Relevant bibliographies by topics / Cultual competence

Academic literature on the topic 'Cultual competence'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Cultual competence"

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Sutrisno, Edy, and Tinawati Simangunsong. "Model Pengembangan Kompetensi Sosial Kultural Aparatur Sipil Negara (ASN) Pada Unit Pelaksana Pelayanan Terpadu Satu Pintu (UPPTSP) Di Kecamatan Kembangan Jakarta Barat." Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik 24, no. 1 (July 12, 2021): 80. http://dx.doi.org/10.31845/jwk.v24i1.688.

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This study aims to determine how the socio-cultural competence of apparatus resources in the One-Stop Integrated Service Implementation Unit of Kembangan District. Each Apparatus Resource is required to have three competencies, technical competence, managerial competence and social cultural competency. As a service provider who is directly dealing with the community, socio-cultural competence is needed by every service provider officer. Competency development carried out at this time more development of technical competencies and managerial competencies, so in this study the author tries to develop a model for developing the socio-cultural competence of apparatus resources in the PTSP Implementation Unit of Kembangan District. In this study a Social Cultural Competency Development Model was formed which can be implemented internally (implemented by UP PTSP Kembangan District and carried out externally (implemented by BPSDM DKI Jakarta Province) .The internal development model is in the form of personal approach, coaching, briefing, gathering, benchmarking, personnel development (self-development), while external development is carried out in the form of service orientation, education and training services for persons with disabilities, communication education, ASN exchanges with private employees, competency tests and competency test feedback.
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Lee, Seung Eun, Meen Hye Lee, Anya Bostian Peters, and Seok Hyun Gwon. "Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students." International Journal of Environmental Research and Public Health 17, no. 12 (June 13, 2020): 4225. http://dx.doi.org/10.3390/ijerph17124225.

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This descriptive, correlational, cross-sectional study examined nursing students’ educational experiences on self-reported perceptions of patient safety and cultural competence in terms of curriculum content and learning venues. We performed descriptive analyses and a one-way analysis of variance with a sample of senior-year nursing students (N = 249) attending three state universities in the United States. We used the Nurse of the Future Nursing Core Competency Model, the Patient Safety Competency Self-Evaluation Tool for Nursing Students, and The Cultural Competence Assessment Instrument. Overall, participants reported that patient safety and cultural competencies were addressed in their curricula primarily through classroom activities as opposed to laboratory/simulation or clinical settings. Among the required patient safety knowledge topics, elements of highly reliable organizations were covered the least. For patient safety competency, participants reported higher scores for attitude and lower scores for skill and knowledge. For cultural competency, participants scored much higher for cultural awareness and sensitivity than behavior. There was no statistically significant difference between scores for patient safety and cultural competencies by nursing school. The results support the need for curriculum development to include all important aspects of patient safety and cultural competencies in various teaching/learning venues.
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Esposito, Giovanna, Maria Francesca Freda, and Valentina Bosco. "Examining perception of competency through practicum competencies outline." European Journal of Training and Development 39, no. 8 (September 1, 2015): 700–720. http://dx.doi.org/10.1108/ejtd-05-2015-0037.

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Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings – The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications – The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications – Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value – This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .
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Zemengue, J., and T. Mbila. "The competence approach as the basis to form training system for library professionals in the Republic of Cameroon." Bibliosphere, no. 4 (January 11, 2020): 64–77. http://dx.doi.org/10.20913/1815-3186-2018-4-64-77.

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The article deals with the attitude of specialists to the competence approach in higher education, the stages of the “competence” formation concept are shown. The authors share the point of view of specialists, who emphasize the practical orientation of competences, and the competence approach itself is based on the practical orientation of education. After the analysis of publications, the authors come to the conclusion that the training of librarians in the Republic of Cameroon should ensure the formation of the following three groups of competences: 1) academic competencies, including basic knowledge and skills; 2) social and personal competences, including cultural and value orientations connected with the attitude of a person to himself as a personality (personal competence) and related to the person as a subject of interpersonal communication (communicative competence); 3) professional competencies. The authors show the basic technological competences required by Cameroonian library staff and believe that they should be incorporated into special academic disciplines and curricula of the department of documentary information. The authors conclude that academic, socio-personal and professional competences should be the basis not only for the educational standard of higher library education (getting bachelor’s and master’s degrees), which should be developed in Cameroon, but also for the entire system of training of highly qualified library personnel in the country.
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Nechyporuk, Nataliia. "Formation of intercultural competence as a pedagogical problem." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 36–41. http://dx.doi.org/10.15587/2519-4984.2021.238018.

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As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity. The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted. The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values ​​of society and acquiring educational competences to form a qualified graduate of a higher military educational institution. The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively
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Wei, Hongguo, Diana Bilimoria, and Shaobing Li. "How Does Culture Matter? The Xin (Heart-Mind)-based Social Competence of Chinese Executives." Management and Organization Review 13, no. 2 (May 15, 2017): 307–44. http://dx.doi.org/10.1017/mor.2016.37.

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ABSTRACTIn this study we explore the emotional and cognitive dimensions of Chinese business leaders’ social competence. We argue for a culturally inclusive conceptualization of leader social competence and its internal structure, which takes into account Chinese indigenous features. Data were collected by critical incident interviews from 42 top executives of small- and medium-sized private enterprises in China. A total of 302 competency episodes were included in the current study. Grounded theory was used for data analysis. The following xin (heart-mind)-based social competencies were referenced in episodes of effective Chinese competency-relevant social interactions: guanxi building and maintenance, empathy, inspiration with wisdom, empowerment and developing others, resilience, and appreciation of problem solving. Each of these competencies includes an emotional and a cognitive element and embodies dynamic interplay between the emotional and cognitive dimensions of social competence. Xin-based social competencies impact effective interactions in relational contexts that implicate the individual self, the organizational self, and their interactions. The theoretical contributions and practical implications of the findings are discussed.
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JOHANNES, AYU WIDOWATI. "PENERAPAN KOMPETENSI APARATUR DALAM PELAYANAN PUBLIK DI KECAMATAN ENTIKONG, KABUPATEN SANGGAU." Jurnal Ilmu Pemerintahan Suara Khatulistiwa 4, no. 1 (July 27, 2019): 13–25. http://dx.doi.org/10.33701/jipsk.v4i1.576.

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This study aims to examine the application of competencies in the entikong sub-district apparatus in public services. this research uses descriptive qualitative method by conducting interviews, observation and documentation on regulations relating to apparatus competencies. the results of the study show that the entikong sub-district apparatus is required to have better competence and master the competence of public services. Apparatus who occupy positions in the Regional Apparatus must fulfill the requirements of technical, managerial and socio-cultural competence as well. government competency, so as to create adequate support of personnel both in the number and standard of competencies needed to carry out their duties and functions professionally, effectively and efficiently.
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Morice, Margaret Poutu, and Jonathan Fay. "Cultural Supervision and Cultural Competence in the Practice of Psychotherapy and Applied Psychology." Ata: Journal of Psychotherapy Aotearoa New Zealand 17, no. 1 (September 30, 2013): 89–101. http://dx.doi.org/10.9791/ajpanz.2013.07.

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The article offers an overview or meta-perspective on the parallels and kinship between cultural supervision and clinical supervision and between cultural supervision and cultural competence. It discusses some cultural competencies specific to working with indigenous Māori, competencies which may also establish principles of cultural competency for working safely and effectively amongst multiple lived realities within multicultural societies. It compares and contrasts aspirational and regulatory approaches to cultural competence and suggests some ways in which cultural competencies might be measureable and measured. Finally, it links the practice of cultural supervision to the development and maintenance of cultural competence. Whakarāpopoto He whakatakororanga whakaaro whānui tā tēnei tuhinga whakakapā atu ki te heretangata me ngā hono o te ahurea kaiwhakahaere me te ahurea kaitaunaki me te ahurea matatau. Ka matapakihia ētahi ahurea matatau arotika atu ki te mahi i te taha o te Māori, ngā mātauranga tērā pea ka whakaū mātāpono tūāpapa pūkenga mō te ora te mana i waenga i te rahi i te ahurea-tini porihanga. Ka whakaritea ka whakarerekēhia ngā moemoeā ngā momo whai i te koeke ahurea ā, ka whakaarahia ētahi huarahi e kitea ai te inetanga, te whakaine ahurea koeke. Haite mutunga, ka honoa te whakawai o te ahurea kaiwhakahaere ki te whanaketanga me te pupuritanga o te ahurea matatau.
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Ульянина, Ольга, and Ol'ga Ul'yanina. "Modern Approaches to the Classification of Competencyand Competence." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 2 (June 27, 2018): 78–85. http://dx.doi.org/10.12737/article_5b28daa9660531.56326943.

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The article analyzes the scientific views of researchers on the structure of competence and competence. The content of the structural components of the central concepts of the competence approach is revealed. The vision of scientists and practitioners on the classification of competence and competence is considered. The following key overprofessional competencies or basic skills are defined: value-semantic; political and social; general cultural; educational and cognitive; communicative; information. The groups of allocated competencies are systematized and approaches are described for their differentiation, which are certain models (methods) for identifying and evaluating competences: based on personal characteristics; on the procedural aspect of the implementation of activities; on the performance of functional and technological actions within a particular specialty or in a certain position; based on performance management.
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Syahrial, Syahrial, Asrial Asrial, Dwi Agus Kurniawan, Faizal Chan, Ahmad Hariandi, Reza Aditya Pratama, Putut Nugroho, and Retno Septiasari. "The impact of etnocontructivism in social affairs on pedagogic competencies." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 409. http://dx.doi.org/10.11591/ijere.v8i3.20242.

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<span>Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's <br /> pedagogical competence. The age of a teacher also has an impact on <br /> pedagogical competence, but gender does not affect the teacher's <br /> pedagogical competency.</span>
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Dissertations / Theses on the topic "Cultual competence"

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Grant, Julian Maree, and julian grant@flinders edu au. "Colliding Realities: An Ethnographic Account of the Politics of Identity and Knowledge in Intercultural Communication in Child and Family Health." Flinders University. Nursing and Midwifery, 2008. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20081111.095203.

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ABSTRACT Cultural beliefs and values implicitly shape every aspect of the way we parent our children and how we communicate about parenting. For parents who are migrants and experiencing parenting in a new country it is essential that child and family health professionals better understand how the cultural self influences practice. Child and family health professionals work with families who come from cultures other than their own on a daily basis. How they communicate with these families is the subject of this ethnographic study into culture and communication in child and family health. Taking culture as its starting point this study explored the everyday communication experiences of child health professionals including child and family health nurses, social workers and doctors in a statewide child and family health service in South Australia. Data included participant observation, video and in-depth interview data. Drawing on insights from cultural studies including postcolonial and feminist scholarship the analysis showed that child health professionals attempted to use contemporary discourses of service provision such as partnership with enthusiasm and with genuine intent. However their application of partnership was limited by unexamined binary constructs within dominant pedagogic tools of culture and communication. Analysis showed that four key binaries structured the communication practice of participants in this study; public or private knowledge, ideologies of sameness or difference, organisational or professional philosophies of practice and the expert or partner in intercultural communication. Three body analysis is introduced as a strategy to work with these binary challenges that seem to present when practice attempts to incorporate theory without consideration of the contexts of use. The combination of postcolonial feminist critique and three body analysis stimulates an explicit examination of health care inequalities as they intersect with the ongoing effects of colonisation. Current professional strategies for working with people who are new arrivals or migrants to Australia focus on understanding differences associated with particular ethic and cultural groups. Despite much work being undertaken to understand difference, in practice this culturalist approach underpinned by a belief in the essential nature of human kind, has resulted in people who are migrants or new arrivals continuing to report poor communication by health professionals as a primary barrier to their health care. Theoretical analysis suggests that this approach ignores differences in power relations among ethnic groups and ultimately manifests in racism. Further, contemporary communication pedagogies in child and family health reinforce this inattention to relations of power when health professionals are instructed to communicate in ways that are regardless of difference. By advocating that people are treated the same, historic and situated issues of gender, race, and socioeconomic inequalities are ignored. In this way binaries of sameness/difference are perpetuated. Those parents located in marginalised positions of difference experience inequities in health care. In this study, child and family health professionals frequently drew from their own personal experiences of parenting to determine the content of information given to new parents, and to inform their approach to intercultural communication. In doing so they unselfconsciously conflated their personal and professional pedagogies and presented all information as professional. Child and family health practices are deeply cultured. Many practices are not scientifically proven and as such do not fit comfortably with the rational scientific medical paradigm with which they are aligned. Where disciplinary knowledge can be assessed and evaluated, this study found that there was no equivalent place for the evaluation of understanding of cultural knowledge — it was assumed as universal. Deeply cultured personal information tendered by participants represents a normative world that is white, western, middle class and gendered. Participants did not recognise themselves as cultured, nor did they recognise the potential impact of bringing this unexamined cultural self into the professional encounter. This resulted in seepage of practice that was democratically racist. This is where outward commitments to justice equality and fairness paradoxically exist with conflicting personal ideologies of sameness. Challenged to find a place for these constructs to coexist participants outwardly identify with the organisationally preferred position of social justice or evidence-based practice. However, participant observation and discussion of practice demonstrated that when conflicting personal beliefs and values were left unattended they found ways of surreptitiously creeping into and shaping the consultation. It seems that modernist theories do not provide adequate ontological and epistemological understandings for working with, and valuing pluralism in multiculture. Rather they constrict and limit practice which leads to an unrecognised perpetuation of colonising agendas in child and family health. Findings from this study contribute to the growing need to find ways to work with and unsettle existing binaries of communication and culture. The methods also suggest ways forward to support change in practice leading to professional development that is mindful and regardful of plurality in culture and communication. Interweaving three body analyses with postcolonial feminism offers a decolonising strategy for application in the multiculture that is Australia. Due to the spatial and temporal spaces created by using three bodies alongside postcolonial feminism, this combination becomes a tangible approach to deconstruction, for child and family health professionals that is both theoretical and practical.
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Anderson, Aaron. "An exploration of the intercultural competence and the cross-cultural experiences of educational psychologists in the United Kingdom." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34340.

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The United Kingdom (UK) is becoming increasingly diverse (Office for National Statistics, 2013). Educational psychologists in the UK will need to feel competent in providing services to an increasingly multicultural population. This research study used a mixed method, two-phase, sequential, explanatory study design to explore the self-perceived intercultural competence of UK educational psychologists and trainee educational psychologists (EP/Ts). The study also explored EP/Ts experiences of working with culturally diverse populations. The first phase of this research study used an online adapted version of the MCCTS-R (Holcomb-McCoy & Myers, 1999; Munoz, 2009), and the second phase built upon the first phase with follow-up semi-structured interviews, analysed using Braun & Clarke's (2006) thematic analysis. The results of this research study present a breadth and depth of information. EP/Ts generally perceived themselves to be competent to work cross-culturally with particular areas of competence including knowledge of assessment bias, poverty effects, and positive attitudes towards diverse cultures. EP/Ts also reported areas of lower competence including theories of racial/ethnic identity development, limited experiences of community work and limited knowledge of community resources. However, EP/Ts perceptions about development needs depended upon their awareness. The process of participating in the study raised awareness of gaps in knowledge and limitations in practice. The study concludes with a discussion of implications for the practice of EP/Ts.
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Henriksson, Malin. "Cultural competence in Swedish primary care : Are some providers more prone to be culturally competent than others?" Thesis, Växjö University, School of Social Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-864.

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Cultural competence has become an important topic since the society has evolved to be more multicultural, these societies have a big problem with their healthcare systems and it is said that primary care in Sweden must become better adjusted to the needs of minorities. The objective of this study was to investigate the degree of cultural competence in primary care in Sweden and to examine if the degree of cultural competence had a relation to the providers personality, gender, age ethnicity and educational level. Three different county councils were asked to participate but only one agreed. From 13 different primary care wards, 111 participants filled in three different instruments measuring personality, cultural competence and social desirability. The result of Pearson correlations, partial correlations, two-tailed independent t-tests and a χ²- test show that the degree of cultural competence is relatively low. Also, persons who are more conscientious and open, less neurotic, and educated at a university are more prone to be culturally competent. This investigation shows that there is a need to make individuals who work in primary care more aware of these issues. The focus should not lie on personnel level alone, but on organizational level as well.

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Yeritsyan, Sargis. "Just Culture Consulting, LLC| Cultural Competency Services for Healthcare Providers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839096.

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The U.S. healthcare industry seeks to improve patient satisfaction as the national trend of increasing diversity and ethnic representation continues. The provision of culturally sensitive health care will not only increase patient satisfaction and outcome metrics but also allow healthcare organizations to thrive financially by meeting patient needs and payer requirements. Just Culture Consulting, LLC. is a start-up, for-profit healthcare consulting firm that will provide cultural competency and language training services for healthcare professionals. Just Culture Consulting, LLC. aims to build a regionally and potentially a nationally recognized brand in specialty healthcare consulting by capitalizing on the growing need for culturally competent providers in healthcare. The Firm will retain a large client base through aggressive marketing and by leveraging the skills of its multicultural staff who possess significant career and native exposure to language, cultural sensitivity, healthcare delivery, and administration.

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Howell, Claudia Elizabeth. "Supervision, Culture, and Relationship: Examining Supervisor Cultural Competence and the Working Alliance." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70918.

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In the counseling profession, clinical supervision is utilized to facilitate the personal and professional development of counselors in training (Bernard and Goodyear, 2014). Within this supervisory relationship, supervisors must adhere to the 2015 ACA Code of Ethics, which describes the need for infusing cultural competence into both counseling and supervision practices. This emphasis is warranted; as the population of the United States is growing more diverse and cultural sensitivity in counseling will be needed in order to best serve clients. Both qualitative and quantitative research in various allied fields and settings suggest that supervisor cultural competence positively impacts the supervision working alliance (i.e., Ladany, Brittan-Powell and Pannu, 1997; Ancis and Marshall, 2010; Wong, Wong and Ishiyama, 2013). However, research conducted from the perspective of supervisors working in community settings is limited. This study sampled 78 community supervisors to address the dearth in the counselor education literature concerning the relationships between supervisor cultural competence and the working alliance. Results indicated an overall positively correlated relationship between supervisor multicultural competence and the working alliance. Additionally, the results suggested that supervisor cultural knowledge and supervisor cultural skills are the greatest predictors of a strong working alliance, while supervisor multicultural relationship and supervisor multicultural awareness accounted for some additional variance. The results support the trend away from a competency-based model of cultural sensitivity and attention in counseling and toward a model of cultural humility.
Ph. D.
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Bergkamp, Jude A. "The Paradox of Emotionality & Competence in Multicultural Competency Training: A Grounded Theory." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1275422585.

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Rice, Ariel. "¡Viva Mexico! The Influence of a Short-Term Study Abroad Program on Speech-Language Pathology Students’ Cultural Competence." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23751.

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Speech-language pathology programs utilize short-term study abroad programs to enhance students’ cultural competence. Yet, an investigation of how study abroad impacts students' cultural competence does not exist. This study’s purpose was to investigate the effects of a study abroad program in Mexico on the cultural competence of SLP master's students. A two group, pre/post mixed methods quasi-experimental design was used. Participants included a treatment and control group. Pre/post-trip surveys and semi-structured interviews were completed and analyzed for differences in cultural competence between groups and for growth in cultural competence for the treatment group from pre- to post-trip. Findings indicated that the treatment group demonstrated gains across all components of cultural competence, and had significantly higher post-trip cultural confidence as compared to the control group. Gains in the treatment group’s cultural competence were influenced by gains in cultural and general professional skills and cultural interactions. Implications for the discipline are discussed.
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Malkus, Amy J. "Cultural Competence in the Workplace." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4310.

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Skinn, Barbara J. "Cultural Competence Among Oncology Nurses." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163797735.

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Altman, Marni Cary. "Cultural Competence in Dysphagia Treatment." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1597499987726109.

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Books on the topic "Cultual competence"

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Cross-cultural competence. Abingdon, Oxon [England]: Routledge, 2005.

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Campinha-Bacote, Josepha. The process of cultural competence: A culturally competent model of care. Wyoming, Ohio: Transcultural C.A.R.E. Associates, 1991.

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Communicating for cultural competence. Boston: Allyn and Bacon, 1998.

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Jongen, Crystal, Janya McCalman, Roxanne Bainbridge, and Anton Clifford. Cultural Competence in Health. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5293-4.

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Hill, Barbara, Jillene Harris, and Ruth Bacchus, eds. Teaching Aboriginal Cultural Competence. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7201-2.

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Hark, Lisa, and Horace DeLisser, eds. Achieving Cultural Competency. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444311686.

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1962-, Shingles Rene Revis, ed. Cultural competence in sports medicine. Champaign, IL: Human Kinetics, 2011.

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Frisby, Craig L., and William T. O'Donohue, eds. Cultural Competence in Applied Psychology. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78997-2.

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Tseng, Wen-Shing, and Jon Streltzer. Cultural Competence in Health Care. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-72171-2.

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Leavitt, Ronnie Linda. Cultural competence: A lifelong journey to cultural proficiency. Thorofare, NJ: SLACK Inc., 2010.

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Book chapters on the topic "Cultual competence"

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Davis, Michael. "The “Culture” in Cultural Competence." In Cultural Competence and the Higher Education Sector, 15–29. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2_2.

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Cox, Raymond W. "Cultural Competence." In Public Administration in Theory and Practice, 216–33. Third edition. | New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351003940-14.

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Hunter, Christopher L., Jeffrey L. Goodie, Mark S. Oordt, and Anne C. Dobmeyer. "Cultural competence." In Integrated behavioral health in primary care: Step-by-step guidance for assessment and intervention., 55–62. Washington: American Psychological Association, 2009. http://dx.doi.org/10.1037/11871-004.

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Lim, Russell F. "Cultural Competence." In Handbook of Community Psychiatry, 179–92. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3149-7_15.

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Walker, Steven. "Cultural Competence." In Culturally Competent Therapy, 7–31. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-05729-7_2.

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Martinez, Linda S., and Flavia C. Peréa. "Cultural Competence." In Encyclopedia of Immigrant Health, 516–19. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_186.

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Arredondo, Elva. "Cultural Competence." In Encyclopedia of Behavioral Medicine, 527–29. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_172.

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Arredondo, Elva. "Cultural Competence." In Encyclopedia of Behavioral Medicine, 582–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_172.

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Walker, Victoria, and Vetta Sanders Thompson. "Cultural competency." In Public Health Research Methods for Partnerships and Practice, 91–114. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.1201/9781315155722-5.

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So, Neda, and Michelle Rodrigues. "Cultural Competency." In Cultural Practices and Dermatoses, 115–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68992-6_6.

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Conference papers on the topic "Cultual competence"

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Kostina, Ekaterina, Svetlana Khoroshilova, and Elena Pushkareva. "BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/01.

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The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.
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Plugina, Maria, and Inga Rodionova. "The Formation of Multi-Culturalness as a Prerequisite for the Efficient Performance of Lecturers in Situations of Inter-Ethnic Communication." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-44.

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A characteristic trait of the global society is the introduction of the idea of multi-culturalness into all areas of human life. Therefore, general cultural competencies shall include such a constituent as multi-cultural competency of personality to enable efficient performance in situations of inter-ethnic communication. The set problem has been tackled by all social institutions, however, the central role in that regard is the teaching community, which has a strong influence on the content of young people’s consciousness and behaviour. In this regard, it is important to update the problem of shaping the multicultural competence of university lecturers, which is the purpose of this study. To achieve the set objective, several intercomplementary research methods and techniques were applied: the theoretical analysis of scientific literature, observations, questionnaires, a content-analysis method, testing. A study of 200 teachers showed that in the minds of teachers, knowledge regarding the specifics of a multicultural environment, the image of a representative of another culture and inter-ethnic interactions are presented at the everyday level, are formed spontaneously based on their own experience, which requires the creation of special conditions for their further development. The content-analysis has yielded that markers used during defining a multi-cultural environment often include such semantic constructions as ‘various cultures’ and ‘several cultures’. A study of the characteristics of communicative tolerance showed that most teachers have a high level of tolerance manifested in various situations of interpersonal relations, whereas a low level was not detected.
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To'xtasinov, I. "“COMPETENCE” AND “COMPETENCE SCIENCE” IN TRANSLATION STUDIES THE NATURE OF THE TERMS." In GLOBAL AND NATIONAL VALUES ALONG GREAT SILK ROAD: LANGUAGE, EDUCATION AND CULTURE. SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES OF THE REPUBLIC OF UZBEKISTAN, 2020. http://dx.doi.org/10.26739/conf10.10.2020-1.

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The thesis deals with the problem of the concepts as competence and competency in Translation studies. It reveals in detail differences and similarities between these two concepts. Moreover, it is described the importance of professional and communicative competence of interpreters.
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Janičić, Radmila. "Strategic Marketing Planning in Development of Arts and Cultural Institutions." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.25.

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The paper present theoretical and practical aspects of strategic marketing planning in development of arts and cultural institutions. Focus of the paper is on developing theoretical aspects of strategic marketing planning in development of arts and cultural institutions. The theoretical part of the paper is based on modern literature in the field of strategic marketing planning, brand building, arts and culture. The key hypothesis of the paper is that development of arts and cultural institutions have to be based on strategic marketing planning, on strategic marketing analysis, implementation of marketing strategies and strategic marketing control. The special aspect of the paper are strategies of brand building of arts and cultural institutions. In the empirical research the paper will present case studies about implementation of strategic marketing planning in development of arts and cultural institutions. The empirical research will include results of questionnaire research about perception of arts and cultural institutions as brand, about approaches of experiences about arts and cultural institutions, about identity and image of arts and cultural institutions, about specific strategies that could develop arts and cultural institutions. The research in the paper will be qualitative and quantitative, with primary and secondary data. The empirical research will analyze impact of experience marketing, emotional branding strategies and traditional brand strategies in development of arts and cultural institutions brand. In the case studies the paper will present good examples of strategic marketing planning in development of arts and cultural institutions. The results of empirical research will lead to further theoretical and practical analysis of development of arts and cultural institutions. The paper present modern ways of development of arts and cultural institutions. The paper will analyze impact of social media on brand building of arts and cultural institutions. The paper will analyze new professions in arts and culture and new brand strategies that could be implement in digital environment. The paper will analyze connection between traditional strategies of brand building of arts and cultural institutions and strategies of brand building of arts and cultural institutions in digital environment. Special aspect in the paper will be given on synergy of traditional and digital marketing strategies in brand building of arts and cultural institutions.
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"The Benefits and Challenges of Living, Teaching and Working in Today’s Diverse World." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4355.

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Aim/Purpose: The purpose of this report is to provide an understanding of cultural diversity in today’s global economy and to understand what shapes our identities and what influences our behavior. Background: Culture is the way of functioning in today’s world and it refers to the shared language, beliefs, values, norms, behaviors, and material objects that are passed down from one generation to the next. Cultural diversity helps individuals recognize and respect the stewpot of today’s world and promoting cultural diversity and cultural competency helps individuals define and respect the diversity that encompasses today. Cultural competence also helps individuals embrace values and cultural nuances that are not necessarily akin to the one’s the individual possesses. Individuals interact with others to build bridges to trust, respect, and understanding across cultures. Furthermore, diversity makes the world a more interesting place to live, as people from diverse backgrounds contribute language, new ways of thinking, new knowledge, and different experiences. Methodology: A non-systematic literature review by way of reviewing articles that were found in many of major databases under the terms “Diversity in the workplace” since the year 2010 was conducted. Findings: This study identified major findings that would help individuals shape the diversity encountered and provides an avenue toward unity.
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McHugh-Cole, Amy B., Gabrielle Sarah Russell-Mundine, and Rachael Freya Simons. "Cultural competence: a key component for training global citizens." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8083.

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As globalization continues to make cross-cultural interactions more of a reality, the need to develop the cultural competence of students and staff is imperative. The University of Sydney has included cultural competence in its 2016-20 strategic plan, necessitating the embedding of cultural competence across all functions of the University. The National Centre for Cultural Competence (NCCC) at The University of Sydney was created to lead the thinking on cultural competence, which includes creating teaching and learning resources to guide University students and staff on their cultural competence journey. In this paper, we discuss a cultural competence seminar developed and delivered by the NCCC to students participating in a broader program designed to educate and prepare them to be global citizens. We will examine the efficacy of our approach to cultural competence training with this particular cohort of students.
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"Autoethnography of the Cultural Competence Exhibited at an African American Weekly Newspaper Organization." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4187.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. Background: I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Methodology: Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Contribution: Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. Findings: By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example. Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers. Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers. Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example. Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks.
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BALODE, Ilze, Anna VINTERE, Daiva RIMKUVIENĖ, and Eve ARUVEE. "ADULT MATHEMATICAL COMPETENCE IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: CASE OF BALTIC STATES." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.220.

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Mathematical competence is one of the eight basic key competencies which are defined by EU Directives. Mathematical competence includes the skills of applying basic processes and principles of mathematics in everyday contexts. The aim of current research is to identify the role of adult mathematics education and mathematical competence in sustainable development in case of Baltic States. We are continuing the investigations that began in the Nordplus research project “Cooperation to strengthen the citizens' math skills in the context of sustainable development and welfare”. The main objective of the research is to highlight the role of mathematics in a lifelong context. We separate two aspects of mathematics role in sustainable development. The first considers mathematics as a tool in processional work, the second considers the role of mathematical competence in the development of person's intelligence and personality. Both aspects are widely discussed in the scientific literature and in the programmatic documents of United Nations, United Nations Educational Scientific and Cultural Organizationn, Organisation for Economic Cooperation and Development. Through combining insights of theoretical goals of leading international institutions and actual survey data we can show the value of mathematical competence in adults in the Baltic states.
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Kemalova, L. I., and M. A. Nikonorova. "PEDAGOGICAL AND PSYCHOLOGICAL CONDITIONS OF FORMATION OF GENERAL CULTURAL COMPETENCIES AT STUDENTS OF TECHNICAL UNIVERSITIES." In STATE AND DEVELOPMENT PROSPECTS OF AGRIBUSINESS. DSTU-PRINT, 2020. http://dx.doi.org/10.23947/interagro.2020.1.593-596.

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The article analyzes the conditions for the formation of general cultural competencies as an important component of the personality culture of a future specialist. It is emphasized that the trend of higher education towards humanization and humanitarization involves taking into account the student’s personal qualities, developing his personality potential, building a culture of thinking, readiness to make responsible decisions. The authors draw attention to the effectiveness of the use of pedagogical and psychological methods in the formation of general cultural competencies among students of technical universities, including not only the organization of round tables, disputes, trainings, but also individual work with students to provide psychological and pedagogical assistance in overcoming communication barriers in communication.
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Kapaeva, Angelika. "THE DEVELOPMENT OF BACHELORS' CULTURAL COMPETENCE IN FOREIGN LANGUAGE ACQUISITION." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.13.

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The article is dedicated to the development of Bachelors' cultural competence. The analysis of cultural competence definitions provided the selection of the most effective methods, aids for the development of Bachelors' cultural competence to communicate successfully with native speakers in everyday life as well as in professional sphere.
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Reports on the topic "Cultual competence"

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Ross, K. G., and C. A. Thornson. Identification of Measures Related to Cross-Cultural Competence. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada488007.

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McCloskey, Michael J., Kyle J. Behymer, Elizabeth L. Papautsky, and Aniko Grandjean. Measuring Learning and Development in Cross-Cultural Competence. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada568555.

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Patching-Bunch, Jessica. Learning Cultural Competency through International Immersion Travel. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.274.

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Nomie, Jordan. Cultural Competency: A Quantitative Analysis of Cultural Awareness in U.S. Healthcare. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.49.

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McCloskey, Michael J., Aniko Grandjean, Kyle J. Behymer, and Karol Ross. Assessing the Development of Cross-Cultural Competence in Soldiers. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada533959.

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Rasmussen, Louise J., Winston R. Sieck, Beth W. Crandall, Benjamin G. Simpkins, and Jennifer L. Smith. Data Collection and Analysis for a Cross-Cultural Competence Model. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada588188.

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Caligiuri, Paula, Raymond Noe, Riall Nolan, Ann M. Ryan, and Fritz Drasgow. Training, Developing, and Assessing Cross-Cultural Competence in Military Personnel. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada559500.

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McCloskey, Michael J., Kyle J. Behymer, Elizabeth L. Papautsky, Karol G. Ross, and Allison Abbe. A Developmental Model of Cross-Cultural Competence at the Tactical Level. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada534118.

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Gabrenya, Jr, Griffith William K., Moukarzel Richard L., Pomerance Rana G., Reid Marne H., and Patrice. Theoretical and Practical Advances in the Assessment of Cross-Cultural Competence. Fort Belvoir, VA: Defense Technical Information Center, January 2012. http://dx.doi.org/10.21236/ada564931.

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Gallus, Jessica A., Melissa C. Gouge, Emily Antolic, Kerry Fosher, Victoria Jasparro, Stephanie Coleman, Brian Selmeski, and Jennifer L. Klafehn. Cross-Cultural Competence in the Department of Defense: An Annotated Bibliography. Fort Belvoir, VA: Defense Technical Information Center, April 2014. http://dx.doi.org/10.21236/ada599260.

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