A Concept Analysis in Cultural Competency among Nurses Based on Walker and Avant Method

The performing arts are vital for cultural expression, preservation, and education, particularly within indigenous communities. For Blaan learners, incorporating performing arts in their education is essential in promoting cultural awareness while enhancing cognitive, psychomotor, and affective skills. This study explored the relationship between the implementation of performing and non-performing arts, cultural awareness, and competence levels among Blaan learners. Using a descriptive-correlational research design, it assessed the extent of implementation of these arts disciplines and their impact on learners' cultural awareness and competencies. The Pearson-r correlation method was applied to analyze relationships among variables. Findings indicated that both performing and non-performing arts were moderately implemented. Blaan learners demonstrated a high level of cultural awareness, especially in areas like Music, Dance, Theater Arts, and Film. For Cognitive Domain, the pretest results were classified as Did Not Meet Expectations, whereas the posttest scores of Blaan learners improved to Fairly Satisfactory. However, findings revealed that the difference is not statistically significant. This suggests that the Special Program in the Arts did not produce a meaningful cognitive improvement in cultural competence over the period assessed. The implementation of culture-based discipline does not have a significant relationship with the cultural awareness and competence of Blaan learners across the cognitive, psychomotor, and affective domains. These results imply that while culture-based discipline is an integral aspect of educational programs, its isolated implementation may not directly influence learners’ cultural awareness and competence. This highlights the need for a more comprehensive and multifaceted approach to address the diverse dimensions of cultural competence effectively. The study concludes that performing arts do not significantly foster cultural awareness and competence among Blaan learners. It recommends that schools reinforce performing arts programs, incorporate structured learning strategies to support skills development, collaborate with cultural leaders to ensure authentic learning, and formulate policies that promote indigenous arts education. By addressing these aspects, educators and policymakers can cultivate a culturally inclusive and skill-focused educational environment for Blaan learners.

Culture competence and the primary care provider

In today’s globalised world, businesses operate on an international level. Most business and economics graduates will interact with colleagues, clients, and partners from diverse cultural backgrounds. Intercultural competencies are essential for their success and effective collaboration in the labour market. A special questionnaire was compiled to investigate students’ intercultural competencies. Based on the statements and responses of the questionnaire, the examination aimed to establish the principal components of the intercultural communication competencies of the students of a Hungarian university. In the next phase of the research, the principal components served to create student clusters which were analysed from a labour market point of view, focusing on advantages and disadvantages. The crucial question was: which cluster is in demand the most in the labour market? By utilizing a principal component analysis, the dataset was reduced to three key components. Subsequently, to classify the students into groups, a multivariate statistical procedure, i.e., cluster analysis, was used to reveal the structures by clearly considering the similarities of a relatively heterogeneous population and to create a relatively homogeneous subset. The study revealed five distinct student clusters, each with varying advantages and disadvantages for employers. In this context, the Interculturally Active and Open with Good Language Skills cluster proved to be the most competent, with the least ideal collection indisputably being the Interculturally Reluctant in Cooperating cluster. The research underscores the importance of intercultural communication competencies for employees and enriches our understanding of the dynamics between intercultural communication competencies and workforce readiness. Developing these competencies in foreign language classes will significantly facilitate our students’ employment.

Cultural Competence Reexamined: Critique and Directions for the Future

Effect of compassion competence on cultural competence in student nurses: Mediating effect of professional nursing values.

There has been significant growth of populations of ethnic minorities in the United States in recent years, with numbers reaching over 100 million in May 2007. Currently, 1 in 3 US residents may be a minority with a diverse cultural and ethnic background. To ensure that a patient’s medical needs are met, it is important that pharmacists understand and appreciate the potential influence of culture and beliefs on pharmaceutical care. According to the National Center for Cultural Competence, cultural competence requires that organizations (1) have a defined set of values and principles and dem onstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-cul tur ally; (2) have the capacity to va lue diversity, conduct self-assessment, manage the dynamics of difference, acquire and institutionalize cultural knowledge, and adapt to diversity and the cultural contexts of the communities they serve; and (3) incorporate the previously listed requirements into all aspects of policy making, administration, practice, and service delivery and in volve systematically consumers, key stakeholders, and communities. Providing culturally competent care can reduce errors occurring as a result of lack of patient understanding. However, being culturally competent means more than speaking a different language; it also may include awareness about other communication styles (eg, eye contact, body language) and understanding cultural beliefs. If a pa tient’s cultural beliefs are un known, treating illnesses may be difficult because of differences in beliefs and methods of treatment. Pharmacists and other health care pro viders must be aware of pa tients’ cultural beliefs and incorporate those beliefs into their treatment plans to achieve desired treatment outcomes. In an effort to improve cultural competence among health care professionals, several online re sources are available that provide information about cultural competency. The US Department of Health and Human Services Web site (http://www.thinkculturalhealth .org) provides continuing education for health care pro viders, links to recent presentations, and other resources and tools related to cultural competence research for health care professionals. A second Web site offering information re garding cultural competency is provided by the University of Michigan Health System’s Program for Multicultural Health (http://www.med.umich.edu/multi cultural/ccp/culcomp.htm). This site provides information on cultural com petence, facts about specific cultures, and information for different disciplines, as well as re search advocacy and policy information. To prepare future pharmacists for work with our diverse population, pharmacy schools and colleges are striving to incorporate cultural competency into pharmacy curriculum. The Accreditation Council for Pharmacy Education requires that the doctor of pharmacy curriculum “facilitate the development of professional practitioners capable of understanding a culturally diverse society and their role in it as health care providers.” Hospital Pharmacy is interested in any approaches that have been made in your practice regarding programs that facilitate the understanding of cultural diversity as it relates to the promotion of medication counseling and adherence. Your views and experiences are welcome at hospitalpharmacy @drugfacts.com.

ABSTRACTThis article examines the definitions and implementations of the concepts of culture and cultural competence in social work education and practice. We take a look at the history and evolution of diversity and cultural competence in the social work curriculum. This article also identifies four theories and models of cultural competence taught in social work education, and the strengths and limitations of each theory and model are discussed. A new approach to cultural competence, the Dialectic and Uniqueness Awareness Approach, considers the triadic relationship between the social worker, the client, and the interaction of both with a multiplicity of systems and experiences. Finally, the five main principles of this approach are discussed using a case example.

This study investigated the role of social relationships in the sharing of cultural competence by testing two hypotheses: cultural competence is a socially shared behaviour; and central healthcare professionals are more culturally competent than non-central healthcare professionals. Sustaining cultural competence in healthcare services relies on the assumption that being culturally competent is a socially shared behaviour among health professionals. This assumption has never been tested. Organizational aspects surrounding cultural competence are poorly considered. This therefore leads to a heterogeneous implementation of cultural competence - especially in continental Europe. We carried out a social network analysis in 24 Belgian inpatient and outpatient health services. All healthcare professionals (ego) were requested to fill in a questionnaire (Survey on social relationships of health care professionals) on their level of cultural competence and to identify their professional relationships (alter). We fitted regression models to assess whether (1) at the dyadic level, ego cultural competence was associated with alter cultural competence, and (2) health professionals of greater centrality had greater cultural competence. At the dyadic level, no significant associations were found between ego cultural competence and alter cultural competence, with the exception of subjective exposure to intercultural situations. No significant associations were found between centrality and cultural competence, except for subjective exposure to intercultural situations. Being culturally competent is not a shared behaviour among health professionals. The most central healthcare professionals are not more culturally competent than less central health professionals. Culturally competent health care is not yet a norm in health services. Health care and training authorities should either make cultural competent health care a licensing criteria or reward culturally competent health care.

Cultural competence in health care is designed to ensure that health professionals are able to provide quality health care to culturally and ethnically diverse populations. Cultural competence can be effective for improving health professionals' knowledge, attitudes and skills and patient satisfaction. The impact of cultural competence education and training included in university-based professional training of health professionals is relatively unclear. This study aims to describe the characteristics and assess the methodological quality of published evaluations of cultural competence education and training interventions targeting university based health professionals in training. A systematic search of the cultural competence literature identified 16 published evaluations of cultural competence education and training interventions included in university based professional training of health professionals. Information on the characteristics and methodological quality of included studies was extracted using standardized assessment tools. Nine studies evaluated the integration of cultural competence into health or medical curriculum, four evaluated a cultural immersion experience, and three evaluated cultural awareness education and training. Positive outcomes commonly reported were improvements in students' knowledge of cultural competence and attitudes towards Indigenous and culturally diverse peoples. The methodological quality of evaluations and the reporting of key methodological criteria were variable. Eleven studies conducted a quantitative and five studies a qualitative evaluation. Strengths of quantitative evaluations included adequate study designs and valid and reliable measurement instruments. Selection bias and poor attrition were the main limitations of quantitative evaluations. Qualitative evaluations were adequate on most methodological criteria but the reporting of ethical and some methodological issues was less than adequate. There is insufficient evidence to provide a strong basis for recommending the inclusion of specific cultural competence education and training strategies in the professional training of university based health professionals. Future evaluations should compare similar types of strategies, and extend their measurement of outcomes beyond those relating to the knowledge, attitudes and skills of health professionals, to those relating to health care outcomes of ethnically diverse peoples.

It seems that the current English textbook developers are not only interested in developing their audience's communicative competence but also willing to improve the learners' intercultural competence. This shift in instructional goals is in line with the emerging shift in the learners' need to use English as an international language rather than a second or a foreign language. It is noteworthy that there has been considerable research on the cultural content of high school textbooks in Iran; however, little attempt was done to adopt a comparative intercultural perspective to them. Having noticed the weighty contributions of the locally developed textbooks in Iran and India with regard to their expansive distribution and use among English learners, the researcher investigated Iranian high school textbooks (Prospect and Vision) and the official high school textbooks in India (Standard English) from a comparative perspective based on intercultural communicative competence emphasizing critical awareness, and discovery and interaction skills as its defining criteria. Through content analysis, the whole contents of the Iranian and Indian high school English textbooks, 12 volumes in all, were analyzed and the instances the intercultural communicative competence were quantatively recorded, classified and discussed. The results revealed that, Standard English, the textbook developed in outer circle in India, to little extent, included intercultural communicative competence, especially, critical cultural awareness. By contrast, the Iranian high school English textbooks totally were deprived of intercultural communicative competence components since there was not a plausible example of interculturally communicative tasks in Prospect and Vision.

Thoracic radiologists meet patients when performing procedures such as transthoracic computed tomography-guided biopsy and during shared decision-making required for lung cancer screening. Both patients and thoracic radiologists are influenced by their cultures, which affect their health care interactions. While culture may relate to religion or ethnicity of individuals, it also includes multiple additional characteristics such as gender, socioeconomic status, sexual orientation, education, occupation, age, disability, and more. Patients from different cultures undergo similar medical procedures; however, care must be tailored according to the cultural and linguistic needs of each patient. Cultural competence allows all patients, from the same or different culture as the thoracic radiologist, to receive care that is tailored to the patient's cultural and linguistic needs. Cultural competence includes concepts such as cultural awareness, linguistic competence, and health literacy as well as avoiding bias and stereotyping. Culturally competent care requires appropriate services for interpretation, relating to spoken language, and translation, related to written reports and documents. The implications of not providing adequate interpretation and translation services include the inability to take an accurate health history and patient inability to understand the informed consent forms. Thoracic radiologic services should have culturally competent practices in place at every step of the care, starting from the first phone call when patients are making an appointment. This will allow patients to receive care that is culturally and linguistically appropriate and lead to better satisfaction and outcomes.

Evaluation of nursing students’ perceptions of their cultural care competency: A mixed method study in Taiwan

IntroductionEscalating migration flows necessitate an intensified focus on the cultural competence of nurses, as culturally competent care is critical for accurately assessing and addressing the needs of patients from diverse backgrounds. Despite its importance, the cultural competence of nurses remains suboptimal and is influenced by various socio-demographic factors.AimTo evaluate the cultural competence of nurses in Lithuania and examine its relationship with socio-demographic characteristics.MethodsA cross-sectional survey was conducted among 1,278 nurses across primary, secondary, and tertiary healthcare institutions in Lithuania’s public and private sectors. Cultural competence was assessed using the Nurse Cultural Competence Scale, and statistical analyses were performed to compare competence levels and determine associations with socio-demographic factors.ResultsOverall, 97.2% of nurses rated their cultural competence as moderate, with only 17.0% attaining a high level (mean score 3.51 ± 0.07; total score 102.88 ± 23.35). The highest scores were observed in the Cultural Awareness (3.94 ± 0.16) and Cultural Sensitivity (3.70 ± 0.28) subscales, while Cultural Knowledge (3.30 ± 0.23) and Cultural Skills (3.22 ± 0.28) were lower. High cultural competence was significantly associated with younger age, university education, proficiency in foreign languages, specialized training, employment in the private healthcare sector, work in urban or rural areas, shorter work experience, and clinical experience with asylum seekers and refugees (p < 0.05).ConclusionsThe findings indicate that Lithuanian nurses demonstrate moderate cultural competence, with marked deficits in theoretical knowledge and practical skills. This underscores the imperative for enhanced cultural training, indicating that cultural training is necessary to improve the cultural competence of nurses.Clinical trial numberNot applicable.

Recently, various global health issues, including coronavirus disease 2019 (COVID-19), have been observed in relation to rapid changes in world health conditions; consequently, nurses’ global health and cultural knowledge have become increasingly important. Therefore, this study aimed to identify factors affecting the global health and cultural competencies of nursing students. The study design was a cross-sectional study with 108 participants; all participants were fourth-year nursing college students in S and C cities. Global health competency, cultural competency, global health confidence, cultural nursing confidence, and metacognition were surveyed online, and the data were collected from October 30 to November 7, 2018. The collected data were analyzed using descriptive statistics, independent t-test, Pearson’s correlation, and hierarchical multiple regression. The total mean scores for global health competency and the cultural nursing competency were 63.01 ± 8.78 and 134.94 ± 17.78, respectively. Global health competency had a positive correlation with cultural competency (r = 0.49, p < 0.001), cultural nursing confidence (r = 0.26, p = 0.006), and metacognition (r = 0.22, p = 0.023). Cultural competency showed a positive correlation with global health confidence (r = 0.31, p = 0.001), cultural nursing confidence (r = 0.51, p < 0.001), and metacognition (r = 0.40, p < 0.001). Cultural competency was found to be a significant factor affecting global health competency, with an explanatory power of 23.1% (F = 17.10, p < 0.001). Cultural nursing confidence and metacognition had significant effects on cultural competency, with an explanatory power of 34.3% (F = 14.97, p < 0.001). Cultural confidence and metacognition were important factors influencing cultural competency, and cultural competency was shown to be an important factor influencing global health competency.

In the contemporary world, intercultural competence is vital to fostering understanding among people from diverse backgrounds. Therefore, the acquisition of intercultural awareness has become a fundamental component in all language learning programmes. Through directed qualitative content analysis, this study investigates to what extent the content of the Grade 11 English Language textbook in the Sri Lankan government school context contributes to develop ‘intercultural communicative competence’ (ICC) in learners. The contents were analyzed against Byram’s (1997) Intercultural Communicative Competence Model, types and categories of culture, and representation of ethnicities in the selected textbook. The findings revealed that the textbook represents different ethnicities through its characters (e.g. Vikum, Chamindu, Farah, Kamalesh, Nithya, Rikaz, etc.) although it does not reflect the actual religious/ethnic makeup of Sri Lanka. Moreover, the textbook most often refers to the big “C” (visible culture) while less attention is paid to the small “c” (invisible culture). Additionally, the contents predominantly represented universal cultural aspects and the source culture while briefly referring to target and international cultures. In addition, the cultural content was presented as factual knowledge with fewer opportunities for critical analysis and reflection. Consequently, students do not get the opportunity to reflect on stereotyping and counter pre-formed biases. Hence, it would be better to go beyond portraying the religious/ethnic groups through characters to enable a more analytical approach to learning about other cultures. Based on the findings, the learning material developing authority should make certain amendments to the ESL textbooks to increase their content value and quality. In conclusion, culture teaching should be integral in language programmes and material developers should represent different ethnicities.