Journal articles: 'Cultural competency'

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Waite, Roberta, and Christina Calamaro. "Cultural Competency." Perspectives in Psychiatric Care 45, no. 3 (July 2009): 232–38. http://dx.doi.org/10.1111/j.1744-6163.2009.00226.x.

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Frederick, Dorothea, and Maria Marinelli. "Cultural competency." OR Nurse 8, no. 6 (November 2014): 28–33. http://dx.doi.org/10.1097/01.orn.0000455900.70583.31.

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Wilkinson, W. "Cultural Competency." TSQ: Transgender Studies Quarterly 1, no. 1-2 (January 1, 2014): 68–73. http://dx.doi.org/10.1215/23289252-2399641.

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Dean, Erin. "Cultural competency." Nursing Management 23, no. 9 (January 30, 2017): 11. http://dx.doi.org/10.7748/nm.23.9.11.s11.

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Phillips, Charlotte C., and Helen G. Hammond. "Cultural Competency." International Journal of Responsible Leadership and Ethical Decision-Making 5, no. 1 (February 3, 2023): 1–10. http://dx.doi.org/10.4018/ijrledm.317139.

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To remain culturally competent is an essential role requirement of administrators, curriculum developers, faculty, and students who drive the mission, value, and goals at academic institutions. Their scope of influence and efficacy is thus enabled through leadership appropriateness and skill. As leadership theory remains constant in the face of an ever-changing higher education landscape, leaders have the opportunity to utilize culturally competent best practices gathered throughout education and career to solve problems and meet the needs of diverse student populations. Furthermore, students are dependent on such competencies as they are likely to model their leaders as they assume leadership roles in their academic and professional environments. The following semi-systematic review offers insight into four leadership styles, charismatic leadership, servant leadership, transformational leadership, and situational leadership. Recommendations grounded in these are included for those responsible for effective cultural competency in academic settings.

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Rosenthal, Marjorie S. "Cultural Competency." JAMA 296, no. 1 (July 5, 2006): 23. http://dx.doi.org/10.1001/jama.296.1.23.

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Carrizales, Tony. "Cultural Competency: Administrative Accountability and Responsibility." Public Administration Quarterly 43, no. 1 (March 2019): 28–51. http://dx.doi.org/10.1177/073491491904300102.

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The organizational practice of cultural competency is not new. Public sector organizations hold a responsibility in promoting cultural competency and incorporating practices that serve diverse communities. The following research lays out various aspects of cultural competence accountability. Using the framework of Romzek and Dubnick (1987) cultural competency is explored through four systems of accountability. These systems: bureaucratic, legal, professional and political, allow for different perspectives to view organizations and areas for which they can systematically review their cultural competence practices.

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Lorenzen, Ashley R. "An enhanced appreciation of cultural competency: Developing culturally competent practitioners." Journal of the American Pharmacists Association 57, no. 3 (May 2017): 295–96. http://dx.doi.org/10.1016/j.japh.2017.04.003.

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Getha-Taylor, Heather, Maja Husar Holmes, and Justin R. Moen. "Evidence-Based Interventions for Cultural Competency Development Within Public Institutions." Administration & Society 52, no. 1 (March 22, 2018): 57–80. http://dx.doi.org/10.1177/0095399718764332.

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Cultural competency is critical to ensuring responsive public services. This article asks how we might develop individual cultural competency in a meaningful way, including which interventions are effective in enhancing cultural competence of experienced public employees. We examine the impact of targeted interventions on the development of individual public administrator cultural competence using a survey developed by Longoria and Rangarajan. The findings suggest the importance of understanding cultural competency as a developmental process that requires attention to the multidimensional aspects (knowledge, skills, attitudes, and behaviors) of cultural competency and developing training that reflects these realities.

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Coleman, Jeffrey, Darryl Holloman, Melanie Turner-Harper, and Christina Wan. "Cultural Competency Activities." Metropolitan Universities 33, no. 1 (August 9, 2021): 27–44. http://dx.doi.org/10.18060/24536.

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This study examines the impact of a cultural center on students’ views and perceptions of their own cultural competency learning and ability to manage their college experience at a large metropolitan university. This exploratory analysis highlights the views of ten students who frequently engaged with a cultural center. Emerging themes include: (a) how students at a metropolitan university defined cultural competence; (b) challenges, difficulties, and problems participants experienced interacting with people from other cultures (e.g. nationality, ethnicity); and (c) successful interactions participants experienced with people from other cultures. Findings and discussion from this study suggest: (a) identity, exposure, and critical awareness; (b) navigating and negotiating conflict; and (c) engaging cultural resources are the skills students develop, through experiences with a cultural center, that impact their ability to manage their college experience. This project studied a culturally mixed group of students using personal experiences, interviews, and focus group discussions to describe meaningful and defining moments. This study and its findings are noteworthy because there is little research in this subject area. All participants were frank, cooperative, and candid throughout the process. They offered insights and shared information regarding cultural competency at Metropolitan University (MU).

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Davidhizar, Ruth, and Joyce Newman Giger. "Cultural competency matters." Leadership in Health Services 13, no. 4 (December 2000): 8–12. http://dx.doi.org/10.1108/13660750010378625.

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Gergely, Susan Williamson. "Cultural Competency Matters." JONA: The Journal of Nursing Administration 48, no. 10 (October 2018): 474–77. http://dx.doi.org/10.1097/nna.0000000000000654.

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BEERS, LEE SAVIO. "Cultivating Cultural Competency." Pediatric News 42, no. 9 (September 2008): 57. http://dx.doi.org/10.1016/s0031-398x(08)70473-9.

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Curtis, Mary, Margaret W. Bultas, and Lisa Green. "Enhancing Cultural Competency." Online Journal of Cultural Competence in Nursing and Healthcare 6, no. 1 (October 1, 2016): 1–13. http://dx.doi.org/10.9730/ojccnh.org/v6n1a1.

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Wear, Delese, Arno K. Kumagai, Joseph Varley, and Joseph Zarconi. "Cultural Competency 2.0." Academic Medicine 87, no. 6 (June 2012): 752–58. http://dx.doi.org/10.1097/acm.0b013e318253cef8.

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Quist, Ryan M., and Anandi V. Law. "Cultural competency: Agenda for Cultural Competency Using Literature and Evidence." Research in Social and Administrative Pharmacy 2, no. 3 (September 2006): 420–38. http://dx.doi.org/10.1016/j.sapharm.2006.07.008.

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Morhun, Oleksandra. "Linguocultural competence of future Chinese translators: the current state of its development." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 1 (142) (March 30, 2023): 67–73. http://dx.doi.org/10.24195/2617-6688-2023-1-9.

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The article focuses on the study related to linguocultural competence of future translators of the Chinese language, its structural elements and factors of its development. The concept "competence" has been analysed and clarified within the framework of training future translators of the Chinese language in high school. It has been found out that linguocultural competence is part of the spectrum made of basic competences that should be formed and developed in order to fully achieve academic success. The pedagogical phenomenon "competence" is interpreted as a quality-resultative integrated characteristic of the individual, which is identified at the end of the study through the knowledge, skills and experience accumulated in the process of profession-oriented training and the ability to use them in practical activities. It has been proved that the “criterion” is the key phenomenon of the quality assessment in education system. The author defines the criteria and indicators for assessing the linguocultural competence of students, as well as the levels of this competence proficiency in the Chinese language. The criteria for assessing the linguocultural competence of students is associated with the reflection degree of the object’s properties integrity which ensures its existence; with a criterion for evaluating activity results the content of which is revealed due to certain markers (indicators); with a feature on the basis of which an assessment is made, which is specified in indicators. The structure of the linguocultural competence of future Chinese translators has been determined. The criteria and indicators of the linguocultural competence of future Chinese translators have been presented: cultural-educational competency (with indicators: philosophical-cultural, Confucius-oriented), literary-artistic competency (with indicators: folkloric-ethnographic, lyrical-prosaic), comparative-cultural competency (with indicators: educational-cultural, national-cultural), professional-communicative competency (with indicators: linguistic-communicative, translation- and activity-oriented).

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Rodionova, Inga V., and Natalya K. Mayatskaya. "Formation of communicative competency of foreign students in a multicultural environment of higher education." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, no. 1 (June 14, 2023): 140–46. http://dx.doi.org/10.34216/2073-1426-2023-29-1-140-146.

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The article reveals a number of issues related to identifying the role of education in ensuring the level of communicative competency and determining the conditions that ensure this process. It is shown that in the system of higher education, when solving the problem, the formation and development of the level required in modern conditions is carried out. So in the article, the authors, when highlighting the tasks of higher education, one should determine the importance of education in ensuring the level of social and intercultural competency, calling upbringing of a widely erudite, cultural, active personality capable of effective communication in the world space among the tasks of higher education. The article highlights the problem of the formation of professional communicative competency of medical students. The analysis of the role of education in the modern world of the meaning of the concepts of “competencyˮ and “communicative competencyˮ in the interpretation of modern and foreign scientists is carried out. The article focuses on the need to create conditions for the formation and development of students' communicative competence through educational programmes of the humanitarian block, which include the discipline “Communication technologies in professional activityˮ, implemented in the training of foreign students – future medical workers. The authors focus on communicative competence as one of the leading among other competences and necessary for solving communicative tasks in professionally oriented and educational and cognitive activities. The allocation of this competency and the formation of communicative competence provides students with the opportunity to acquire professional knowledge, the necessary experience for constructive interaction in a multicultural environment.

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Park, Keum Sook, Hyuk Joon Kim, and Shin Hee Kim. "Factors Influencing Nursing Core Competency in Nursing Students." Korean Society of Nursing Research 6, no. 3 (September 30, 2022): 91–102. http://dx.doi.org/10.34089/jknr.2022.6.3.91.

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Purpose : This study aimed to analyze the effects of communication ability, caring character, and cultural competence on the nursing student’s core competency. Methods : The study participants were 161 fourth year students at a nursing university in I City. The study was conducted from the Octover 10th to the 30th of October, 2021. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson’s correlation coefficient, and hierarchical multiple regression using SPSS win. 26.0 program. Results : The mean scores for communication ability, caring character, cultural competence, and nursing core competency were 3.82, 4.33, 3.95 and 4.32, respectively. There were positive correlations among communication ability, caring character, cultural competence and nursing core competency. The factors affecting nursing core competency were caring character(β＝.62, p＜.001), cultural competence(β＝.17, p＝.003), and communication ability(β＝.14, p＝.009) with 56.7% of the variance explained by these variables. Conclusions : Students must improve their nursing core competency through education programs while at university. Furthermore, it is necessary to cultivate nursing student’s communication ability, caring character and cultural competence through curriculum development at nursing schools.

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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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Desapriya, Ediriweera, Vahid Mehrnoush, and Aki Nilanga Bandara. "Cultural competency and culturally safe clinical care." Canadian Medical Association Journal 190, no. 3 (January 21, 2018): E84. http://dx.doi.org/10.1503/cmaj.733435.

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Choi, Kyung Sook, Woo Sook Lee, Yeon Suk Park, Myunghee Jun, So Young Lee, Yeonwoo Park, Soo Young Park, and Zabler Bev. "The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency." Journal of Korean Academic Society of Nursing Education 24, no. 1 (February 28, 2018): 100–109. http://dx.doi.org/10.5977/jkasne.2018.24.1.100.

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Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.

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Gamst, Glenn, Richard H. Dana, Aghop Der-Karabetian, Myriam Aragon, Leticia Arellano, Gloria Morrow, and Luann Martenson. "Cultural Competency Revised: The California Brief Multicultural Competence Scale." Measurement and Evaluation in Counseling and Development 37, no. 3 (October 2004): 163–83. http://dx.doi.org/10.1080/07481756.2004.11909758.

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Harrison, Louis, Russell L. Carson, and Joe Burden. "Physical Education Teachers’ Cultural Competency." Journal of Teaching in Physical Education 29, no. 2 (April 2010): 184–98. http://dx.doi.org/10.1123/jtpe.29.2.184.

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The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 2006). The MTCS consists of two subscales; multicultural teaching knowledge (MTK), and multicultural teaching skills (MTS). MANCOVA analyses indicated significant differences with TOC scoring higher in both MTK and MTS than White teachers. Results also indicated that White teachers in city school settings scored significantly higher in MTK than those from more rural school. Results and implications for teacher preparation and professional development are discussed.

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Mosteo, Leticia P., Terrence E. Maltbia, and Victoria J. Marsick. "Coaching for cultural sensitivity: Content analysis applying Hofstede’s framework to a select set of the International Coach Federation’s (ICF) Core Competencies." International Coaching Psychology Review 16, no. 2 (2021): 51–74. http://dx.doi.org/10.53841/bpsicpr.2021.16.2.51.

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Grounded in a selective integrated literature review, this study analyses select ICF core coaching competencies, critically reviewed by an established competency modeling architecture and Hofstede’s Five Cultural Dimensions Model. Qualitative content analysis methodology was used by three independent evaluators. The objective is to provide evidence as to the competencies effectiveness across different cultures. The aim is better understanding the specific interplay between modes of cultural programming and basic coaching competencies, to offer evidence-based awareness for the inclusion of cultural competencies in coach education. Our analysis shows that directionality shifts depending on behavioural indicators associated with each competency – suggesting the application of cultural competence in coaching is both dynamic and complex. Our results show inter-rater reliability was highest where both competency definitions and cultural descriptions were conceptually clear and coherent. Specific cultural assumptions embedded in the ICF competency model are revealed. The paper offers evidence-based insights for the inclusion of cultural competence in coach education, training, and credentialing processes.

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MacDonald, Ruth. "What is Cultural Competency?" British Journal of Occupational Therapy 61, no. 7 (July 1998): 325–28. http://dx.doi.org/10.1177/030802269806100709.

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The concept of cultural competency has been discussed in recent United Kingdom occupational therapy literature. It is suggested that there is an additional competency that the practitioner requires in order to ensure effective practice. Wells's (1996) model of multicultural competency education, consisting of knowledge, self-exploration and skills, is proposed as a tool to develop this competency. Strategies are used within the Discipline of Occupational Therapy at the University College of Ripon and York St John and these are presented within the Wells model. Using the model of multicultural competency education, Wells (1996) provides a clear framework for curriculum development and assessment. It is suggested that educational establishments are best equipped to assess the knowledge and self-exploration components of the model and that the skills component is best assessed while on fieldwork.

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DePalma, Judith A. "Evidence Regarding Cultural Competency." Home Health Care Management & Practice 18, no. 5 (August 2006): 405–7. http://dx.doi.org/10.1177/1084822306288437.

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Cannon, Melodie, and Clara Tsang. "Perspective on cultural competency." Nursing 48, no. 12 (December 2018): 56–60. http://dx.doi.org/10.1097/01.nurse.0000544215.16159.88.

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Vaughn, Lisa M. "Families and Cultural Competency." Family & Community Health 32, no. 3 (July 2009): 247–56. http://dx.doi.org/10.1097/fch.0b013e3181ab3c00.

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Ogbolu, Yolanda, Debra A. Scrandis, Grace Fitzpatrick, and Robin Newhouse. "Leading Organizational Cultural Competency." JONA: The Journal of Nursing Administration 46, no. 12 (December 2016): 627–29. http://dx.doi.org/10.1097/nna.0000000000000417.

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Hickson, Shondell V. "Assessment of cultural competency." Clinics in Integrated Care 21 (December 2023): 100173. http://dx.doi.org/10.1016/j.intcar.2023.100173.

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Bauer, Brittney, and Neil Baum. "Cultural Competency in Healthcare." Physician Leadership Journal 9, no. 1 (January 8, 2022): 52–57. http://dx.doi.org/10.55834/plj.4501273868.

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Healthcare must be adapted to be mindful and capable of treating culturally diverse patients — something the medical industry has not accomplished, as evidenced by the ethnic and racial disparities in healthcare during the COVID-19 pandemic. While serving diverse patients’ health and wellness needs can present challenges, it is critical to society. To be culturally competent, physicians must increase their ability to communicate with and care for diverse patient populations. Demonstrating an understanding and sensitivity to other cultures will help us overcome and prevent racial and ethnic divisions and provide better care for all patients.

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Ambrose, Adrian Jacques H., Susan Y. Lin, and Maria B. J. Chun. "Cultural Competency Training Requirements in Graduate Medical Education." Journal of Graduate Medical Education 5, no. 2 (June 1, 2013): 227–31. http://dx.doi.org/10.4300/jgme-d-12-00085.1.

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Abstract Background Cultural competency is an important skill that prepares physicians to care for patients from diverse backgrounds. Objective We reviewed Accreditation Council for Graduate Medical Education (ACGME) program requirements and relevant documents from the ACGME website to evaluate competency requirements across specialties. Methods The program requirements for each specialty and its subspecialties were reviewed from December 2011 through February 2012. The review focused on the 3 competency domains relevant to culturally competent care: professionalism, interpersonal and communication skills, and patient care. Specialty and subspecialty requirements were assigned a score between 0 and 3 (from least specific to most specific). Given the lack of a standardized cultural competence rating system, the scoring was based on explicit mention of specific keywords. Results A majority of program requirements fell into the low- or no-specificity score (1 or 0). This included 21 core specialties (leading to primary board certification) program requirements (78%) and 101 subspecialty program requirements (79%). For all specialties, cultural competency elements did not gravitate toward any particular competency domain. Four of 5 primary care program requirements (pediatrics, obstetrics-gynecology, family medicine, and psychiatry) acquired the high-specificity score of 3, in comparison to only 1 of 22 specialty care program requirements (physical medicine and rehabilitation). Conclusions The degree of specificity, as judged by use of keywords in 3 competency domains, in ACGME requirements regarding cultural competency is highly variable across specialties and subspecialties. Greater specificity in requirements is expected to benefit the acquisition of cultural competency in residents, but this has not been empirically tested.

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A Kumar, Kavitha, Ashok Kumar Jeppu, Nirmala Devi, Fazna Saleem, Sohayla M Attalla, and Mahfuza Aktar. "Cultural Competency of Medical Students: An Asian Context." MARCH 2023 19, no. 2 (March 13, 2023): 182–89. http://dx.doi.org/10.47836/mjmhs.19.2.27.

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Introduction: People of different cultures perceive health and disease differently. A culturally competent healthcare team is needed to provide quality healthcare. In Asian medical schools, less emphasis is laid on cultural competency training. In this context, the study aims to assess the cultural competency of medical students in Malaysia and to fathom the demographic factors influencing it. Methods: A cross sectional survey was conducted on students from all five years of a Malaysian medical school using an adapted version of Clinical Cultural Competency Questionnaire (CCCQ) to tap the self-perceived knowledge, skills, comfort level in cross-cultural encounters and attitude towards cultural competency. Descriptive and inferential statistics was used to analyse the data. Results: Among the 291 respondents, the cultural competency was found to be significantly different among medical students of different year of study, age, and ethnicity. However, with regards to gender, country of birth or the number of languages spoken, the difference was insignificant. The clinical year students had significantly higher scores on the knowledge, skills, comfort level and attitude domains of cultural competency when compared to the preclinical students. Chinese students’ perception on cultural competence was significantly distinct from Indian and Malay students. Conclusion: Exposure to cross cultural encounters in clinical settings and personal experiences seem to influence cultural competency of the medical students. It provides valuable data to plan for interventions, training and self-development strategies aimed at providing culturally attuned patient centred care.

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Rifdan, Rifdan, Manan Sailan, and Haerul Haerul. "Strategy for Competency Development of Civil State Apparatus in the New Normal Era in Wajo District." Jurnal Ad'ministrare 9, no. 2 (August 30, 2022): 295. http://dx.doi.org/10.26858/ja.v9i2.36737.

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The purpose of this study is to analyze and discuss the implementation of Civil State Apparatus (CSA) CSA competency development in the Wajo Regency and formulate CSA Competency Development Strategies in the New Normal Era in Wajo Regency. The type of research used in this research is descriptive research using a qualitative approach. The research data sources are primary data sources and secondary data sources. The description of the focus of the research is the development of the competence of the CSA where there are 3 competencies (technical competence, managerial competence, and socio-cultural competence) which are carried out through education and training. The results showed that the development of CSA competence at the BKPSDM of Wajo Regency was seen from the Technical Competence, Managerial Competence, and Socio-cultural competence has not been optimal because competency development has not been implemented based on the results of the development needs analysis. So, the CSA competency development strategy must follow an integrated learning system (Corporate University).

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Evergreen, Stephanie D. H., and Anne Cullen. "Moving to Genuine: Credible Cultural Competence and Stakeholder Believability." Journal of MultiDisciplinary Evaluation 6, no. 13 (January 29, 2010): 130–39. http://dx.doi.org/10.56645/jmde.v6i13.263.

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Background: Cultural competency is becoming an increasingly important concept in evaluation. The developing discussions tend to revolve around how to become culturally competent, why it is important, and how to know when it is attained. More problematically, cultural competency seems bound by dimensions of race, even though culture represents a broader scope of characteristics. Purpose: We review the current usage of cultural competence to point out its limitations and we suggest alternative ideas that can better facilitate communication about this essential topic. We look beyond the evaluation field to learn how cultural competence is handled in other disciplines. Particularly seeking to support communication between evaluation clients and evaluators, we offer strategies to engage in a dialogue about cultural issues. Setting: Not applicable. Intervention: Not applicable. Research Design: Analytic essay. Data Collection and Analysis: Not applicable. Findings: Cultural competence, as a term, is inherently limiting in its connotations, implications, and ability to bring about change. Cultural humility may be a more appropriate term. Regardless of the semantics, the basic need to communicate about the topic remains. Asking for cultural competency, or humility, as we suggest, in Requests for Proposals may be one way to start the conversation. Positioning statements and focused interview questions also may serve to generate discussion between client and evaluator. Keywords: cultural competence, cultural humility, evaluator competence, diversity, client communication

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KAMAKA, MARTINA L. "Cultural Immersion in a Cultural Competency Curriculum." Academic Medicine 76, no. 5 (May 2001): 512. http://dx.doi.org/10.1097/00001888-200105000-00042.

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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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Bican, Gülşat. "Enhancing the Cross-Cultural Competence of Prospective Language Teachers." Journal of Curriculum and Teaching 10, no. 3 (August 17, 2021): 47. http://dx.doi.org/10.5430/jct.v10n3p47.

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In the twenty-first century, education does not merely focus on information exchange; additionally, it does so on various abilities and living in harmony. To materialize such acquisition among students, cross-cultural competence is an essential vehicle in a rapidly globalizing world. This calls for integrating comprehensive cross-cultural education as an independent subject into teacher training programs alongside the applied practices that go with it. Against this backdrop, the current study aims to determine the cross-cultural competency capabilities of Turkish language teacher candidates studying at one of the major universities in Turkey. In this article, initially cultural dimensions, scope of culture, and aspects of cross-cultural competency are addressed on a theoretical basis. In addition, learning materials are developed by the candidates, based on the instructions provided by the researcher, and analyzed according to their content of cross-cultural competency. The paper also discusses the cultural background of the candidates and their cross-cultural competency capabilities. The findings show that the participants have major difficulty presenting sufficient information or content in developing their cross-cultural competency. In the end, there are recommendations for enhancing the cross-cultural competency capabilities, while shedding light on the inadequate focus devoted to improving these skills within the training programs.

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Moffit, Dani M., Kim Evans, and Karla Judge. "Beyond Cultural Competency: Considering Ethnocultural Empathy." Athletic Training Education Journal 17, no. 4 (October 1, 2022): 277–82. http://dx.doi.org/10.4085/1947-380x-22-003.

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Context Athletic trainers provide care to diverse patients, many of whom exist in a culture different from that of the athletic trainer. As health care providers it is imperative to provide patient-centered care while practicing the empathy needed to perform services best for the patient. Objective To provide a brief historical view of the need for health care provider to demonstrate cultural competence and ethnocultural empathy when caring for patients. Background Cultural competence—understanding other's beliefs, values, and differences—is one piece to quality health care. Ethnocultural empathy is the ability to not only understand but also to relate to others in these areas. Both must be practiced for complete patient-centered care. Data Synthesis By teaching ethnocultural empathy, students will demonstrate an empathetic response to diverse clients, deepening their quality of relationship. Results There is limited description of ethnocultural empathy in the athletic training literature, but for many clinicians, it is an innate characteristic that can be improved. Recommendation(s) Athletic training educators should consider ways to incorporate ethnocultural empathy into how cultural competency is being addressed to produce more culturally aware and enriched students. Conclusion(s) Integrating ethnocultural empathy into an athletic training curriculum provides deeper levels of cultural competence by moving beyond understanding and toward actionable improvement of patient relationships.

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Fang, Xiaofei. "The Impact of Family Cultural Capital and Multicultural Acceptance on Global Competency: focusing on Chinese undergraduates." Association of Global Studies Education 15, no. 3 (September 30, 2023): 33–58. http://dx.doi.org/10.19037/agse.15.3.02.

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This study focuses on improving the global competency of Chinese university students, so this study investigates the relationship between family cultural capital, multicultural acceptability and global competency. Using a quantitative method based on structured questionnaires to collect data from 413Chinese undergraduates. And Hierarchical regression analysis was conducted. First, it was found that there was a difference in the level of sub-factors of global competency according to the individual background variable of undergraduates. Second, it was confirmed that parents' educational background had no influence on the global competence of college students, and that home-held books affect all variables, including knowledge, ability, attitude and value, and behavior, which are the four sub-factors of global competence. Third, multicultural acceptability affects the four sub-factors of global competence: ability, knowledge, attitude, values, and behavior, and is more influential than family cultural capital. Based on these research results, implications for improving the global competency of Chinese undergraduates were discussed and presented.

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Park, Jung-Ha. "CULTURAL COMPETENCE LEVEL, ITS IMPORTANCE, AND EDUCATIONAL NEEDS FOR CULTURAL COMPETENCE AMONG NURSES CARING FOR FOREIGNERS IN KOREA." Humanities & Social Sciences Reviews 7, no. 5 (September 28, 2019): 286–95. http://dx.doi.org/10.18510/hssr.2019.7534.

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Purpose: This study aimed to identify cultural competency, importance, and educational requirements by analyzing nurses who were experienced in nursing foreigners in secondary hospitals and hospitals all over Korea. Methodology: A cross-sectional survey was conducted with 210 nurses from 39 hospitals in Korea. The collected data were analyzed by t-test, ANOVA, and Scheffe test. Main Findings: Satisfaction with nursing care averaged 2.48 ± 0.45. Perceived level of cultural competence averaged 2.69 ± 0.45. Cultural nursing behavior was at the highest level with 3.05±0.62; otherwise, cultural knowledge was the lowest among the subcategories (2.27±0.55). The level of importance of cultural competency was 3.69 ± 0.53. For the subcategories, cultural nursing behavior was at the highest level (3.77±0.63) and cultural awareness was at the lowest level (3.58±0.62). Training requirements had 6.83 ± 1.32, followed by cultural communication (7.34±1.50), attitudes and skills (7.04±1.50), knowledge of basics (6.83±1.33), knowledge of key concepts (6.73±1.53), and knowledge of theory and research (6.28±1.54). Implications/Applications: We suggest developing educational programs for clinical nurses to provide high-quality care to the subjects from various cultural backgrounds by strengthening cultural competency. In addition, the active support of the medical and health care institutions in improving cultural competency of nursing nurses should be emphasized.

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Falatah, Rawaih, Lina Al-Harbi, and Eman Alhalal. "The Association between Cultural Competency, Structural Empowerment, and Effective Communication among Nurses in Saudi Arabia: A Cross-Sectional Correlational Study." Nursing Reports 12, no. 2 (April 8, 2022): 281–90. http://dx.doi.org/10.3390/nursrep12020028.

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This study aimed to examine the association between cultural competency, structural empowerment, and effective communication among nurses in Saudi Arabia. A cross-sectional correlational design was used. The study questionnaire utilized three scales: the Culture Competence Scale, Conditions for Work Effectiveness Questionnaire-II, and Communication Competency Assessment Scale. All the scales were culturally adapted and translated using an integrated method. The questionnaire was distributed through an online survey using a convenience sampling approach. Data were collected from 396 participants. The findings showed statistically significant association between cultural competency and effective communication (r = 0.747, p < 0.001) and between structural empowerment and cultural competency (r = −0.123, p = 0.014). Moreover, the overall model with effective communication and structural empowerment as predictors, controlling for nurses’ nationality significantly explains 56% of the variance in cultural competency. Structural empowerment did not significantly predict cultural competency (b = −0.052, β = −0.069, p < 0.052, 95% CI = [−0.104, −0.001]), while effective communication was found to be a significant positive independent predictor of cultural competency (b = 0.745, β = 0.741, p < 0.001, 95% CI = [0.677, 0.811]). The findings underline the need to make effective communication courses mandatory in undergraduate nursing curricula. Healthcare systems should be built such that they support the empowerment of the nursing workforce from different nationalities and establish effective communication policies to enhance cultural competency among nurses. Future research in this area is needed to validate the result of this study.

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Barnes-Vaval, Kierah M., Erica Lewis, Erika Metzler Sawin, and Jeanel Little. "Improving cultural competency in advanced practice providers at an academic medical center." Journal of Nursing Education and Practice 14, no. 6 (March 22, 2024): 31. http://dx.doi.org/10.5430/jnep.v14n6p31.

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Racial health disparities and healthcare provider bias are concerning problems. Cultural competency training (CCT) is effective to address this bias, resulting in improved patient outcomes. This project aimed to increase cultural competency among advanced practice providers (APPs) who completed CCT. The Process of Cultural Competence in the Delivery of Healthcare Services model and its primary constructs of cultural awareness, skill, knowledge, encounters, and desire guided this work, along with other evidence. Eighteen APPs completed the training and tests, demonstrating statistically significant score increases in overall cultural competency (p < .001), cultural awareness (p = .030), cultural skill (p = .017), cultural knowledge (p = .002), and cultural encounter (p < .001). An increased cultural desire was not statistically significant (p = .120). Evidence reviewed demonstrates how this work can guide future quality improvement efforts to implement evidence-based CCT professional development for all healthcare workers.

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Duysabayeva, Dilbar. "Formation of Linguo-Culturological Competence of Future Native Language Specialists." International Journal of Social Science Research and Review 5, no. 4 (April 1, 2022): 97–101. http://dx.doi.org/10.47814/ijssrr.v5i4.265.

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Today, one of the most important directions in the development of education is the use of a competency-based approach, in particular, in the development of skills related to the practical application of a person's communicative abilities, and cultural, social, informational competencies. Despite the fact that this issue is widely discussed in the scientific and pedagogical literature, the cognitive approach prevails in schools and universities. Recently, in the scientific literature, considerable attention has been paid to the concept of "linguocultural competence", "linguocultural competency". Linguistic and cultural competence is a system of knowledge about culture, embodied in a certain national languageand aggregate of special skills on operating this knowledge in practice. This article deals with the problems of the concept of "competency" and "linguocultural competency". Modern approaches to the formation of linguocultural competence in the training of teachers of the Kazakh language and literature are considered.

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Goyal, Reeti, Skky Martin, and Dana Garbarski. "Perceptions of Cultural Competency Among Premedical Undergraduate Students." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052093482. http://dx.doi.org/10.1177/2382120520934823.

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Background: Cultural competence is a difficult skill to teach, as it has several operational definitions as well as limited and unstandardized training procedures. Currently, there is no formal cultural competency training at the undergraduate level for students who seek to become a medical doctor. The purpose of this study is to explore perceptions of cultural competence among premedical undergraduates by assessing how they define and understand cultural competency and their knowledge (and sources thereof) of sociocultural realities in health and medicine. Methods: Structured in-depth interviews took place in 2016 and 2017 at a medium-sized private college in the Midwestern United States. Twenty premedical students were interviewed. The interviews were transcribed and thematically coded following an inductive, iterative, and systematic process. Results: Most students can provide a definition of cultural competence that includes at least one component of how it is conceptualized by the Association of American Medical Colleges. However, students focus largely on defining cultural competence as individual attitudes and interaction rather than systemic or structural realities that produce inequalities in health care. When explicitly asked, students varied in the level of detail provided in explaining the social determinants of health (such as race or ethnicity, sex, gender, and socioeconomic status) and varied in the accuracy of their definitions of traditional health practices. Each student noted the importance of training on cultural competence and many placed patients’ health at the center of their reason for doing so rather than focusing on their own training as a motivation. Students discussed various aspects of sociocultural differences and the need for physicians to understand patients’ outlooks on health care and be able to communicate to patients the purpose of suggested medical treatment, as well as the inherent tension in balancing patients as individuals and members of sociocultural groups. Premedical undergraduate students see their own cultural competence as an informal skill that is gained through social interactions across various areas of life, such as work, family, friends, and school. Conclusion: This study traces the sources of sociocultural information that premedical students will bring to their medical training as well as places where cultural competence can be further explored, practiced, and formally integrated in premedical education.

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Batsokin, A. O. "Practical aspects of artificial intelligence application in formation of competence model (on the example of railway industry)." Economics and Management 29, no. 7 (August 18, 2023): 843–50. http://dx.doi.org/10.35854/1998-1627-2023-7-843-850.

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Aim. To determine the potential of practical application of neural networks as a tool to form a model of competencies of JSC “RZD” employees who provide operation of railway infrastructure objects.Tasks. To estimate the quality of the structure, description and level of detail of the competence model formed by a neural network by means of comparison with traditional sources containing requirements to the competence of a track mounting workman position.Methods. The theoretical (analysis, modeling, specification, classification) and empirical (comparison, description, content analysis) general scientific research methods formed the methodological basis. The generation of the competence model by means of artificial intelligence was carried out with the help of the software complex based on neural networks.Results. The structure and description of the competencies generated by the neural network correspond on the whole to the competency model of a track fitter and unified corporate requirements for the employees of JSC “RZD”. At the same time, the description of some professional competences is insufficient, which indicates the need to form an additional clarifying query to the neural network. The corporate competencies, defined by the neural network, are described in detail and contain more competencies, than the existing model of JSC “RZD” employees’ competencies.Conclusions. In order to prepare a competency model, neural networks serve as an effective tool, which allows to ensure the proper quality of competency structure generation and description. The universality of this approach lies in the possibility to generate a competency model for any position regardless of the industry. The level of inclusiveness of neural networks increases with the development of digital environment, which ensures their accessibility in practice.

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Mareno, Nicole, Patricia L. Hart, and Lewis VanBrackle. "Psychometric Validation of the Revised Clinical Cultural Competency Questionnaire." Journal of Nursing Measurement 21, no. 3 (2013): 426–36. http://dx.doi.org/10.1891/1061-3749.21.3.426.

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Background and Purpose: Growing diversity in health care requires culturally competent care. Assessing nurses’ cultural competence is the first step in designing cultural competency education. The Clinical Cultural Competency Questionnaire (CCCQ) is one instrument to assess nurses’ cultural competence. Methods: The psychometric properties and factor structure of the revised CCCQ-PRE (CCCQ-PRE-R) for nurses was examined. Results: A 1-factor solution was noted for the knowledge and skills subscales. A 2-factor solution was discovered for the comfort and awareness subscales: differentiating between comfort in dealing with positive and negative cross-cultural encounters/situations, and differentiating between importance awareness and self-awareness. Cronbach’s alpha coefficients were high for all subscales. Conclusions: The findings support the use of the revised CCCQ-PRE-R with nurses. Further testing in larger, more diverse nursing populations is warranted.

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Yadollahi, Safoura, Abbas Ebadi, and Marziyeh Asadizaker. "Measuring Cultural Competence in Nursing: A Review Study." Journal of Client-centered Nursing Care 6, no. 3 (August 1, 2020): 203–12. http://dx.doi.org/10.32598/jccnc.6.3.338.1.

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Background: Cultural competence is an essential factor in providing effective services to care seekers. Providing cultural care is a necessity in nursing; thus, measuring cultural competence in nurses is of great importance. Accordingly, the current study aimed at introducing the scales for measuring cultural competence in nursing. Methods: The current narrative review study was conducted by searching the internet and library resources through credible databases. The keywords “cultural competence, cultural competency, cultural instruments, the measurement of cultural competency, nursing, nursing students, and cultural sensitivity” were used individually and in combination. The selected articles were in English, without any time limits, and only in the medical fields. Results: Among 16 articles related to cultural competence scales, 19 scales were discovered; 12 of which were in English and applicable in nursing. Nine tools were designed based on a conceptual framework/model, and only 6 of them received psychometric evaluations. Conclusion: The comparison of the scales suggested that all of them were developed based on different conceptual frameworks; accordingly, various factors should be considered when using them. The compatibility of the scale with the culture and environmental conditions of the studied population, and the areas of cultural competence it investigates, are among such characteristics.

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Bryant, Moira. "Cultural competency in theological libraries." ANZTLA EJournal, no. 56 (May 6, 2019): 9–12. http://dx.doi.org/10.31046/anztla.v0i56.1288.

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Journal articles on the topic 'Cultural competency'

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