills, to trainees.
Sobel, Linda L; Metzler Sawin, Erika
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.
Strong, Kristy L; Folse, Victoria N
Lesbian, gay, bisexual, and transgender (LGBT) patients experience barriers to health care that include fear of discrimination, as well as insensitivity and lack of knowledge about LGBT-specific health needs among providers. This study examined the effectiveness of an educational intervention designed to improve knowledge and attitudes of baccalaureate nursing students regarding LGBT patient care. Education focused on key terminology, health disparities, medical needs of transgender patients, and culturally sensitive communication skills for competent LGBT patient care. Knowledge level and attitudes were evaluated before and after the intervention using a survey based on a modified Attitudes Toward Lesbians and Gay Men Scale and two assessment tools developed for this study. A statistically significant increase in positive attitudes and knowledge level was found immediately after the intervention. Findings from this study support the inclusion of education related to LGBT patient health care in undergraduate nursing curricula to promote cultural competence and sensitivity. Copyright 2015, SLACK Incorporated.
Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we known little about cross-cultural communication, there will be many conflicts. Some experts suggest that today's English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. This paper mainly talks about cross-cultural communication in foreign language teaching in China. In the first part, we talk about the importance of learn cross-culture and discuss the relationship between language teaching and cultural teaching. Next part is talk about the problems of culture teaching nowadays. According to these problems, we explore some culture teaching methods to improve culture teaching. The aim of this paper is to emphasize the importance of culture teaching during foreign language teaching. Culture teaching is necessary for all of us, it can make it possible for learners to prevent miscommunication from occurring in intercultural communications.
Stough-Hunter, Anjel; Guinan, Jill; Hart, Julie P
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.
Swanberg, Stephanie M; Abuelroos, Dena; Dabaja, Emman; Jurva, Stephanie; Martin, Kimberly; McCarron, Joshua; Reed-Hendon, Caryn; Yeow, Raymond Y; Harriott, Melphine M
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.
Full Text Available The article considers approaches to the definition of information competence, investigated the possibility of elective courses in physics for the formation of information competence through the use of modern information and communication technologies.
Truong, Mandy; Bentley, Sharon A; Napper, Genevieve A; Guest, Daryl J; Anjou, Mitchell D
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
Gainsbury, Sally M
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
George, Amiso M
Culture and Crisis Communication presents an examination of how politics, culture, religion, and other social issues affect crisis communication and management in nonwestern countries. From intense human tragedy to the follies of the rich, the chapters examine how companies, organizations, news outlets, health organizations, technical experts, politicians, and local communities communicate in crisis situations. Taking a wider view than a single country’s perspective, the text contains a cross-cultural and cross-country approach. In addition, the case studies offer valuable lessons that organizations that wish to operate or are operating in those cultures can adopt in preparing and managing crises. The book highlights recent crisis events such as Syria’s civil war, missing Malaysia Flight MH370, andJapan’s Fukushima Daiichi nuclear power plant disaster. Each of the case studies examines how culture impacts communication and responses to crises. Authoritative, insightful, and instructive, this importan...
Crossman, Joanne Marciano
The Oral Communication Competencies Assessment Project was designed to determine student communication competency across the curriculum, transferring skills taught in the communication skills class to authentic classroom performances. The 505 students who were required to make oral presentations across the curriculum during the first term of the…
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,.
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.
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.
Hengst, Julie A
This article proposes distributed communication as a promising theoretical framework for building supportive environments for child language development. Distributed communication is grounded in an emerging intersection of cultural-historical activity theory (CHAT) and theories of communicative practices that argue for integrating accounts of language, cognition and culture. The article first defines and illustrates through selected research articles, three key principles of distributed communication: (a) language and all communicative resources are inextricably embedded in activity; (b) successful communication depends on common ground built up through short- and long-term histories of participation in activities; and (c) language cannot act alone, but is always orchestrated with other communicative resources. It then illustrates how these principles are fully integrated in everyday interactions by drawing from my research on Cindy Magic, a verbal make-believe game played by a father and his two daughters. Overall, the research presented here points to the remarkably complex communicative environments and sophisticated forms of distributed communication children routinely engage in as they interact with peer and adult communication partners in everyday settings. The article concludes by considering implications of these theories for, and examples of, distributed communication relevant to clinical intervention. Readers will learn about (1) distributed communication as a conceptual tool grounded in an emerging intersection of cultural-historical activity theory and theories of communicative practices and (2) how to apply distributed communication to the study of child language development and to interventions for children with communication disorders. Copyright © 2015 Elsevier Inc. All rights reserved.
Hang, S. M.; Seong, P. H.; Kim, A. R.
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
When referring to the tangible cultural heritage, people tend to concern more about the conservation and research of the entity of the tangible heritage than the cross-cultural communication of the cultural heritage which is also one of the most important components of the preservation of the cultural heritage. As an exotic new born of the cultural heritage, the entity born from the cross-cultural communication inherits the properties of the cultural heritage on the one hand, and on the other hand generates diversities as a result of the differences based on social, cultural and environment. And the business model is one of the most important reasons for the production of diversities. There's no doubt that a good form of business model makes great significance to the cross-cultural communication. Therefore, the study of the business model of cultural heritage in the process of cross-cultural communication will not only contributes to the deeper understanding towards the phenomenon of the cultural heritage's cross-cultural communication, but also leads to the introspection to the tangible cultural heritage itself. In this way, a new kind of conservative notion could take form, and the goal of protecting cultural heritage could be achieved. Thus the Chinese Garden is a typical representation of the cultural heritage which makes great sense in the cross-cultural communication. As a kind of tangible cultural heritage, the Chinese gardens are well preserved in different regions in China. While the spirits of the Chinese garden carry forward through the construction of the Chinese gardens abroad during the cross-cultural communication. As a new kind of form of the cross-cultural communication of the cultural heritage, on the one hand, the Chinese gardens overseas built ever since China's Reform and Opening express creatively of the materialist and the spirituality of the traditional Chinese Garden, and on the other hand, those Chinese gardens overseas face all kinds of
Kessler, Remi A; Coates, Wendy C; Chanmugam, Arjun
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.
Chao, Hui-Chen; Yang, Ya-Ping; Huang, Mei-Chih; Wang, Jing-Jy
Appropriate communication skills are essential for understanding patient needs, particularly those of patients with dementia. Assessing health care providers' competence in communicating with patients with dementia is critical for planning a communication education program. However, no formally established scale can be used. The purpose of the current study was to develop a valid and reliable instrument for determining the communication competence of health care providers with patients with dementia. Through use of a literature review and previous clinical experience, an initial 28-item scale was developed to assess the frequency of use of each item by health care providers. Fourteen items were extracted and three factors were distinguished. Results indicated that the internal consistency reliability of the 14-item scale was 0.84. Favorable convergent and discriminant validities were reached. The communication competence scale provides administrators or educators with a useful tool for assessing communication competence of health care providers when interacting with patients with dementia so a suitable education program can be planned and implemented. Copyright 2016, SLACK Incorporated.
Song, Hyo-Suk; Choi, JiYeon; Son, Youn-Jung
Ineffective communication of critical care nurses can lead to higher levels of burnout and negatively affect quality of patient care and patient outcomes such as higher mortality. The purpose of this study is to describe the relationship between professional communication competences and nursing performance of critical care nurses in South Korea. This cross-sectional study collected data on 197 intensive care unit staff nurses in 3 tertiary academic medical centres in South Korea from July to November 2014. In the hierarchical regression analysis, the professional communication competences were the only significant predictors of nursing performance after adjusting for sociodemographic characteristics. In addition, the greater professional communication competences of nurses were associated with being older and having a higher education level, more years of overall clinical and intensive care unit experience, and a higher monthly salary. Our findings indicate that communication skills-related training should be included in the practical education to improve nursing performance for the quality of intensive care. Further research is needed to identify the comprehensive factors on professional communication competences of nurses in intensive care units. © 2017 John Wiley & Sons Australia, Ltd.
Full Text Available This paper provides the results of an exploratory survey of construction industry managersin Singapore to isolate some of the common effects of national and organisational culture,together with the personal characteristics of managers, on the efficacy of project communication.By examination of significant correlation coefficients, the various types of influencesare identified. The results of the research suggest that the managers’ attitude andbehaviours toward communication may be guided to large extent by their level of competence.The study also provides evidence to suggest that the individuals’ understanding ofthe communication process and its barriers, the way they behave with other individualsand expect to be treated, varies according to national cultures.
Polacek, Georgia N L J; Martinez, Rubén
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.
Cai, Duanying; Kunaviktikul, Wipada; Klunklin, Areewan; Sripusanapan, Acharaporn; Avant, Patricia Kay
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.
Background General Practitioner (GP) Supervisors have a key yet poorly defined role in promoting the cultural competence of GP Registrars who provide healthcare to Aboriginal and Torres Strait Islander people during their training placements. Given the markedly poorer health of Indigenous Australians, it is important that GP training and supervision of Registrars includes assessment and teaching which address the well documented barriers to accessing health care. Methods A simulated consultation between a GP Registrar and an Aboriginal patient, which illustrated inadequacies in communication and cultural awareness, was viewed by GP Supervisors and Medical Educators during two workshops in 2012. Participants documented teaching points arising from the consultation which they would prioritise in supervision provided to the Registrar. Content analysis was performed to determine the type and detail of the planned feedback. Field notes from workshop discussions and participant evaluations were used to gain insight into participant confidence in cross cultural supervision. Results Sixty four of 75 GPs who attended the workshops participated in the research. Although all documented plans for detailed teaching on the Registrar’s generic communication and consultation skills, only 72% referred to culture or to the patient’s Aboriginality. Few GPs (8%) documented a plan to advise on national health initiatives supporting access for Aboriginal and Torres Strait Islander people. A lack of Supervisor confidence in providing guidance on cross cultural consulting with Aboriginal patients was identified. Conclusions The role of GP Supervisors in promoting the cultural competence of GP Registrars consulting with Aboriginal and Torres Strait Islander patients could be strengthened. A sole focus on generic communication and consultation skills may lead to inadequate consideration of the health disparities faced by Indigenous peoples and of the need to ensure Registrars utilise
Abbott, Penelope; Reath, Jennifer; Gordon, Elaine; Dave, Darshana; Harnden, Chris; Hu, Wendy; Kozianski, Emma; Carriage, Cris
General Practitioner (GP) Supervisors have a key yet poorly defined role in promoting the cultural competence of GP Registrars who provide healthcare to Aboriginal and Torres Strait Islander people during their training placements. Given the markedly poorer health of Indigenous Australians, it is important that GP training and supervision of Registrars includes assessment and teaching which address the well documented barriers to accessing health care. A simulated consultation between a GP Registrar and an Aboriginal patient, which illustrated inadequacies in communication and cultural awareness, was viewed by GP Supervisors and Medical Educators during two workshops in 2012. Participants documented teaching points arising from the consultation which they would prioritise in supervision provided to the Registrar. Content analysis was performed to determine the type and detail of the planned feedback. Field notes from workshop discussions and participant evaluations were used to gain insight into participant confidence in cross cultural supervision. Sixty four of 75 GPs who attended the workshops participated in the research. Although all documented plans for detailed teaching on the Registrar's generic communication and consultation skills, only 72% referred to culture or to the patient's Aboriginality. Few GPs (8%) documented a plan to advise on national health initiatives supporting access for Aboriginal and Torres Strait Islander people. A lack of Supervisor confidence in providing guidance on cross cultural consulting with Aboriginal patients was identified. The role of GP Supervisors in promoting the cultural competence of GP Registrars consulting with Aboriginal and Torres Strait Islander patients could be strengthened. A sole focus on generic communication and consultation skills may lead to inadequate consideration of the health disparities faced by Indigenous peoples and of the need to ensure Registrars utilise health supports designed to decrease the
Hald, Søren Vester; Baker, Felicity Ann; Ridder, Hanne Mette Ochsner
With the aim to develop and test a reliable and valid measure of communicative competencies in music for use in acquired brain injury rehabilitation settings, the interpersonal music-communication competence scale (IMCCS) was constructed, adapted from the interpersonal communication competence...... music-based improvisational exercises in 1:1 sessions with the therapist (dialogue with the therapist, follow the musical ideas of the therapist, maintain musical phrases while therapist intentionally interrupt/challenge, and free improvisation with the therapist). Immediately following...... these improvisations, the participants and therapist completed the IMCCS. Two blinded raters completed the IMCCS-Rater after viewing video recordings of the exercises. Results revealed that the IMCCS-Therapist has good internal consistency (α = .89), the IMCCS-Participant has excellent internal consistency (α = .93...
Keene, Sean T
.... 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...
S.R.M. Indah Permata Sari
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
Omura, Mieko; Stone, Teresa E; Levett-Jones, Tracy
Culture influences the way health-care professionals communicate with each other and their ability to relate to colleagues in an assertive manner. Cultural barriers can also make it difficult for nurses to speak up even when they have concerns about patient safety. An understanding of the potential impact of cultural factors is therefore needed when developing assertiveness communication training programs. This paper presents the findings from a study that explored Japanese nurses' perceptions of how culture and values impact assertive communication in health care. Semistructured interviews with 23 registered nurses were undertaken, and data were analyzed using directed content analysis. Two major themes were identified: collectivism and hierarchy/power. In the present study, we discuss the cultural values related to collectivism that included four categories of "wa" (harmony), "uchi to soto" (inside and outside), implicit communication/ambiguity, and "nemawashi" (groundwork). The findings highlight the impact of culture on nurses' assertive communication behaviors and can be used to inform the design of culturally-appropriate assertiveness communication training programs for Japanese nurses working both within their own country or internationally. © 2018 John Wiley & Sons Australia, Ltd.
Full Text Available The objectives for this research are to 1 build a development English language learning management strategies model to enhance communicative competence for high school students 2 study the results of using the model. A target group is seven English teachers in Pibulwittayalai School and the sample for studying the results of model to students are ten English club students in Pibulwittayalai School.The research tools are focus group discussion forms, communication plans, English skills evaluation forms, communicative competence test, communicative competence evaluation forms and 21st century skills evaluation forms. This model is examined by connoisseurship.The statistics for analyzing data are frequency, percentage, mean, standard deviation and Wilcoxon test. The results of the research were as follows: 1. The development English language learning management strategies model to enhance communicative competence for high school students had4components ; 1 SWOT–Analysis, 2 strategy development, 3 strategy assessment and 4 strategy adjustment.This model had 6 strategies such as 1 genius academic strategy 2 English through AEC 3 English through World Class 4 enhancing for genius academic in communication with foreigners 5 enhancing English through world class standard and 6 enhancing for potential in English skills learning through world class standard. These were merged as only one strategy as “ Development of students’ potential for communication”. 2. The results of using the model comprised of 2.1 The results to teachers were teachers could analyze SWOT- analysis for determining strength, weakness,opportunity and threat about English language learning management, received guideline and could appropriately and efficiently construct strategies of English language learning management to enhance communicative competence. 2.2 The results to students: The students had 4 English skills, such as listening,speaking, reading and writing. It was
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.
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...
Hynes, Geraldine E.
Companies that recognize the relationship between employee engagement and business success will seek ways to foster and facilitate workers' emotional well-being. One way to encourage employee engagement is to provide training in interpersonal communication. This research analyzes what one U.S.-based company is doing to achieve that goal. The…
Wouda, Jan C.; van de Wiel, Harry B. M.
Objective: The model of expert performance predicts that neither physicians in training nor experienced physicians will reach an expert level in communication. This study tested this hypothesis. Methods: Seventy-one students, twenty-five residents and fourteen consultants performed a 'breaking bad
development and progress, and language and communication function as special cultural tools for .... become chaotic and insecure language can only promote a moral ideal by enhancing the .... tolerance and corporate existence. To put it the ...
Cuevas, Adolfo G; O'Brien, Kerth; Saha, Somnath
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.
Guerrero, Erick G
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.
Oikarainen, Ashlee; Mikkonen, Kristina; Tuomikoski, Anna-Maria; Elo, Satu; Pitkänen, Salla; Ruotsalainen, Heidi; Kääriäinen, Maria
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.
d'Agincourt-Canning, Lori G; Kissoon, Niranjan; Singal, Mona; Pitfield, Alexander F
Communication is a critical component of effective teamwork and both are essential elements in providing high quality of care to patients. Yet, communication is not an innate skill but a process influenced by internal (personal/cultural values) as well as external (professional roles and hierarchies) factors. To provide illustrative cases, themes and tools for improving communication. Literature review and consensus opinion based on extensive experience. Professional autonomy should be de-emphasized. Tools such as SBAR and simulation are important in communication and teamwork. Tools designed to improve communication and safety in the aviation industry may have applicability to the pediatric intensive care unit.
Moon, Kwangsu; Kim, Sa Kil; Oh, Yeon Ju; Shin, Youmin; Lee, Yong-Hee; Jang, Tong Il
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
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)
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
Notten, N.; Bol, Th.; van de Werfhorst, H.G.; Ganzeboom, H.B.G.
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
Notten, N.; Lancee, B.; van de Werfhorst, H.G.; Ganzeboom, H.B.G.
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
Full Text Available The research aimed at determining the significant effect of implemented Picture Word Inductive Model (PWIM in developing students’ communicative competence in SMK Islam Wijaya Kusuma Jakarta. The students’ communicative competence was measured quantitatively by conducting the experiment method. There were 47 of the eleventh-grade students as samples chosen randomly by using purposive sampling technique. The data were performed by using the test instrument with two groups on post-test design; one group becomes the experiment class and the other group becomes the control class. The questionnaire was assigned to students at the end of the lesson. The post-poster cycle assessment was given as a basis of measurement in analyzing students’ communicative competence. The data was analyzed by using t-test two tailed formula to find out thesignificant difference of each class of the sample (simple effect. Findings have shown that there is a significant effect of using PWIM to students’ communicative competence which is reflected from the enhancement of students’ comprehension toward the pronunciation, fluency, grammar, vocabulary as well as the increase of their motivation and creativity experiencing the learning process more communicatively.
Full Text Available The goal of this article is to show in what way cultural factors can determine decisions in international marketing. Particular attention is devoted to the decisions associated with marketing communication, that is, the way in which cultural factors influence our preferences concerning the style of communication and what two basic styles are distinguished within intercultural communication. On the basis of particular examples it will be shown on the one hand in what ways these styles are visible in various forms of marketing messages coming from various countries. On the other hand it will also be shown in what way these messages reflect (very often unwittingly the culture and the system of values of an organization of the place were the messages originated. Before we start discussing the above-mentioned issues, the basic assumptions of the cultural marketing, as well as the term of culture, its models and dimensions will be presented.
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,…
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;…
This definition limits the concept of culture to the bahavioural context only. ... values as the protection of life, property and individual freedoms, as well as drawing .... through speech; a process sociologists call the” oral cultural tradition”. .... Okoro (2009), stated that presently the film industry in Nigeria is not really helping in.
Portz, Jennifer Dickman; Retrum, Jessica H.; Wright, Leslie A.; Boggs, Jennifer M.; Wilkins, Shari; Grimm, Cathy; Gilchrist, Kay; Gozansky, Wendolyn S.
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
Larsen, Niels; Bruselius-Jensen, Maria; Danielsen, Dina; Nyamai, Rachael; Otiende, James; Aagaard-Hansen, Jens
The article discusses how cross-cultural communication based on information and communication technologies (ICT) may be used in participatory health promotion as well as in education in general. The analysis draws on experiences from a health education research project with grade 6 (approx. 12 years) pupils in Nairobi (Kenya) and Copenhagen…
Koester, Jolene; Olebe, Margaret
To investigate the relationship of cultural similarity/dissimilarity, communication effectiveness, and communication variables associated with uncertainty reduction theory, a study examined two groups of students--a multinational group living on an "international floor" in a dormitory at a state university and an unrelated group of U.S.…
Maria S. Petrushkevych
Full Text Available Purpose. The aim of the work is to determine the features of media culture that bind it with mass culture and mass communications and have the most significant effect on the general principles of the religious mass communication. In addition, the objective is to identify the skills system and traits of mass human that are necessary for using media culture. Methodology. The methodological basis is related to structuring, analytical analysis and synthesis of media features; highlighting phenomena that illustrate modern communicative situation; characteristics of media trends influence for the specific functioning of religious communication. Scientific novelty. Main part of the work is devoted to the analysis of the progressive media culture, mass-media and their main features, design of religious communication in this culture. Media gradually form the appearance of religious communication quietly, especially the mass one, they adapt the modern religious discourse to rates of transfer and perception of information. Modern believer gets a lot of different kinds of religious information, on any subject, any explanation of the religious question, with respect to any religion. Such volume of religious information and the speed with which a person receives it, does not usually make it religious or spiritually advanced, but only informed. Spiritual perfection and religious development, religious communication is possible only when the customer is aware of media culture and way of seeing the ultimate goal of such communications using the Mass Media. So far these mechanisms are perfectly designed in traditional religious communication. Phenomena, that reflects the dramatic changes in the communicative environment are: mediatization of body and mind, the new practice of processing / reading information, the phenomenon of simultaneous perception of a large number of information channels – similar or different. Features of media culture that connect it with
Garnett, A.; Hollen, G.; Longshore, A.; Mauzy, A.; Reeves, A.
Congress` decision to close down the $11 billion Superconducting Supercollider is spreading anxiety throughout the scientific community. As funding for the nation`s research laboratories becomes increasingly scarce, technical communicators in these organizations must focus much of their communications efforts on a new culture: Congress and the public. We discuss how to characterize this new audience and the importance of evaluating communication products, and we highlight some strategies for interpreting science to nonscientists more effectively.
Dunn, Dana S; Andrews, Erin E
The American Psychological Association (APA) advocates the use of person-first language (e.g., people with disabilities) to refer to individuals with disabilities in daily discourse and to reduce bias in psychological writing. Disability culture advocates and disability studies scholars have challenged the rationale for and implications of exclusive person-first language use, promoting use of identity-first language (e.g., disabled people). We argue that psychologists should adopt identity-first language alongside person-first constructions to address the concerns of disability groups while promoting human dignity and maintaining scientific and professional rigor. We review the evolution of disability language and then discuss the major models used to characterize disability and people with disabilities. The rationale for person-first language and the emergence of identity-first language, respectively, are linked to particular models. We then discuss some language challenges posed by identity-first language and the current intent of person-first language, suggesting that psychologists make judicious use of the former when it is possible to do so. We conclude by offering five observations of ways that use of both person-first and identity-first language could enhance psychologists' cultural competence regarding disability issues in personal and scientific communications. (c) 2015 APA, all rights reserved).
Rodolfo Acosta Padrón
Full Text Available This article presents results related to the role of psychological factors in the development of communicative competence in English, in students from Foreign Language Studies at the University of Pinar del Río; the sample belongs to the year course 2014-2015. Primary data is obtained using the methods of survey, interview and self-reflection, about the relation between attitude, learning method and academic outcome, which are the variables controlled. The relation between these variables is shown and actions are oriented to the strengthening of the psychological factors so as to achieve a new culture of learning of English, which involves outside classroom learning, in different scenarios, with technological resources, as well as the psychology of success and the student´s connectivity. These psychological factors are: need, emotion, motivation, energy, relaxation, self-esteem, confidence, security and future plans, which shape the student´ attitude, determinant of the efficiency of language learning, opposed to the study method, as has been traditionally believed.
Full Text Available Psychological and pedagogical prerequisites of student self-study organization on acquiring foreign language communicative competence have been defined and characterized. It has been proved that self-study effectiveness depends on self-regulation and motivation. The latter is amplified by creating a situation of development, modelling personally meaningful learning context aimed at creating a real product; collaborative learning, incorporating modern technologies, using problematic tasks, regular feedback, professionally-oriented learning. On the basis of scientific literature analysis it has been concluded that self-regulation of future foreign language teachers has the following structure: defining objectives, modelling meaningful conditions, action programming, results evaluation, program correction. Ways of developing self-control, self-evaluation and self-correction have been analyzed in the article. Pedagogical preconditions of effective self-study are the following: student knowledge of efficient methods and procedures of foreign language learning; selection of procedures and strategies adequate to the defined goals; an appropriate level of student information culture; ability to manage time and control results; timely correction on the basis of current control and self-control.
Abstract Acquiring communicative competence and the ability to communicate in writing are essential goals for second language learners and of the highest importance to achieving educational success. Opportunities to express ideas in writing are essential for students’ language development. Learners therefore need to be encouraged to take the risk of making errors in order to be able to express ideas, thoughts and knowledge with enthusiasm. This thesis defines and investigates some important...
Duffy, F Daniel; Gordon, Geoffrey H; Whelan, Gerald; Cole-Kelly, Kathy; Frankel, Richard; Buffone, Natalie; Lofton, Stephanie; Wallace, MaryAnne; Goode, Leslie; Langdon, Lynn
Accreditation of residency programs and certification of physicians requires assessment of competence in communication and interpersonal skills. Residency and continuing medical education program directors seek ways to teach and evaluate these competencies. This report summarizes the methods and tools used by educators, evaluators, and researchers in the field of physician-patient communication as determined by the participants in the "Kalamazoo II" conference held in April 2002. Communication and interpersonal skills form an integrated competence with two distinct parts. Communication skills are the performance of specific tasks and behaviors such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills are inherently relational and process oriented; they are the effect communication has on another person such as relieving anxiety or establishing a trusting relationship. This report reviews three methods for assessment of communication and interpersonal skills: (1) checklists of observed behaviors during interactions with real or simulated patients; (2) surveys of patients' experience in clinical interactions; and (3) examinations using oral, essay, or multiple-choice response questions. These methods are incorporated into educational programs to assess learning needs, create learning opportunities, or guide feedback for learning. The same assessment tools, when administered in a standardized way, rated by an evaluator other than the teacher, and using a predetermined passing score, become a summative evaluation. The report summarizes the experience of using these methods in a variety of educational and evaluation programs and presents an extensive bibliography of literature on the topic. Professional conversation between patients and doctors shapes diagnosis, initiates therapy, and establishes a caring relationship. The degree to which these activities are successful depends, in
Rubin, Rebecca B.; Feezel, Jerry D.
In an effort to assess the communication skills of prospective teachers, a study examined the role of three pedagogical domains in speech communication instruction--skill, knowledge, and motivation. Fifty student teachers were tested using the Personal Report of Communication Apprehension (PCRA; McCroskey l977), the Communication Competency…
Finotto, Stefano; Cantarelli, William
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.
Veirum, Niels Einar; Christensen, Mogens Fiil; Mayerhofer, Mikkel
Case is a design scenario for the Museum of the Future showing how Cultural Heritage institutions can use a Glocal Approach to technology and architecture to reinvent the relation to the visitor and the neighbourhood. While Mixed Reality can be used for Cultural Heritage Communication in traditional...
On this basis, this study examined the Igbo and Yoruba socio-cultural ... know what is or is not acceptable and appropriate in a given context. ... is a Postgraduate Student, Department of Communication and Language Arts, ... such individuals interact with people from other cultures and experience ..... As a child grows up, he.
Peltokorpi, Vesa; Clausen, Lisbeth
This study examines the causes and consequences of linguistic and cultural barriers to inter-cultural communication in Nordic subsidiaries in Japan. Interviews with 30 Nordic (Finland, Denmark, Norway and Sweden) expatriates and 29 Japanese employees show that the main linguistic barriers to inte...
The textbook for students of intermediate English as a Second Language (ESL) is based on cross-cultural communication misunderstandings described in essays written by university students. It consists of 20 instructional units, each beginning with a real student's dilemma caused by cultural differences and each dealing with one particular custom.…
With the depth development of economic globalization,the multi-culture conflict,communication and integration are strengthened.Meanwhile,series of problems about cross-cultural communication for international business have happened.One of the core problem is negative cultural transfer.This paper gives the analysis about its causes and effects.At last,the way to solve it have been found.
Full Text Available This commentary explores interpretations of concepts that lie at the focus of Richard Widdess's paper—"music", and "culture"—with the aim of specifying frameworks within which issues of musical meaning can fruitfully be addressed.
Spitzberg, Brian H.
IMPACCT is an online survey covering over 40 self-report types of student communication competency, as well as a test of critical thinking based on cognitive problem-solving. The student nominates two peers who rate the student's interpersonal, computer-mediated, group and leadership, and public speaking communication competence. The student takes…
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
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
Gonser, P A
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.
Full Text Available This article reviews existing traditional media theories, and analyses the challenges that the current developments of globalisation present to them. The article provides a short history of the concept of globalisation, and reviews the primary theoretical approaches to globalisation that are critical to communication scholars. The article also examines how globalisation challenges the ways in which media and communication have traditionally been theorised. Specifically, the cultural imperialism theory is discussed, as well as the main challenges to the theory. Audience reception studies, which focus on how audiences negotiate meaning differently in specific cultural contexts, are highlighted as the key critique of cultural imperialism
Uzun, Tevfik; Ayik, Ahmet
Purpose: Determining the relationship between communication competence and conflict management styles of school principals, according to teacher perceptions, is important for school principals to effectively manage and foster a positive school environment. Conflicts are inevitable in all types of schools. Managing conflicts and maintaining…
Brunton, Margaret Ann; Jeffrey, Lynn Maud
This paper presents the findings from research using the critical incident technique to identify the use of key competencies for communication management practitioners. Qualitative data was generated from 202 critical incidents reported by 710 respondents. We also present a brief summary of the quantitative data, which identified two superordinate…
Jo, Il-Hyun; Kang, Stephanie; Yoon, Meehyun
Collaborative learning has become a dominant learning apparatus for higher level learning objectives. Much of the psychological and social mechanisms operating under this complex group activity, however, is not yet well understood. The purpose of this study was to investigate the effects of college students' communication competence and degree…
Maes, Jeanne D.; Icenogle, Marjorie L.; Weldy, Teresa G.
Presents results from two studies surveying managers, finding that the top three competencies considered when hiring college graduates for entry-level positions are oral communications, problem solving, and self-motivation; and the oral skills most important for entry-level graduates are following instructions, listening, conversing, and giving…
Berryman-Fink, Cynthia; Wheeless, Virginia Eman
A study examined the relationship among attitudes toward women in general, attitudes toward women as managers, and perceptions of the communication competencies of women managers. Subjects, 178 employees from various types of organizations, completed the Positive Regard Scale (PRS), the Women as Managers Scale (WAMS), and the Communication…
Ahmetoglu, Emine; Acar, Ibrahim H.
The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher's personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field…
Tuan, Vu Van
This study on level of communicative competence covering linguistic/grammatical and discourse has aimed at constructing a proposed English language program for 5 key universities in Vietnam. The descriptive method utilized was scientifically employed with comparative techniques and correlational analysis. The researcher treated the surveyed data…
Cohen, D.; Longo, M.F.; Hood, K.; Edwards, A.; Elwyn, G.
RATIONALE, AIMS AND OBJECTIVES: Involving patients more in decisions about their own care requires doctors to be trained in effective ways of communicating information and in developing competences to negotiate levels of patient involvement which are most appropriate for each case. The aim of this
Goodall, H. Lloyd, Jr.
Examines the idea of organizational communication competence and describes how behavioral, cognitive, and performance objectives can be developed for a simulation course. Explains how the course works using small groups, organizational problems, and problem-solving discussions. Includes a sample syllabus with evaluation forms, a discussion of…
Moeller, Aleidine J.; Osborn, Sarah R. Faltin
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to…
When we consider a strategy for dealing with globalization, it can be seen that intercultural interactions and encounters are very important and appropriate as effective outcomes are expected. Therefore, the need to assess the intercultural communicative competence (ICC) of those expected to achieve these outcomes is worth consideration. This…
The problem: The purpose of this study is first to explore the perceptions and attitudes of ESL instructors regarding pragmatics instruction in second language classes. Second, this study is also designed to add to the scholarly literature regarding the importance of pragmatics instruction in developing second language communicative competence.…
Pantic, Natasa; Wubbels, Theo
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…
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…
Musamali, Kennedy; Martin, Barbara N.
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…
Ngo, Hieu V.
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…
Roskam, Isabelle; Hoang, Thi Vân; Schelstraete, Marie-Anne
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…
Marla B. Hall
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.
Paul, David; Ewen, Shaun C; Jones, Rhys
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.
Nikolsky Evgeny Vladimirovich
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.
Henry, Stephen G; Holmboe, Eric S; Frankel, Richard M
Communicating with patients is arguably the most common and important activity in medical practice, but this activity receives relatively little emphasis in graduate medical education. We propose 12 evidence-based communication competencies that program directors can adopt as a framework for teaching and evaluating residents' communication skills. We review supporting evidence for these competencies and argue that communication should be treated like a procedural skill that must be taught and evaluated by observing real resident-patient interactions. We make practical suggestions for implementing these competencies by addressing three critical components of a competency-based approach to communication skills: patient safety, faculty development, and direct observation of residents. This approach to teaching and assessing communication skills provides a rationale for incorporating routine direct observation into graduate medical education programs and also for designing communication skills training that ensures graduating residents develop the skills needed to provide safe, effective patient care.
that music is a useful tool to stimulate interaction since musical interaction can be engaged at almost any cognitive and physical level and still be meaningful (Baker & Tamplin, 2006; Gilbertson, 2005; Hald, 2011). In addition, music therapy researchers specialising in ABI have found that: - Music therapy......Acquired brain injury (ABI) often affects physical, cognitive and psychological aspects of a person's functioning (Bateman, et al., 2010). Psychosocial problems associated with ABI may be the major challenge facing the rehabilitation process (Morton & Wehman, 1995) Consequently, interventions...... is a powerful means to improve communication, general behavior, and musical behavior (Purdie, Hamilton & Baldwin, 1997). - Music therapy can increase emotional stability, clarify thoughts, stimulate spontaneous interaction, and increase motivation and cooperation (Nayak, Wheeler, Shiflett & Agostinelli, 2000...
Full Text Available This paper presents a conceptual model of the digital culture that reflects the multi-dimensionality of ICT in education: pedagogy, communication, technology and organizational systems. The model grew out of a three-year study of an online professional development program for educators in seven countries. The focus of the paper is to explore the relationship between human dynamics and technological systems for advancing the school as an organization. Considering the digital culture of schools from an organizational communication culture perspective awakens us to the importance of looking at the subculture that emerges through human exchange reflecting core values and beliefs. When we consider the digital world in which students already live, and match it against the challenge of schools for human citizen development, we begin to see that a digital culture is more than technological. It is organizational, it is communicative, and it is cultural. Through the creation of cultural webs, motivated by humans, and assisted by technology, online communication has the possibility to shape a collective space for cross cultural connections that support a shared democracy.
Salmona, Michelle; Partlo, Margaret; Kaczynski, Dan; Leonard, Simon N.
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…
Gargalianou, Vasiliki; Urbig, Diemo; 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,
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,
van der Wilt, Femke; van Kruistum, Claudia; van der Veen, Chiel; van Oers, Bert
This study investigated gender differences in the relationship between oral communicative competence and peer rejection in early childhood education. It was hypothesized that children with poorer oral communicative competence would be rejected by their peers more frequently and that the strength of this relationship would differ for boys and…
Dimas, Héctor Manuel Serna
This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching. The professors shared their understanding of intercultural communicative competence through a learning log. These reflections were mainly about the challenged notion…
Mindt, Monica Rivera; Byrd, Desiree; Saez, Pedro; Manly, Jennifer
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
Viktor Nikolaevich Pustovoytov
Full Text Available Experience in the sphere of independent cognitive activity - cognitive competence - and the experience of communication and awareness of the significance of its activity in some field - social-communicative competence are important quality of modern man. Article considers the problem of forming the informative and social-communicative competences of students. It is shown that these competencies are key personal meta- and cross-competencies. Psycho-pedagogical strategies supporting their formation can be designed and implemented as a unified process. Effective medium formation of experience in the field of self-regulated learning, communicative experience and awareness of the personal importance of cognitive activity is learning academic subjects, and the condition and means - interactive forms of learning. The implementation of group-differentiated form of organization of students is analyzed in this context. Results of the study outlined in this article, have contributed to the problems of implementing competence-based approach to learning.
Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC): real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning c...
Bankston, Adriana; McDowell, Gary S.
Being successful in an academic environment places many demands on junior scientists. Science communication currently may not be adequately valued and rewarded, and yet communication to multiple audiences is critical for ensuring that it remains a priority in today’s society. Due to the potential for science communication to produce better scientists, facilitate scientific progress, and influence decision-making at multiple levels, training junior scientists in both effective and ethical science communication practices is imperative, and can benefit scientists regardless of their chosen career path. However, many challenges exist in addressing specific aspects of this training. Principally, science communication training and resources should be made readily available to junior scientists at institutions, and there is a need to scale up existing science communication training programs and standardize core aspects of these programs across universities, while also allowing for experimentation with training. We propose a comprehensive core training program be adopted by universities, utilizing a centralized online resource with science communication information from multiple stakeholders. In addition, the culture of science must shift toward greater acceptance of science communication as an essential part of training. For this purpose, the science communication field itself needs to be developed, researched and better understood at multiple levels. Ultimately, this may result in a larger cultural change toward acceptance of professional development activities as valuable for training scientists. PMID:29904538
Bankston, Adriana; McDowell, Gary S
Being successful in an academic environment places many demands on junior scientists. Science communication currently may not be adequately valued and rewarded, and yet communication to multiple audiences is critical for ensuring that it remains a priority in today's society. Due to the potential for science communication to produce better scientists, facilitate scientific progress, and influence decision-making at multiple levels, training junior scientists in both effective and ethical science communication practices is imperative, and can benefit scientists regardless of their chosen career path. However, many challenges exist in addressing specific aspects of this training. Principally, science communication training and resources should be made readily available to junior scientists at institutions, and there is a need to scale up existing science communication training programs and standardize core aspects of these programs across universities, while also allowing for experimentation with training. We propose a comprehensive core training program be adopted by universities, utilizing a centralized online resource with science communication information from multiple stakeholders. In addition, the culture of science must shift toward greater acceptance of science communication as an essential part of training. For this purpose, the science communication field itself needs to be developed, researched and better understood at multiple levels. Ultimately, this may result in a larger cultural change toward acceptance of professional development activities as valuable for training scientists.
Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC): real-time communication that takes place between human beings…
As we all know, different people hold different views about politeness. To be polite, Leech thinks you should follow "Politeness Principle" while Levinson suggests paying attention to others' "Face Wants". Sometimes what the Chinese people considered to be polite may not be true according to western culture. In order to…
Lenchuk, Iryna; Ahmed, Amer
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…
Ross, K. G; Thornson, C. A
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...
DeWitt, S.; Tenenbaum, L. F.; Betz, L.
Science communication does not have to be a solitary practice. And yet, many scientists go about it alone and with little support from their peers and organizations. To strengthen community and build support for science communicators, NASA designed a training course aimed at two goals: 1) to develop individual scientists' communication skills, and 2) to begin to build a science communication culture at the agency. NASA offered a pilot version of this training course in 2014: the agency's first multidisciplinary face-to-face learning experience for science communicators. Twenty-six Earth, space and life scientists from ten field centers came together for three days of learning. They took part in fundamental skill-building exercises, individual development planning, and high-impact team projects. This presentation will describe the course design and learning objectives, the experience of the participants, and the evaluation results that will inform future offerings of communication training for NASA scientists and others.
Hasan, Sanah; Tarazi, Hamadeh M Khier; Halim Hilal, Dana Abdel
Objective. To assess student communication and patient management skill with introduction of Arabic and use of simulated patient assessments to a communication and counseling course. Design. Five, 3-hour tutorials (clinical skill laboratory) were added to the course covering: listening and empathic responding, non-verbal communications, interviewing skills, assertiveness, counseling in special situations: conflict, anger, worry or rushed situations, and professional decision making. Arabic content was introduced to the course to enhance Arabic communications and competence among students. Simulated patient assessment was used to evaluate student skills. Students' feedback about course changes was evaluated. Assessment. The course now covers a wider content and Arabic language. Students' scores were similar in the assessment and other assessments within the course and between Arabic and English groups. Students favorably rated the changes in the course and provided constructive feedback on content usefulness and adequacy. Conclusion. Expanding the course to include Arabic language and content and simulated patient assessments enhanced student communication skills.
Grandpierre, Viviane; Milloy, Victoria; Sikora, Lindsey; Fitzpatrick, Elizabeth; Thomas, Roanne; Potter, Beth
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
THE TECHNOLOGY OF COMMUNICATION SATELLITES IS SUFFICIENTLY ADVANCED THAT CONCERNED AGENCIES, SUCH AS UNESCO, SHOULD BEGIN TO PLAN FOR THEIR USE IN EXCHANGE OF DATA, NEWS TRANSMISSION, CULTURAL EXCHANGE, AND EDUCATION. GROUNDWORK IN TECHNOLOGY, IN THE DESIGN OF A SATELLITE COMMUNICATION SYSTEM, IN VALUE JUDGMENTS, IN AGREEMENTS OF COOPERATION AND…
L. M. Andryukhina
Full Text Available Introduction. High level of ecological culture in modern society is the most important condition of self-preservation and sustainable development of a human civilization. The processes of globalization force to consider environmental problems with a support on polycultural practice, to take into account national and regional peculiarities in their integrity. Thus, there is the need of the international cooperation not only at the government level, but also at the levels of expert communities, separate groups of society and citizens of the country. Moreover, ecological culture is constantly highlighted in numerous studies, materials and documents of the international forums, summits and conferences of the UN and UNESCO. The aim of this publication is to present the authors’ didactic complex of development tools of ecological culture of students, and to show the potential of teaching foreign languages (on the example of French for students’ ecological culture formation by means of development of cross-cultural communicative competence. Methodology and research methods. Culturological approach has been chosen as a key approach for creation of integrative model of development of ecological culture. The methods involve: the system-based analysis of the content of ecological education; generalization of the theory and practice of implementation of the international strategies of ecological culture development and the analysis of efficiency of the pedagogical technologies intended for this purpose; modeling of the process of formation of ecological culture of students. The diagnostics of components of students’ ecological culture has been performed by means of internal questioning, observation, and comparative analysis of group interactions. Also, pedagogical ascertaining experiments, methods of pedagogical design for forms of the educational environment organization, design of the educational programmes, and methods of graphical
Jenny Hsin-Chun Tsai; John H. Choe; Jeanette Mu Chen Lim; Elizabeth Acorda; Nadine L. Chan; Vicky Taylor; Shin-Ping Tu
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...
Weech-Maldonado, Robert; Dreachslin, Janice L; Brown, Julie; Pradhan, Rohit; Rubin, Kelly L; Schiller, Cameron; Hays, Ron D
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
Oksana V. Ovcharuk
Full Text Available The article shows the results of international and Ukrainian experience on the development of information and communication competency of secondary education process participants, based on research and scientific achievements of academic staff of the Comparative Studies Department for Information and Education Innovations of the Institute of Information Technologies and Learning Tools of NAES of Ukraine. The main obstacles for school teachers towards the formation of computer-based learning process are underlined. The article justifies actuality, significance and necessity for creation, development and evaluation of the ICT competency in education, as well as it further investigation in order to make substantial recommendations on the improvement of education system.
Viacheslav V. Osadchyi
Full Text Available The article deals with the problem of foreign language teaching for future software engineers in higher educational establishments. Requirements of employers to applicants for engineering positions as to their linguistic competence are analyzed. Communicative competence requirements for graduates of higher educational establishments according to national branch standards for software and computer engineers are highlighted. The results of the curricula analysis of the leading national universities as to foreign language teaching are given. The aim and the contents of “English for professional purpose” course are presented, as well as described procedural guidelines of the course, its aim, structure and contents; considered some aspects of information and consultation support.
Bernhard, Gerda; Knibbe, Ronald A; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike
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
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...
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.
Reibel, Tracy; Walker, Roz
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
Ludeke, Melissa; Puni, Ronald; Cook, Lynley; Pasene, Maria; Abel, Gillian; Sopoaga, Faafetai
Access to primary health care services has been identified as a problem for Pacific peoples. Although cost is the most frequently cited barrier to Pacific service utilisation, some research has indicated that access may also be influenced by features of mainstream primary care services. This study aimed to identify features of mainstream general practice services that act as barriers to accessing these services for Pacific peoples in order to explore strategies that providers could adopt to enable their practices to be more welcoming, accessible and appropriate for Pacific peoples. Pacific participants were recruited through Pacific networks known to Pegasus Health and via 'snowball' sampling. In total, 20 participants participated in one of three focus groups. A semi-structured interview explored the participants' views and experiences of mainstream general practice care. Thematic analysis was utilised to interpret the data. The analysis revealed five themes highlighting non-financial features of mainstream general practice services that may influence the availability and acceptability of these services to Pacific peoples: language and communication; rushed consultations; appointment availability; reception; and Pacific presence. The findings indicate that all personnel within the primary care setting have the ability to directly engage in the improvement of the health status of Pacific peoples in New Zealand by developing cultural competency and incorporating flexibility and diversity into the care and service they provide.
Chun, Maria B J; Young, Keane G M; Jackson, David S
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.
Almutairi, Adel F; McCarthy, Alexandra; Gardner, Glenn E
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.
S Agung, Sarwititi; Indah, Yatri
Buku ini terdiri dari dua bagian yakni bagian pertama komunikasi lintas budaya (cross cultural communication) (KLB) dan bagian kedua komunikasi antar budaya (KAB) (intercultural communication) dengan masing-masing bagian diberi pengantar. Buku ini merupakan ringkasan dari dua bagian “Handbook of International and Intercultural Communication” yang disunting oleh William B Gudykunst dari California State University. Ditulis oleh berbagai ahli komunikasi antar budaya dengan beragam bu...