This chapter provides an overview of the importance of cultural competence and how it is developed in some careers by higher education institutions. Included in the discussion is a brief overview of some research and strategies used when attempting to develop cultural competence.
The purpose of this paper is to analyze the study results conducted at a four-year university in Hawaii investigating the impact of providing nursing students with an…
The purpose of this paper is to analyze the study results conducted at a four-year university in Hawaii investigating the impact of providing nursing students with an educational intervention session aimed at improving cultural competence.
A descriptive-correlational research method was used to examine the correlations between a control group and experimental group using pre-and post-tests. The t-test for equality of means and Levene’s test for equality of variances were conducted for statistical analysis on pre-and post-test scores. In addition, a power analysis was conducted due to the small sample size.
The control group receiving no intervention scored lower on the post-test in overall competency by five points, while the experimental group increased their post-score by five points after receiving the intervention; however, this increase did not change the overall cultural competence score. The results indicate that the educational intervention of a two-hour didactic, discussion and presentation did not provide as robust as what was needed to increase domain scores for the experimental group. Further, the domains of awareness, skill, knowledge, encounter and desire cannot be taught by instruction alone and should be reinforced over time.
The study was a convenience sample and limited by the small sample size. The sample may not be representative of all senior nursing students. The study is limited to one school of nursing in Hawaii; the results may not be generalized to other populations.
This research provides a foundation for future curriculum development and the evaluation of nursing programs. For instance, incorporating a value-added instructional project on cultural competence into each nursing class would increase cultural competence awareness and knowledge.
This study also emphasizes the necessity of education in cultural competence for all health professionals, which has implications for improving quality, patient satisfaction and increased health outcomes.
This research is unique to examining and applying an educational intervention on cultural competence for nursing students in Hawaii. This research sheds light on studying the importance of culture competence for nursing students and other health professionals. This is not a skill that can be taught in one class or only even a single immersion experience and should be acquired over time where continuing education and encounters are necessary in order to become culturally competent; this will enable health professionals to provide meaningful and appropriate care to patients.
This chapter presents information related to models and frameworks from the perspective of cultural competence in healthcare settings, such as the Joint Commission on Accreditation of Healthcare Organizations, Department of Health and Human Services, specifically the Office of Minority Health and Healthy People 2020. National health-related organizations such as the American Physical Therapy Association and the American Association of Colleges of Nursing provide scaffolding for educating future health professionals regarding providing culturally competent care. Research on effectiveness of professional development and integrating cultural competence into the curriculum will be presented along with suggestions for faculty interested in incorporating these models and practices into their courses.
- Cultural competence education for healthcare providers
- competencies in cultural competence
- integrating cultural competence into healthcare program curricula
- models for cultural competence in healthcare
- faculty resources for teaching cultural competence
- integrative learning strategies for cultural competence
It is again suggested that people from black and minority ethnic (BME) communities comprise a disproportionately high percentage of mental health inpatients. Furthermore…
It is again suggested that people from black and minority ethnic (BME) communities comprise a disproportionately high percentage of mental health inpatients. Furthermore, the Commission for Racial Equality (CRE) concluded the Department of Health (DH) did not have ‘due regard’ to the Race Equality Duty, retaining major concerns regarding the ability of the DH to ensure future compliance (CRE, 2007). In light of these ongoing problems the DH published a five‐year action plan, Delivering Race Equality (DRE) in Mental Health Care to develop race equality and cultural competence training for mental health practitioners (DH, 2005).A focused review of literature was undertaken, structured around three questions.1. How is cultural competence in mental health care defined?2. How is cultural competence in mental health care delivered?3. How is the delivery of cultural competence in mental health care evaluated?Consensus is lacking on definition of cultural competence and on the sequence of when the components should be acquired, some terms being used interchangeably. It is unclear how cultural competence in mental health care can be delivered. No attempts have been adequately evaluated, particularly by service users (Bhui et al, 2007). More innovative research is needed to develop a consensual definition of cultural competence and to facilitate the delivery and evaluation of such, in ways acceptable to service users and service providers.
The present paper aims to discuss the concept of competence from a multicultural perspective, for organisational success. It argues that models that view competence as a…
The present paper aims to discuss the concept of competence from a multicultural perspective, for organisational success. It argues that models that view competence as a sum of competencies for management development within organisations could benefit from a multicultural perspective that put those competencies within the context of cultural sensitivity and understanding, so as to promote a trustworthy organisational environment crucial for any institutional change for competitive edge. It analyses theoretical approaches to the concept of competence in organisations, focusing particularly on those that take into account multicultural concerns and the need for building trust within organisational environments. It then addresses the meanings of competence as understood by executives acting in some organizations in Brazil, depicting emphases and silences in those discourses, as well as implications for logistics and management decision in a multicultural perspective.
The purpose of this paper is to investigate the use of electronic information resources to solve cultural translation problems at different stages of acquisition of the…
The purpose of this paper is to investigate the use of electronic information resources to solve cultural translation problems at different stages of acquisition of the translator’s cultural competence.
A process and product-oriented, cross-sectional, quasi-experimental study was conducted with 38 students with German as a second foreign language from the four years of the Bachelor’s degree in Translation and Interpreting at Universitat Autònoma de Barcelona, and ten professional translators.
Translation students use a wider variety of resources, perform more queries and spend more time on queries than translators when solving cultural translation problems. The students’ information-seeking process is generally less efficient than that of the translators. Training has little impact on the students’ use of electronic information resources for this specific purpose, since all students use them similarly regardless of the year they are in.
The study has been conducted with a small sample and only one language pair from a single pedagogical context. The tendencies observed cannot be generalised to the whole population of translation students.
This paper has implications for translator training, as it encourages the development of efficient information-seeking processes for the resolution of cultural translation problems.
Unlike other studies, this paper focusses on a specific translation problem type. It provides information related to the students’ information-seeking strategies for the resolution of cultural translation problems, which can be useful for translation training.
As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables…
As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables people to initiate and sustain dialogues among their diverse colleagues and members of the globalized community. In this chapter, Barger examines the role of dialogue education in attaining intercultural competency in graduate courses. According to Vella, dialogue education values inquiry, integrity, and commitment to equity. People should treat others with respect and recognize their knowledge and experience within the community of learning. Dialogue education provides a safe and inclusive place for learners to voice their perspectives and opinions. This chapter utilizes a professor’s reflections with respect to teaching a graduate Intercultural Communication (IC) course in a private liberal-arts college. In the narrative, she discusses teaching and learning strategies to help adult learners understand the importance of intercultural competence and interactions in a multicultural and multilingual world. Barger also examines the integrative reflections of graduate students that took the IC course.
The ability to effectively engage in cross-cultural interactions is imperative for leaders in our increasingly globalized world. Those who possess certain key…
The ability to effectively engage in cross-cultural interactions is imperative for leaders in our increasingly globalized world. Those who possess certain key psychological resources are more likely to engage in cross-cultural interactions successfully. Psychological resources include cross-cultural hope, efficacy, resilience, and optimism, which together comprise cross-cultural psychological capital (CC PsyCap). Previous research has indicated that CC PsyCap predicts cultural competence, yet the pathways underlying this relationship remain unexplored. We examined the relationships among CC PsyCap, engagement in cross-cultural interactions, stress during cross-cultural interactions, and cultural competence. The hypothesized relationships were tested using a sample of 135 undergraduate students (76% female) participating in study abroad programs. Participants completed measures of cultural competence, CC PsyCap, engagement, and stress approximately one month into their study abroad. Structural equation modeling analyses indicate that CC PsyCap and stress influence cultural competence directly and indirectly through engagement level during cross-cultural interactions. Furthermore, the results suggest that CC PsyCap indirectly influences engagement through stress during cross-cultural interactions. We discuss the implications of these results for people preparing to enter cross-cultural environments.
The idea of the paper is to define the concept of cultural competence and to explore what is the role of cultural competence in today's world of business. The hypothesis…
The idea of the paper is to define the concept of cultural competence and to explore what is the role of cultural competence in today's world of business. The hypothesis of the project was that the interaction between business and culture is a neglected and poorly understood field of business creation. On the other hand, eminent authors like Richard Florida have recently strongly brought up the topic of creativity as a source of competitiveness.
Finland is used as a case object of case study. The methods used to gather empirical material include expert interviews, workshops and Delphi‐queries. In total, over 200 experts from business, public administration and different fields of cultural production were involved in the study.
The analysis of the material showed that there are many ways in which business may take advantage of collaborating with cultural actors. First of all, there are things that involve or aim at strengthening, changing or developing the corporate image. A corporation can thus look to cultural actors for elements to develop their brand, by borrowing the actor's face or work for advertising, for example. Cooperation with cultural actors can also be justified for corporations in the form of work with interest groups, such as investors, the media, political decision makers, administration and pressure groups. Cooperation can also be a form of shouldering social responsibility, bringing important goodwill with it. A company can seek cooperation also for internal reasons: culture is used as a way of motivating staff and developing creativity.
For the future, more concrete analysis is needed in terms of finding out what kind of results cooperation between business and cultural sphere may bring about.
The implication of the paper is that both businesses and cultural actors and institutions should be more open‐minded for collaboration and finding out true win‐win processes.
What is new in the paper is the way by which author treats the topic in the fashion that shows the possibilities how a single, rather technologically orientated country may find new prospectives for broadening its scope of international competition.