Articles de revues : « Competenza culturale »

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Niccolucci, Franco. « 4CH : un progetto per sviluppare le applicazioni e le competenze digitali per la gestione del patrimonio culturale ». DigItalia 17, n^o 1 (juin 2022) : 161–67. http://dx.doi.org/10.36181/digitalia-00045.

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L’articolo descrive il progetto europeo 4CH – Centro di Competenza per la conservazione del patrimonio culturale. Il progetto, coordinato da INFN – Istituto Nazionale di Fisica Nucleare attraverso la sua rete di laboratori CHNet, realizzerà un Centro che metterà a disposizione di operatori e istituzioni tecnologie scientifiche e digitali avanzate per la conservazione e il restauro, in particolare l’uso di modelli 3D. Le metodologie e tecnologie saranno documentate e rese disponibili, insieme a standard e buone pratiche, su una base digitale della conoscenza. Saranno inoltre creati strumenti di formazione e di aggiornamento. Il Centro di Competenza europeo si articolerà attraverso una rete di Centri nazionali, e insieme contribuiranno a realizzare la trasformazione digitale del settore dei beni culturali.

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Dell’Aversana, Giuseppina, et Andreina Bruno. « Servizi sanitari, migrazione e diversità. Prospettive sull'implementazione della competenza culturale ». RICERCHE DI PSICOLOGIA, n^o 1 (avril 2020) : 275–99. http://dx.doi.org/10.3280/rip2020-001013.

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Zorman, Anja. « LE OPINIONI DEGLI INSEGNANTI SULL'INSEGNAMENTO IN CLASSI LINGUISTICAMENTE E CULTURALMENTE ETEROGENEE ». Folia linguistica et litteraria XI, n^o 30 (2020) : 395–415. http://dx.doi.org/10.31902/fll.30.2020.22.

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Nel presente contributo vengono esposti alcuni risultati della ricerca sull’interculturalità e sull’educazione interculturale, condotta in sei regioni slovene e italiane con presenza di minoranze linguistiche e culturali. La ricerca ha preso in considerazione vari aspetti della didattica, della formazione degli insegnanti, degli atteggiamenti degli allievi e dei loro genitori riguardo all’apprendimento in classi linguisticamente e culturalmente eterogenee. I risultati presentati nel contributo riguardano le opinioni degli insegnanti sull’insegnamento in classi linguisticamente e culturalmente eterogenee, suddivise in seguenti categorie: (1) lo sviluppo professionale, (2) personale e culturale degli insegnanti coinvolti nelle classi linguisticamente e culturalmente eterogenee, (3) la loro percezione dell'apprendimento in generale e linguistico in particolare, e (4) delle relazioni interpersonali tra gli allievi. Dall'inchiesta che ha coinvolto 281 insegnanti emerge una percezione degli insegnanti molto positiva del loro sviluppo professionale e culturale, e neutra riguardo la collaborazione con altri insegnanti. Sebbene la maggioranza degli insegnanti non sia dell'opinione che la compresenza di allievi di diverse origini linguistiche e culturali ostacoli il lavoro in classe, dichiara comunque che l'insegnamento in classi linguisticamente e culturalmente eterogenee richiede lavoro aggiuntivo. La didattica non risente delle difficoltà nella comunicazione tra allievi di lingue e culture diverse, così come lo sviluppo della competenza comunicativa della lingua d'insegnamento non è compromesso dalla eterogeneità linguistica in classe. Molto positiva è la percezione degli insegnanti relativa allo sviluppo di rapporti interpersonali tra gli allievi

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Alujević, Marijana, et Mira Braović Plavša. « L’uso dei proverbi nell’insegnamento della lingua italiana ». Zbornik radova Filozofskog fakulteta u Splitu, n^o 13 (2020) : 185–200. http://dx.doi.org/10.38003/zrffs.13.1.

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I proverbi con la loro forma particolare, fissa e concisa, ritmicamente organizzata e stimolante adempiono un ruolo di trasferimento d’esperienze, sapere popolare e cognizioni essenziali per la sopravvivenza. Vengono considerati validi strumenti per raggiungere diversi obiettivi educativi e per chiarire il rapporto tra cultura e lingua. La complessità nel collocare e nell’analizzare la struttura dei proverbi spesso scoraggia i docenti ostacolando l᾽impiego didattico di questa inesauribile fonte di diverse sfaccettature didattiche. In questo contributo vengono proposti svariati usi dei proverbi nell’apprendimento dell’italiano come lingua straniera. Un᾽unità didattica, anche nelle sue fasi principali, offre molteplici possibilità di applicazione dei proverbi in tutti gli ambiti dell’insegnamento di base: lessicale, grammaticale, morfosintattico e fonologico. Contemporaneamente apre orizzonti di valore civico culturale. La padronanza dei proverbi in una lingua straniera è un indicatore valido e rilevante della competenza interculturale che fa parte integrante della competenza comunicativa. I proverbi sono nello stesso tempo un incentivo per gli insegnanti a inoltrarsi in significati linguistici non sempre espliciti, difficili da interpretare e dominare a pieno.

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Forgione, Davide. « I know You got soul. Street education projects of Hip-Hop Based Pedagogy ». Form@re - Open Journal per la formazione in rete 21, n^o 2 (31 juillet 2021) : 106–23. http://dx.doi.org/10.36253/form-10779.

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Project design is a fundamental element within educational contexts. Plus, it is a core competence that should be part of the baggage of those working in education and learning, along with evaluative and empirical skills. Involving adherence to the context while maintaining a certain methodological rigor, it is considered important ensuring the achievement of development goals in childhood and adolescence. This intervention offers an innovative approach based on the application of pedagogical methods and practices close to the cultural context of the individuals, taking as reference the adolescent beneficiaries of an educational center in an urban area. The idea is to set up a educational street practice through Hip-Hop Based Education, a set of practices that incorporate the creative elements of hip-hop culture into teaching. Young people are encouraged to establish a connection with the contents dealt with by encountering them in their own cultural territory, educating through their own realities and experiences. I know You got soul. Percorsi di Educativa di Strada basati sulla pedagogia Hip-Hop La progettazione è un elemento fondamentale all’interno dei contesti educativi nonché una competenza cardine che dovrebbe far parte del bagaglio di coloro che operano in ambito educativo e formativo, insieme a quella valutativa ed empirica. Implicando al tempo stesso di essere aderenti al contesto pur mantenendo un certo rigore metodologico, si considera importante nel garantire il raggiungimento dei traguardi di sviluppo nell’infanzia e adolescenza. Questa proposta d’intervento offre un approccio innovativo e improntato all’applicazione di metodi e pratiche pedagogiche vicine al contesto culturale degli individui, prendendo come riferimento i beneficiari pre-adolescenti e adolescenti di un centro educativo in un’area urbana. L’idea è imbastire un intervento di educativa di strada mediate la Hip-Hop Based Education, un insieme di pratiche che incorporano gli elementi creativi della cultura hip-hop nell’insegnamento. I giovani vengono così stimolati a stabilire una connessione con i contenuti trattati incontrandoli nel proprio territorio culturale, educando attraverso le proprie realtà ed esperienze.

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Milione, Anna. « L'intercultura in pratica : saperi, competenza e professionalità per la scuola plurale ». WELFARE E ERGONOMIA, n^o 1 (septembre 2021) : 191–213. http://dx.doi.org/10.3280/we2021-001016.

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Le migrazioni odierne costituiscono un cambiamento strutturale della società contempora-nea, manifestano i segni delle trasformazioni degli assetti geopolitici mondiali, le dinamiche della globalizzazione e gli effetti che essa sta producendo sulla società (Sassen, 2014; Geisel-berger, 2017; Bauman, 2017; Latour, 2017). Il mondo sta cambiando profondamente e al tempo stesso cambiano gli strumenti di lettura della società: la globalizzazione e lo sviluppo delle nuove tecnologie hanno creato interconnessioni ed interdipendenze che mettono in di-scussione categorie concettuali autoreferenziali ed etnocentriche. In questa prospettiva, le migrazioni globali e la crescente mobilità verso l'Europa rendono molto rilevante l'analisi dei processi di inclusione sociale in relazione alle risposte che offrono i sistemi educativi. Non si tratta più solo di accogliere migrazioni temporanee, ma di imparare a costruire insieme, e imparare ad abitare uno spazio comune in vista di insediamenti durevoli (Latour, 2017). Questo cambiamento induce a rivedere radicalmente il canone monoculturale della scuola, a ripensare le strutture organizzative, il progetto pedagogico e le sue matrici curricolari. Il cambiamento epocale di questi ultimi decenni induce ad assumere una nuova vision in cui la scuola è chiamata a confrontarsi con le trasformazioni che attraversano la società globale e con il riemergere della condizione antropologica dell'homo migrans, in movimento da una parte all'altra del globo attraverso infrastrutture fisiche e/o telematiche, che porta a ridefinire i contenuti della cittadinanza sociale in una prospettiva planetaria. Questa visione avvalora e rende ancora più urgente il progetto dell'«Educazione interculturale» che, ancora impro-priamente associata al governo dei flussi migratori e all'inclusione scolastica degli alunni figli di immigrati, rappresenta un'occasione di rinnovamento culturale per la società nel suo insieme. In questa ottica, l'articolo intende definire i caratteri dell'educazione interculturale e, a partire dall'analisi delle pratiche di inclusione scolastica degli alunni con background mi-gratorio, mettere a fuoco le competenze e le professionalità necessarie a fronteggiare la plu-ralità dei bisogni educativi che si pongono nelle classi scolastiche italiane al fine di integrare tutte le diversità.

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Milici, Antonina. « L'uso di tecniche teatrali nell’insegnamento-apprendimento di una LS/L2 ». Cuadernos de Filología Italiana 26 (2 octobre 2019) : 57–73. http://dx.doi.org/10.5209/cfit.62479.

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Oggi è oltremodo importante investigare sulle migliori strategie volte a facilitare l’acquisizione di competenza comunicativa in LS/L2, anche in considerazione delle più recenti politiche linguistiche europee. Il processo di insegnamento-apprendimento va ripensato in chiave sociolinguistica, pragmatica e interculturale. Come già acclarato dalla ricerca, la partecipazione emotiva dei discenti gioca un ruolo chiave per una maggiore efficacia negli esiti di apprendimento. Ciò è perfettamente in linea coi principi dell’approccio orientato all’azione che ritroviamo nel Quadro Comune Europeo di Riferimento per le Lingue e nel Companion Volume del 2018. Il presente contributo intende descrivere potenzialità e vantaggi delle tecniche teatrali impiegate in glottodidattica. Non sono moltissimi gli studi teorici in questo campo proprio perché esso si basa su esperienze pratiche che, oltre ad una buona padronanza in LS/L2, mirano ad ottenere risultati in ambito sociale, specialmente per gli stranieri, come la possibilità di un più rapido adattamento nel paese di accoglienza mantenendo il proprio bagaglio linguistico e culturale. La glottodidattica teatrale ha suscitato sempre maggior interesse perché rispondente in pieno alla promozione di un’educazione plurilinguistica e interculturale e della convivenza democratica.

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Martelli, Barbara. « TWO HALVES OF THE SAME KIWI : ITALIAN LANGUAGE AND CULTURE AMONG NEW ZEALANDERS OF ITALIAN ORIGIN ». Italiano LinguaDue 14, n^o 1 (26 juillet 2022) : 338–59. http://dx.doi.org/10.54103/2037-3597/18183.

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This essay documents the diffusion of the Italian language and culture in Aotearoa-New Zealand, an officially bilingual (English and Māori), as revealed by the double name, and multicultural society. By adopting an eclectic approach that combines sociolinguistics, language teaching methodology, and cultural anthropology, my paper is a micro-ethnography performed on a group of five women of Italian origin with different levels of competency in Italian as their second language. This group of Kiwis – as New Zealanders frequently refer to themselves – ranged age from 16 to 68 and reside in greater Auckland, New Zealand’s most populous city. Their testimonies were collected through a series of face-to-face semi-structured qualitative interviews and based on several sessions of participant observation involving immersion and interaction in the socio-cultural environment of the informants. Notwithstanding their small number, the stories collected in this research disclose a significant ethnographic relevance as they testify to key aspects of Italianness in the social and historical context of New Zealand. In line with the sociolinguistic theories on the circulation of Italian in the world, on the motivations underpinning its learning and on the typology of speakers, I specifically addressed the following topics: Italian as a language of migration, Italian as a language of culture, Italian taught at university, Italian as part of a fluid and transnational multi-identity, and Italian in the global market. Due metà dello stesso Kiwi: lingua e cultura italiana tra i neozelandesi di origine italiana Il seguente saggio documenta la diffusione della lingua e della cultura italiana in Aotearoa - Nuova Zelanda, paese ufficialmente bilingue (inglese e Māori), come rivela il doppio nome, e multiculturale. Attraverso un approccio eclettico che combina sociolinguistica, glottodidattica e antropologia culturale, l’articolo si propone come micro-etnografia condotta su un gruppo di cinque donne di origine italiana con diversi livelli di competenza in italiano come lingua seconda. Questo gruppo di informatrici Kiwi – questo è il nome con il quale i/le neozelandesi si riferiscono comunemente a sé stessi/e – ha un’età compresa tra i sedici e i sessantotto anni e risiede nell’area metropolitana di Auckland, la città più popolosa della Nuova Zelanda. Le loro testimonianze sono state raccolte tramite una serie di interviste qualitative semi-strutturate, condotte di persona, e diverse sessioni di osservazione partecipante che hanno comportato l’immersione e l’interazione nell’ambiente socio-culturale delle informatrici. Nonostante il loro numero limitato, le storie raccolte in questa ricerca dimostrano una significativa rilevanza etnografica poiché testimoniano aspetti chiave dell’italianità nel contesto storico-sociale neozelandese. In linea con le teorie sociolinguistiche sulla circolazione dell'italiano nel mondo, sui motivi dell’apprendimento e sulla tipologia dei parlanti, ho esaminato nello specifico i seguenti argomenti: l’italiano lingua di migrazione, l’italiano lingua di cultura, l’italiano insegnato all’università, l’italiano come parte di una pluri-identità fluida e transnazionale e, infine, l’italiano nel mercato globale.

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Chin, J. L. « Cultural competence. Viewpoint. Culturally competent health care ». Public Health Reports 115, n^o 1 (1 janvier 2000) : 25–34. http://dx.doi.org/10.1093/phr/115.1.25.

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Lorenzen, Ashley R. « An enhanced appreciation of cultural competency : Developing culturally competent practitioners ». Journal of the American Pharmacists Association 57, n^o 3 (mai 2017) : 295–96. http://dx.doi.org/10.1016/j.japh.2017.04.003.

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Mancini, Elena, Anna Laura Chiocchini, Raffaella Rizzo, Laura Patregnani et Antonio Santoro. « L'aferesi nelle Unità di Terapia Intensiva : la parola al Nefrologo ». Giornale di Clinica Nefrologica e Dialisi 25, n^o 4_suppl (8 février 2013) : S49—S56. http://dx.doi.org/10.33393/gcnd.2013.1092.

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I trattamenti aferetici sono oggi rappresentati da un'ampia gamma di trattamenti extracorporei che possono avere indicazione in diverse patologie, che vanno dalle malattie immunologiche alla sepsi e dall'insufficienza epatica alla patologia tossicologica. In larga parte affidati ai Servizi Trasfusionali, perché programmabili e da ripetere a cadenze definite, questi trattamenti devono, però, essere eseguiti anche dai Centri Nefrologici, che devono garantirne la fattibilità in urgenza/emergenza, in condizioni che, in alcuni casi, sono con prognosi quoad vitam e, pertanto, in area intensivologica. D'altra parte, i Nefrologi hanno tutto il know how che consente loro di poter eseguire trattamenti di aferesi anche direttamente in area critica, dove è più facile che possano essere ricoverati pazienti che, a seguito della patologia di base (intossicazione, avvelenamento, epatite acuta, ecc.), sono in condizioni estremamente critiche e richiedono assistenza intensivologica per il supporto alle funzioni vitali (polmonare, cardiaca, ecc.). La plasmaferesi urgente è definibile come un trattamento aferetico che deve essere iniziato il prima possibile e comunque non oltre le 24–36 ore dopo la diagnosi, quando la vita del paziente è in pericolo e non esistono valide alternative terapeutiche. Oggi le apparecchiature per il trattamento extracorporeo dell'insufficienza renale acuta sono utilizzabili anche per eseguire trattamenti di plasma exchange classici. La grande dimestichezza tecnologica e la preparazione culturale di medici nefrologi e infermieri assicurano che i trattamenti aferetici siano eseguiti con grande competenza. Oggi, inoltre, il progresso tecnologico ha portato alla disponibilità di strumentazioni complesse che consen-tono di non sostituire più il plasma del paziente, bensì di trattarlo con apposite resine: tali modalità sono oggi applicate soprattutto nel campo della sepsi e dell'insufficienza epatica e dovrebbero, pertanto, essere nel ba-gaglio formativo del personale nefrologico di supporto all'area critica.

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Southwick, Joshua D., Lillian K. Durán et Jared C. Schultz. « A Pragmatic Approach to Cultural Competency in Vocational Rehabilitation : The Case of Hmong Americans ». Journal of Applied Rehabilitation Counseling 44, n^o 3 (1 septembre 2013) : 23–31. http://dx.doi.org/10.1891/0047-2220.44.3.23.

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Rehabilitation counselors face a complex challenge in achieving the standard of cultural competence among vocational rehabilitation (VR) consumers from all backgrounds. The purpose of this paper is to explicate an achievable approach to culturally competent VR counseling with VR consumers from Culturally and Linguistically Diverse (CLD) backgrounds. The multifaceted and contextual nature of cultural and linguistic diversity can pose challenges to both the agency and the counselor. The challenge of accurately assessing culturally relevant outcomes has obscured the value of culturally competent counseling practices. The authors propose a pragmatic approach to cultural competency based on a combination of existing cultural competency models-the Cultural Equivalence Model and Bernal's approach to the Cultural Variance Model. A detailed working example of how to use this approach with a low incidence CLD group, Hmong Americans, is provided.

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Mareno, Nicole, Patricia L. Hart et Lewis VanBrackle. « Psychometric Validation of the Revised Clinical Cultural Competency Questionnaire ». Journal of Nursing Measurement 21, n^o 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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Berlanga Fernández, Sofía, Rosa Villafáfila Ferrero, Miriam Rodríguez Monforte, Rosa M. Pérez Cañaveras et Flores Vizcaya Moreno. « Autopercepción en competencias docentes en tutores/as de formación sanitaria especializada : estudio transversal ». Revista ROL de Enfermería 46, n^o 02 (février 2023) : 104–15. http://dx.doi.org/10.55298/rol2023.4522.

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Resumen Introducción. La figura del tutor/a en la formación de residentes es relevante y tiene un importante impacto en la formación del profesional. Es objetivo de este estudio conocer las competencias docentes percibidas por los/las tutores/as de formación sanitaria especializada. Material y métodos. Estudio con diseño cuantitativo, descriptivo, transversal y exploratorio, realizado en la Unidad Docente Multiprofesional de Atención Familiar y Comunitaria Costa Ponent. Se emplearon las escalas de competencia de las/los tutores/as (Mentors Competence Instrument) y de competencia cultural de los/las tutores/las (Mentors Cultural Competence Instrument) y 12 preguntas sobre antecedentes. La fiabilidad de las escalas se estimó mediante el coeficiente Alfa de Cronbach, considerándose como puntuación mínima aceptable 0.70. Resultados. Participó el 100% de la población diana (34 personas). El 50% (n=17) no había participado en formaciones de tutorización previamente. El 44,1% (n=15) hacía menos de una semana que había tutorizado estudiantes. El 35.3% (n=12) planificaba 30 minutos/día para la acción tutorial. El 76.5% (n=26) no tenía experiencia en tutorizar estudiantes con diversidad lingüística y cultural. La mayoría (91.2%; n=31) de las/los tutoras/es se perciben como competentes en: la “reflexión durante la tutorización”, las “características de la tutora o el tutor” y la “motivación del tutor/a”. Conclusión. Las/los participantes perciben poseer un elevado nivel competencial en la tutorización del estudiantado. Sin embargo, autoevalúan como medio-bajo su nivel en competencia cultural como tutor/a. Se requiere una formación en tutorización acreditada y continuada en la competencia docente y que potencie la competencia cultural de la tutorización Palabras clave: atención primaria de salud, mentores, competencia profesional, capacitación profesional, práctica del docente de enfermería, educación continua Summary Introduction. The role of the mentor in the training of speciality nursing students is relevant and has a relevant impact on the training of the professional. The objective of this study is to know the teaching competencies perceived by the mentors of specialized health training. Material and methods. A quantitative, descriptive, cross-sectional, and exploratory design study, carried out in the Multiprofessional Teaching Unit for Family and Community Care Costa Ponent. The Mentors Competence Instrument and the Mentors Cultural Competence Instrument were used to assess the participants’ self-perceived level of competency. Additionally, different sociodemographic characteristics of the population were also gathered through a 12-item questionnaire. The reliability of the scales was estimated using Cronbach's alpha coefficient, considering 0.70 as a minimum acceptable score. Results. 100% of the target population (34) participated in the study: 50% of the sample (n = 17) had not previously participated in mentoring training; 44.1% (n = 15) had mentored students for less than a week; 35.3% (n = 12) planned 30 minutes / day for the mentoring action; 76.5% (n = 26) had no experience in mentoring students with linguistic and cultural diversity. The majority (91.2%; n = 31) perceived themselves as competent in: “reflection during the mentoring process”, the “characteristics of the mentor” and the “motivation of the mentor”. Conclusions. The participants perceive that they have a high level of competence in the students mentoring. However, they self-assess their level of cultural competence as a mentor as medium-low. Accredited and continuous training in mentoring is required in teaching competence and enhancing the mentors’ cultural competence. Keywords: primary health care, mentors, professional competence, professional training, nursing faculty practice, education, continuing.

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Ho, Trang-Thi-Thuy, et Jina Oh. « Development and Evaluation of Cultural Competence Course on Undergraduate Nursing Students in Vietnam ». International Journal of Environmental Research and Public Health 19, n^o 2 (13 janvier 2022) : 888. http://dx.doi.org/10.3390/ijerph19020888.

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Cultural competence is a crucial requirement of nursing to promote caring for patients with diverse backgrounds. The purpose of this study was to develop a cultural competence course and to evaluate the effects of the course on undergraduate nursing students in Vietnam. A concurrent triangulation mixed-methods study was adopted using quantitative and qualitative data sources. Sixty-six nursing students were recruited for the following groups: cultural competence course with field experience (n = 22), stand-alone cultural competence course (n = 22), and a control group (n = 22). The findings indicated that significant group by time interactions in total cultural competence score (F = 66.73, p < 0.001) were found. Participants’ perceptions reflected on three categories: (a) journey to cultural competence, (b) satisfaction of cultural competence course, and (c) suggestions for improvements. No statistically significant differences between the two experimental groups were revealed, but “obtaining cultural experiences” and “expanding understanding of cultural competence through field experience” were immersed from participants having field experience. It is vital to expand cultural competency education into nursing curricula to enhance nursing students’ perspective of culturally competent care.

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Nynas, Suzette Marie. « The Assessment of Athletic Training Students' Knowledge and Behavior to Provide Culturally Competent Care ». Athletic Training Education Journal 10, n^o 1 (1 janvier 2015) : 82–90. http://dx.doi.org/10.4085/100182.

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Context Culturally competent knowledge and skills are critical for all healthcare professionals to possess in order to provide the most appropriate health care for their patients and clients. Objective To investigate athletic training students' knowledge of culture and cultural differences, to assess the practice of culturally competent care, and to determine efficacy of cultural competency instruction. Design A mixed methods research design with a case study approach was utilized for this study. Setting This study was conducted in an athletic training course over a 2-week time period. Patients or Other Participants Ten athletic training students enrolled in a professional athletic training program at the master's level participated in this project. Sampling of participants was purposeful and based on convenience. Data Collection and Analysis The Cultural Competence Assessment (CCA) instrument was administered and analyzed to determine athletic training students' cultural awareness, sensitivity, and behavior. An assessment questionnaire and focus group were used to determine the athletic training students' experiences in diversity and cultural competency education, to evaluate the efficacy of classroom activities, and to solicit athletic training students' feedback for recommendation regarding the delivery of cultural competency knowledge and skills in the athletic training curriculum. Results The study revealed that athletic training students demonstrated good cultural awareness and sensitivity. However, it was also discovered that athletic training students were less likely to practice culturally competent care. Conclusion(s) Both didactic and clinical experiences increased athletic training students' cultural competency; however, athletic training students wanted to spend more time on cultural competency within the curriculum. Athletic training students also believed it was important to use various tools to teach about cultural competency.

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Engen, Bård Ketil. « Understanding social and cultural aspects of teachers’ digital competencies ». Comunicar 27, n^o 61 (1 octobre 2019) : 9–19. http://dx.doi.org/10.3916/c61-2019-01.

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Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a ‘professional digitally competent teacher’ may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the ‘domestication of technology’. Muchos gobiernos europeos, incluido el de Noruega, tienen políticas educativas ambiciosas en materia de digitalización. Muchas empresas y responsables políticos prestan gran atención al uso de las tecnologías digitales en la educación para satisfacer la futura demanda de una mano de obra competente y cualificada. Entre los investigadores y los legisladores, existe un consenso general al considerar a los docentes profesionales como una figura clave para la aplicación con éxito de las TIC en la escuela, en lo referente a su implementación y su uso, y se han depositado muchas expectativas en ellos. Se supone que el docente profesional debe, hasta cierto punto, decidir de manera autónoma cómo se han de utilizar estas tecnologías digitales en el aula. Este artículo analiza lo que puede significar el concepto de «docente profesional digitalmente competente» en el contexto de la escuela. También argumenta sobre la necesidad de una mejor interpretación de la competencia digital profesional, que tenga en cuenta diversos aspectos sociales y culturales en relación con la tecnología, las escuelas y la profesión docente. Al analizar las condiciones sociales y culturales para implementar la tecnología en un contexto de enseñanza profesional, nos basaremos en el enfoque constructivista de la tecnología, en concreto, la «domesticación de la tecnología».

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Harrison, Louis, Russell L. Carson et Joe Burden. « Physical Education Teachers’ Cultural Competency ». Journal of Teaching in Physical Education 29, n^o 2 (avril 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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Aronson, Patricia A., Lorin A. Cartwright et Rebecca M. Lopez. « Integrating Safe Space Ally Training Into the Athletic Training Curriculum ». Athletic Training Education Journal 16, n^o 4 (1 novembre 2021) : 270–77. http://dx.doi.org/10.4085/1947-380x-20-078.

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Context It has become increasingly important that athletic trainers (ATs) understand and promote diversity, inclusion, and cultural competency. One technique athletic training educators can use to promote cultural competency for those in the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) community is by attending a safe space ally training (SST) program to integrate the concepts of SST programing into their curriculum. Objective To provide athletic training educators with techniques to integrate inclusion and cultural competence regarding the LGBTQIA+ community into the athletic training curriculum using SST content. Our goal is that athletic training educators will train future ATs as well as embrace individual professional development. Background The National Athletic Trainers' Association (NATA) LGBTQ+ Advisory Committee (AC) has created an SST workshop for athletic trainers. Educators can promote cultural competency throughout the curriculum using evidence-based training programs such as the NATA LGBTQ+ AC SST. Description The emphasis of SST is to improve cultural competence regarding sexual minorities to improve inclusivity in all athletic training settings. It is critical that athletic training education programs prepare graduates to be competent, compassionate, patient-centered and professional ATs who are ready to function as health care professionals for all patients. Clinical Advantage(s) A goal of cultural competency is to create an inclusive environment within all athletic training settings, whether it be in a classroom, a clinic, or a nontraditional work setting. Health disparities and health care inequities must be appreciated by every AT to deliver compassionate and competent care for all in marginalized populations. Educators can make a difference in the future of athletic training by increasing the cultural competency of their students. Conclusion(s) Patient-centered care, knowledge of the care of those in diverse and minority populations, and ethical behavior can be enhanced through SST programs.

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Pierre, Yvette, Nirmaljit K. Rathee et Vikramjit S. Rathee. « Developing Cross-Cultural Competency through Multicultural Perspective : An Exploratory Inquiry ». European Scientific Journal, ESJ 17, n^o 27 (31 août 2021) : 324. http://dx.doi.org/10.19044/esj.2021.v17n27p324.

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For the past decade, schools at all grade levels in United States continue to consist of students who belong to different culture, and hence the need for culturally competent teachers to address the culturally diverse needs of the students is at its highest peak. One of the ways to impart the attributes of cultural competency to preservice teachers, who will become future teachers, to focus on culturally relevant coursework. This study was carried out via an undergraduate multicultural education course which focused on imparting cultural attitude awareness and cultural knowledge attributes of cultural competency to the students. The influence of this course on these attributes of the students was investigated through a Cultural Competence Survey. The results of this study indicate that experiential and practical aspect of multicultural education has a positive impact on increasing the cultural attitude awareness of the students. It is, hence, a focused, experiential, and practical multicultural education coursework to train culturally competent next generation of teachers.

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Magliano, Lorenza, Andrea Fiorillo, Claudio Malangone, Manuela Guarneri, Cecilia Marasco, Mario Maja et Gruppo Di Lavoro. « Causes and psychosocial consequences of schizophrenia : the opinions of patients' relatives ». Epidemiologia e Psichiatria Sociale 9, n^o 2 (juin 2000) : 113–25. http://dx.doi.org/10.1017/s1121189x00008307.

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RIASSUNTOScopo – Descrizione delle opinioni sulla schizofrenia e le sue conseguenze psicosociali in un campione di familiari di pazienti con questa patologia reclutati in 30 Centri di Salute Mentale (CSM) stratificati per area geografica e densità di popolazione. Disegno – Studio trasversale di familiari-chiave di pazienti con diagnosi DSM-IV di schizofrenia, in fase di compenso clinico. Valutazione delle opinioni dei familiari sulla malattia mentale e gli svantaggi sociali ad essa conseguenti in relazione a: a) variabili cliniche del paziente e sociodemografiche del nucleo familiare; b) zona geografica e densità di popolazione. Setting – Lo studio è stato condotto in 30 CSM randomizzati e stratificati per area geografica (Nord, Centro, Sud) e densità di popolazione (> 100000 abitanti; tra 100000 e 25000 abitanti; < 25000 abitanti) sull'intero territorio nazionale. Principali misure utilizzate – a) stato clinico e funzionamento sociale del paziente: Brief Psychiatric Rating Scale (BPRS) e intervista per l'Accertamento della Disabilità (AD); b) interventi ricevuti: Scheda di Rilevazione degli Interventi (SRI); c) opinioni dei familiari sulla schizofrenia e le sue conseguenze psicosociali: questionario sulle Opinioni dei Familiari (QOF). Risultati – So-no stati raccolti i dati relativi a 709 pazienti e altrettanti familiari-chiave. Opinioni pessimistiche da parte dei familiari rispetto alia competenza sociale dei pazienti con schizofrenia sono risultate associate a: alti livelli di disabilità, sintomi negativi e ostilita nel congiunto malato, conoscenza della diagnosi di schizofrenia da parte del familiare, residenza in zone a bassa o media densita di popolazione, bassi livelli di scolarità del familiare. Opinioni pessimistiche da parte dei familiari rispetto alle limitazioni sociali imposte dalla malattia sono risultate associate a: alti livelli di disabilità ed elevato numero di ricoveri del congiunto malato, maggiore età del familiare. Conclusioni – I risultati di questo studio sottolineano la necessità di: a) fornire interventi informativi alle famiglie i quali prendano in esame non solo gli aspetti clinici della schizofrenia, ma anche quelli relativi alia disabilità e agli svantaggi sociali conseguenti a tale patologia; b) pianificare campagne di sensibilizzazione sulle malattie mentali che tengano conto del contesto socio-culturale delle fasce di popolazione a cui sono dirette.

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Olaussen, Sarah Jamison, et Andre M. N. Renzaho. « Establishing components of cultural competence healthcare models to better cater for the needs of migrants with disability : a systematic review ». Australian Journal of Primary Health 22, n^o 2 (2016) : 100. http://dx.doi.org/10.1071/py14114.

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This study examined the challenges of providing services to migrants with disability (MWD), including healthcare providers’ (HCP) level of cultural competence, and documented components of the cultural competence framework required to reduce disability-related health inequalities. This systematic review was undertaken according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Six databases were searched from January 2000 to August 2013: Ovid Medline, Ovid PsychINFO, EMBASE, CINHAL plus, Informit health databases and Scopus. The search focused on MWD, carers of MWD and HCP working with MWD in industrialised countries. The search yielded 271 articles of which 11 met the inclusion criteria (10 qualitative and 1 quantitative). While HCP perceived themselves as being culturally competent, carers of MWD felt that HCP needed to be more culturally competent as MWD’s needs were not being adequately addressed due to cultural misunderstandings and disrespect of cultural values, beliefs and traditions. The review found one existing healthcare model intended for use with MWD; however, the lack of specific attention to cultural competency limits its clinical utility. The findings of this review led to the development of suggested components to be included in a cultural competence model for HCP working with MWD.

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Quartiroli, Alessandro, Justine Vosloo, Leslee Fisher et Robert Schinke. « Culturally Competent Sport Psychology : A Survey of Sport Psychology Professionals’ Perception of Cultural Competence ». Sport Psychologist 34, n^o 3 (1 septembre 2020) : 242–53. http://dx.doi.org/10.1123/tsp.2019-0075.

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Cultural competence, identified as the ability to understand other cultures and being aware of one’s own cultural assumptions, has been found to be important for sport psychology professionals (SPPs). In the current study, one of a few exploring the SPPs’ own perceived cultural competence, a sample of 203 SPPs completed an online survey examining the perceptions of their own levels of cultural competence. Most participants reported receiving formal training in cultural competence. However, this training was perceived as only moderately effective and only able to predict the reported level of the SPPs’ perceived cultural competence in a limited way. These results could be attributed to the reported lack of support for SPPs engaging in culturally centered self-reflective practice and to the limited role that these factors have played in training programs. Additional findings are described and discussed, along with recommendations for professional development and applied training.

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Ilham, Ridha, Eddy Gunawan et Kamal Fakhrurrozi. « Determinasi Kompetensi Penyuluh Keluarga Berencana di Provinsi Aceh ». JPPUMA Jurnal Ilmu Pemerintahan dan Sosial Politik Universitas Medan Area 9, n^o 1 (17 juin 2021) : 36–43. http://dx.doi.org/10.31289/jppuma.v9i1.3894.

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This study aims to analyze the determinants of the family planning instructor's competence in Aceh Province. The research method used primary data on three different residential characteristics (Aceh Utara, Aceh Selatan, and Aceh Tengah). Collecting data by means of direct interviews with family planning counselors as many as 97 people using a questionnaire. The instruments are prepared based on the standard indicators of Family Planning Extension competency (Perka BKKBN No.2 of 2017). Each question is measured using a linkert scale and analyzed using the Relative Important Index (RII) formula. The descriptive results state that the competency standards of family planning instructors in Aceh Province are in the competent category in technical, managerial and socio-cultural aspects. The most competent technical aspects are collecting data, planning, drafting and counseling the Bangga Kencana program. The managerial aspect is the most competent in seeking information and establishing cooperation in implementing the Bangga Kencana program in the field. Meanwhile, the socio-cultural aspect is the most competent in having a national perspective.

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Ambrose, Adrian Jacques H., Susan Y. Lin et Maria B. J. Chun. « Cultural Competency Training Requirements in Graduate Medical Education ». Journal of Graduate Medical Education 5, n^o 2 (1 juin 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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Hampton, Nan Zhang, Mari S. Guillermo, Mark Tucker et Tayler Nichols. « Broadening Rehabilitation Education and Research Through Cultural Humility : A Conceptual Framework for Rehabilitation Counseling ». Rehabilitation Research, Policy, and Education 31, n^o 2 (2017) : 70–88. http://dx.doi.org/10.1891/2168-6653.31.2.70.

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Purpose:The purpose of this conceptual article is to present a framework that incorporates the concept of culture humility into effective rehabilitation services.Method:Based on a comprehensive literature review and theoretical integration, this article provides the reader with the basic concept of cultural humility, similarities and differences between cultural humility and cultural competence, and significance of the cultural humility concept to rehabilitation counseling.Results:The literature consistently describes the need for professionals to be culturally competent to effectively serve an increasingly diverse population. However, when using only a multicultural competency framework, counselors may have false beliefs about their competence in working with culturally diverse individuals, understate the power imbalance between service providers and clients, and ignore institutional (e.g., system, homophobia, racism) accountability. Cultural humility can directly address these issues and serve as a complement to cultural competence in rehabilitation counseling services given its emphasis on reflectivity, power differentials between counselors and clients, and institutional accountability.Conclusion:Cultural humility can be applied to rehabilitation research, education, and practice. We need to broaden multicultural rehabilitation counseling through a cultural humility approach.

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Lekas, Helen-Maria, Kerstin Pahl et Crystal Fuller Lewis. « Rethinking Cultural Competence : Shifting to Cultural Humility ». Health Services Insights 13 (janvier 2020) : 117863292097058. http://dx.doi.org/10.1177/1178632920970580.

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Healthcare and social services providers are deemed culturally competent when they offer culturally appropriate care to the populations they serve. While a review of the literature highlights the limited effectiveness of cultural competence training, its value remains largely unchallenged and it is institutionally mandated as a means of decreasing health disparities and improving quality of care. A plethora of trainings are designed to expose providers to different cultures and expand their understanding of the beliefs, values and behavior thus, achieving competence. Although this intention is commendable, training providers in becoming competent in various cultures presents the risk of stereotyping, stigmatizing, and othering patients and can foster implicit racist attitudes and behaviors. Further, by disregarding intersectionality, cultural competence trainings tend to undermine provider recognition that patients inhabit multiple social statuses that potentially shape their beliefs, values and behavior. To address these risks, we propose training providers in cultural humility, that is, an orientation to care that is based on self-reflexivity, appreciation of patients’ lay expertise, openness to sharing power with patients, and to continue learning from one’s patients. We also briefly discuss our own cultural humility training. Training providers in cultural humility and abandoning the term cultural competence is a long-awaited paradigm shift that must be advanced.

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Haghshenas, Abbas, Patricia M. Davidson et Arie Rotem. « Negotiating norms, navigating care : findings from a qualitative study to assist in decreasing health inequity in cardiac rehabilitation ». Australian Health Review 35, n^o 2 (2011) : 185. http://dx.doi.org/10.1071/ah09786.

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Purpose. People from culturally and linguistically diverse backgrounds (CaLDBs) have lower rates of participation in cardiac rehabilitation (CR). Systematically evaluating barriers and facilitators to service delivery may decrease health inequalities. This study investigated approaches for promoting cultural competence in CR. Methods. A qualitative study of 25 health practitioners was undertaken across three CR programs using a purposive sampling strategy. Interviews and participant observation were undertaken to identify factors to promote culturally competent care. Results. Three key foci were identified for implementing cultural competence approaches: (1) point of contact; (2) point of assessment; and (3) point of service. Based upon study findings and existing literature, a conceptual model of cultural competency in CR was developed. Conclusion. Culturally competent strategies for identifying and tailoring activities in the CR setting may be a useful approach to minimise health inequities. The findings from this study identified that, in parallel with mainstream health services, CR service delivery in Australia faces challenges related to cultural and ethnic diversity. Encouragingly, study findings revealed implementation and integration of culturally competent practices in rehabilitation settings, in spite of significant odds. What is known about the topic? Cultural competence can improve the ability of health systems and health providers to deliver appropriate services to diverse populations in order to reduce disparities and improve health outcomes. What does this paper add? Description of cardiac rehabilitation practitioners’ interaction and views on interacting with patients from culturally and linguistically diverse backgrounds. An empirically derived model of cultural competence identifying key points of intervention. What are the implications for practitioners? This model improves practitioner’s ability to address diverse needs of individuals from culturally and linguistically diverse backgrounds and improve equity in health care delivery in Australia.

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Getha-Taylor, Heather, Maja Husar Holmes et Justin R. Moen. « Evidence-Based Interventions for Cultural Competency Development Within Public Institutions ». Administration & ; Society 52, n^o 1 (22 mars 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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Sousa, Paula, et José Luís Almeida. « Culturally sensitive social work : promoting cultural competence ». European Journal of Social Work 19, n^o 3-4 (5 février 2016) : 537–55. http://dx.doi.org/10.1080/13691457.2015.1126559.

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&NA;. « Critical Cultural Competence for Culturally Diverse Workforces ». Advances in Nursing Science 36, n^o 4 (2013) : 363. http://dx.doi.org/10.1097/01.ans.0000437911.96957.39.

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Desapriya, Ediriweera, Vahid Mehrnoush et Aki Nilanga Bandara. « Cultural competency and culturally safe clinical care ». Canadian Medical Association Journal 190, n^o 3 (21 janvier 2018) : E84. http://dx.doi.org/10.1503/cmaj.733435.

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Pérez-Rodríguez, María Amor, et Águeda Delgado-Ponce. « From Digital and Audiovisual Competence to Media Competence : Dimensions and indicators ». Comunicar 20, n^o 39 (1 octobre 2012) : 25–34. http://dx.doi.org/10.3916/c39-2012-02-02.

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The need to set out the conceptualization of media competence leads to a broader perspective in which there is a convergence of factors linked to the digital and audiovisual competences, both of which constitute the reference framework for «information processing and digital competence», which is the key competence in Spain’s national curriculum. Despite the ongoing experiences in audiovisual and digital communication few attempts have been made to define the knowledge, skills and attitudes needed for a person to be deemed competent in these two areas, which are essential for the teaching and learning processes. This paper analyzes six important studies on digital and audiovisual literacy, considering issues such as the recipients, the conceptualization used in each study and the dimensions they suggest, the type of taxonomy, indicators...and the educational proposals: objectives, content, activities are systematized in a series of dimensions and indicators to define media literacy and design activities for a didactic proposal in accordance with the indicators established. The development of this research has led us to affirm the need for convergence in terminology and the expansion of resources based on the indicators defined, which affect the diverse areas of media literacy in an effective way and function to enable teaching actions among the various groups that comprise today’s society.La necesidad de plantear la conceptualización de la competencia mediática conduce a una perspectiva más amplia en la que convergen aspectos vinculados a la competencia audiovisual y a la competencia digital. Ambas constituyen el marco de referencia de «El tratamiento de la información y competencia digital», competencia básica del currículum vigente en nuestro país. A pesar de las experiencias que se están llevando a cabo tanto en comunicación audiovisual como digital, aún son pocas las tentativas para definir, de manera precisa, los conocimientos, habilidades y actitudes necesarios para considerarse competente en sendos ámbitos, ineludibles a la hora de llevar a cabo los procesos de enseñanza-aprendizaje. Este trabajo parte del análisis de seis estudios significativos en la temática de alfabetización tanto digital como audiovisual. Considerando aspectos como los destinatarios, la conceptualización que se utiliza en cada uno de ellos, las dimensiones que plantean, el tipo de taxonomía, indicadores… y las propuestas didácticas: objetivos, contenidos, actividades, se sistematizan en una serie de dimensiones e indicadores para definir la competencia mediática y plantear el diseño de actividades para una propuesta didáctica de acuerdo a los indicadores establecidos. La investigación desarrollada nos ha permitido afirmar la necesidad de la convergencia terminológica, así como de la elaboración de recursos, a partir de los indicadores definidos, que incidan en los distintos ámbitos de la competencia mediática de una manera efectiva y sirvan para llevar a cabo actuaciones didácticas en los distintos grupos que componen la sociedad actual.

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Gamst, Glenn, Richard H. Dana, Aghop Der-Karabetian, Myriam Aragon, Leticia Arellano, Gloria Morrow et Luann Martenson. « Cultural Competency Revised : The California Brief Multicultural Competence Scale ». Measurement and Evaluation in Counseling and Development 37, n^o 3 (octobre 2004) : 163–83. http://dx.doi.org/10.1080/07481756.2004.11909758.

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Williams, Nakeshia N., Brian K. Williams, Stephanie Jones-Fosu et Tyrette Carter. « An examination of cross-cultural experiences on developing culturally responsive teacher candidates ». Emerald Open Research 1 (7 juin 2019) : 13. http://dx.doi.org/10.12688/emeraldopenres.12852.1.

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As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

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Park, Keum Sook, Hyuk Joon Kim et Shin Hee Kim. « Factors Influencing Nursing Core Competency in Nursing Students ». Korean Society of Nursing Research 6, n^o 3 (30 septembre 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, et 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, n^o 1 (12 juillet 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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Pitriani, Upit, Kusman Ibrahim et Sandra Pebrianti. « Cultural competency and nursing care among sundanese nurses ethnic group in Indonesia ». Malahayati International Journal of Nursing and Health Science 3, n^o 2 (11 janvier 2021) : 131–37. http://dx.doi.org/10.33024/minh.v3i2.3634.

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Background: Nurses as one of the health professionals who are expecting to have competence in providing nursing care to patients based on cultural background.Purpose: To describe the cultural competency and nursing care among sundanese nurses' ethnic group in Indonesia..Method: A descriptive design with a quantitative approach. The sampling technique in this study used Cluster Random Sampling with the sample of 63 respondents. The instrument used the NCCS (Nurse Cultural Competence Scale). This research conducted on April 2019 at dr. Slamet Hospital, Garut - IndonesiaResults: Shows that the nurses' cultural competencies in dr. Slamet hospital was in a low category of 37 respondents (58.7%). While in a component, cultural awareness was in the low category (60.3%), the cultural knowledge component was in the high category (52.4%), the cultural sensitivity component was in the low category (58.7%) and the cultural skills component in the high category (58.7%).Conclusion: The most nurses' cultural competencies was in a low category such as cultural awareness was in the low category (60.3%), the cultural sensitivity component was in the low category. Sundanese nurses' ethnic group need to develop training in culturally competent as a local wisdom.

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Kurosh, Shabnam, et Davud Kuhi. « The Role of Intercultural Communication Competence in Iranian EFL Learners' Demotivation : An Examination of the Predicting Causes ». Theory and Practice in Language Studies 8, n^o 9 (1 septembre 2018) : 1230. http://dx.doi.org/10.17507/tpls.0809.18.

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Preparing effective language learners who are ready to engage with speakers from different linguistic and cultural backgrounds and to become internationally competent is a significant and challenging task. It is expected that language teaching programs need to provide the opportunity for learners to develop intercultural competency and learner beliefs through raising awareness about intercultural differences. Therefore, the instructional experience is prerequisite in preparing learners to become aware and supporter of the cross-cultural issues that can either facilitate or hinder learners’ achievement. This study intends to explore the relationship between intercultural competence of the learners and their experienced degree of demotivation as expressed by them at the university level. Intercultural competence was operationalized as a multidimensional notion comprising the communication effectiveness, adaptation, social integration, knowledge of the target culture, and language competence. Findings of regression analysis highlighted that only the social integration and adaptation components could predict the degree of demotivation. Additionally, the correlation results revealed a strong relationship between the language competence and communication effectiveness components of intercultural competence. According to the obtained findings, the possible clarifications for the contribution of intercultural competence components to the demotivation of learners were elaborated.

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Choi, Kyung Sook, Woo Sook Lee, Yeon Suk Park, Myunghee Jun, So Young Lee, Yeonwoo Park, Soo Young Park et Zabler Bev. « The Effect of a Teaching Model for Improving Undergraduate Nursing Students&apos ; Cultural Competency ». Journal of Korean Academic Society of Nursing Education 24, n^o 1 (28 février 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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Stavrova, Olga, et Daniel Ehlebracht. « The Cynical Genius Illusion : Exploring and Debunking Lay Beliefs About Cynicism and Competence ». Personality and Social Psychology Bulletin 45, n^o 2 (11 juillet 2018) : 254–69. http://dx.doi.org/10.1177/0146167218783195.

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Cynicism refers to a negative appraisal of human nature—a belief that self-interest is the ultimate motive guiding human behavior. We explored laypersons’ beliefs about cynicism and competence and to what extent these beliefs correspond to reality. Four studies showed that laypeople tend to believe in cynical individuals’ cognitive superiority. A further three studies based on the data of about 200,000 individuals from 30 countries debunked these lay beliefs as illusionary by revealing that cynical (vs. less cynical) individuals generally do worse on cognitive ability and academic competency tasks. Cross-cultural analyses showed that competent individuals held contingent attitudes and endorsed cynicism only if it was warranted in a given sociocultural environment. Less competent individuals embraced cynicism unconditionally, suggesting that—at low levels of competence—holding a cynical worldview might represent an adaptive default strategy to avoid the potential costs of falling prey to others’ cunning.

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Rifdan, Rifdan, Manan Sailan et Haerul Haerul. « Strategy for Competency Development of Civil State Apparatus in the New Normal Era in Wajo District ». Jurnal Ad'ministrare 9, n^o 2 (30 août 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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Arruzza, Elio, et Minh Chau. « The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students : a scoping review ». Journal of Educational Evaluation for Health Professions 18 (24 février 2021) : 3. http://dx.doi.org/10.3352/jeehp.2021.18.3.

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Purpose: Cultural competence in healthcare assists in the delivery of culturally sensitive and high-quality services. This scoping review aims to provide an overview of the available evidence and to examine the effectiveness of classroom-based intervention strategies used to enhance the cultural competence of undergraduate health science students.Methods: A comprehensive and systematic literature search was undertaken in databases, including Cochrane Library, Medline, and Emcare. Articles were eligible if they employed an experimental study design to assess classroom-based cultural competency education for university students across the health science disciplines. Two reviewers independently screened and extracted relevant data pertaining to study and participant characteristics using a charting table. The outcomes included knowledge, attitudes, skills, and perceived benefits.Results: Ten studies were analysed. Diverse approaches to cultural education exist in terms of the mode, frequency, and duration of interventions. For the knowledge outcome, students who experienced cultural education interventions yielded higher post-test scores than their baseline cultural knowledge, but without a significant difference from the scores of students who did not receive interventions. Data relating to the skills domain demonstrated positive effects for students after experiencing interventions. Overall, students were satisfied with their experiences and demonstrated improvements in confidence and attitudes towards culturally competent practice.Conclusion: Across health science disciplines, cultural competency interventions were shown to be effective in enhancing knowledge acquisition, performance of skills, attitudes, and student satisfaction. Future research is necessary to address the significant absence of control arms in the current literature, and to assess long-term effects and patient-related outcomes.

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Wijaksono, Sigit, Sasmoko ., Yasinta Indrianti et Samuel Anindyo Widhoyoko. « Competence of Architects in the Context of Jakarta Socio-Cultural-Ecology Architecture ». International Journal of Engineering & ; Technology 7, n^o 3.30 (24 août 2018) : 262. http://dx.doi.org/10.14419/ijet.v7i3.30.18256.

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One city is determined by the characteristics of the urban developing building. The characteristics of the building are determined by the architectural capacity that is influenced by the culture, social and the surrounding environment. In Indonesian cities especially Jakarta, competency standards are needed as a professional detection tool that keeps the legacy of a city of art and building. The problem to be found in this research is how the building of competence that marks a competent architecture for Jakarta. The research method used is exploratory research as one of the stages in Neuroresearch research model. The results of the study found that there are 13 competencies that are able to describe the urban legacy within the architect in the context of the Jakarta Socio Cultural Ecology Architecture.

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Wijaksono, Sigit, Sasmoko ., Yasinta Indrianti et Samuel Anindyo Widhoyoko. « Competence of Architects in the Context of Jakarta Socio-Cultural-Ecology Architecture ». International Journal of Engineering & ; Technology 7, n^o 3.30 (24 août 2018) : 262. http://dx.doi.org/10.14419/ijet.v7i3.30.18257.

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One city is determined by the characteristics of the urban developing building. The characteristics of the building are determined by the architectural capacity that is influenced by the culture, social and the surrounding environment. In Indonesian cities especially Jakarta, competency standards are needed as a professional detection tool that keeps the legacy of a city of art and building. The problem to be found in this research is how the building of competence that marks a competent architecture for Jakarta. The research method used is exploratory research as one of the stages in Neuroresearch research model. The results of the study found that there are 13 competencies that are able to describe the urban legacy within the architect in the context of the Jakarta Socio Cultural Ecology Architecture.

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Walls, Patricia. « Multicultural Competence : Are BSW Students Adequately Prepared ? » Journal of Baccalaureate Social Work 14, n^o 2 (1 janvier 2009) : 141–60. http://dx.doi.org/10.18084/basw.14.2.6244025003u46w61.

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Using a survey instrument based on Lum's approach for measuring multicultural competence and the Multicultural Awareness-Knowledge-Skills Survey, researchers assessed senior-level social work students' cultural competence to determine effectiveness of BSW multicultural curricula in undergraduate education. Research questions included whether (1) BSW students are adequately prepared for multicultural competent practice, (2) multicultural curriculum content in social work increases cultural competence, and (3) sociodemographic variables such as race/ethnicity, age, and gender are significant predictors of self-reported multi-cultural competence. Results indicate that BSW students receive some instruction on cultural awareness, but such instruction may not translate into multicultural competence. Implications for clarifying the social work educator's role in the preparation of social workers who are multiculturally competent are discussed.

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Yadollahi, Safoura, Abbas Ebadi et Marziyeh Asadizaker. « Measuring Cultural Competence in Nursing : A Review Study ». Journal of Client-centered Nursing Care 6, n^o 3 (1 août 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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Frank, Gail C., Erika Centinaje, Natalia Gatdula, Melawhy Garcia, Selena T. Nguyen-Rodriguez, Mara Bird et R. Britt Rios-Ellis. « Culturally Relevant Health Education : A Foundation for Building Cultural Competence of Health Professionals ». Californian Journal of Health Promotion 19, n^o 1 (8 septembre 2021) : 13–21. http://dx.doi.org/10.32398/cjhp.v19i1.2643.

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Background: Professionals educating ethnic minority populations should employ a cultural focus during development, training, refinement and implementation stages of an intervention. Purpose: This manuscript posits that the skill of developing a culturally relevant curriculum supports the increase of cultural competence proficiency of professionals, while promoting health equity. Methods: A community-based participatory research-trained staff, recruited 378 families with 2 to 8-year-old children. Eight intergenerational focus groups were conducted at neighborhood facilities. Graduate fellows conducted reviews of literature and health directives to conceptualize the curriculum. Spanish-speaking students and promotoras (community health workers) having participants’ confidence, presented healthy lifestyle information and taught practical skills to each group of 12-16 low-income Latino families from Long Beach, CA. With attention to participants’ preferred language, educational level, cultural beliefs, practices and food preferences, the intervention demonstrates a culturally relevant curriculum. Hands-on activities and motivational interviewing questions enriched the 4-hour intervention delivered in Spanish. Results: Graduate fellows’ cultural competence increased. More than 97% of participants reported sessions beneficial to their families’ health with 84% attending all sessions/assessments. Participants found the content easy to understand and helpful to eat healthier and be more active. Conclusion: Sanos y Fuertes is a model for developing a culturally relevant, family-based healthy lifestyle educational curriculum and building culturally competent health professionals.

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Docherty, Marcia A. « Sociocultural learning in emergency medicine : a holistic examination of competence ». Diagnosis 7, n^o 3 (27 août 2020) : 325–32. http://dx.doi.org/10.1515/dx-2020-0001.

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AbstractObjectivesIn the medical community of practice, the resident is situated in systems of professional and cultural activities. How diagnostic competence manifests in their sociocultural context is examined through situativity and systems theories. A holistic model is proposed that could examine diagnostic competence across micro (individual), meso (activity), and macro (cultural) systems.MethodsTwo short scenarios are presented resulting from observations of emergency medicine residents and their supervising physicians. These scenarios are analyzed using a trans-theoretical model of situativity and systems theories to understand how diagnostic competence manifests in practice (activity system).ResultsAssessment of diagnostic competence in a sociocultural context may require assessment of responses to contextual factors that seem immaterial to clinical reasoning. This information may signal that the resident also has the skills to identify appropriate information channels within an activity system and can accurately collect and prioritize clinical information within those channels. Therefore, the formal assessment of competent clinical reasoning performance, as a situated practice, may benefit from delineating how much of the context of an activity system is required to be competently managed and synthesized across the competency milestones.ConclusionsThe examination of diagnostic competence as a sociocultural practice can provide a unique and holistic examination of clinical reasoning performance and assessment.

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Starr, Sharon, Mona M. Shattell et Clifford Gonzales. « Do nurse educators feel competent to teach cultural competency concepts ? » Teaching and Learning in Nursing 6, n^o 2 (avril 2011) : 84–88. http://dx.doi.org/10.1016/j.teln.2010.12.004.

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