The Evaluation of Cultural Competence in Healthcare (original) (raw)
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Andragoška spoznanja, 2021
The article seeks to stimulate dialogue about the evaluation of cultural competence in healthcare. The first part of the paper presents the different attempts to measure cultural competence in the field of healthcare and critically analyses the problems that arise concerning the use of instruments that measure the cultural competence of health providers. The second part of the article focuses on the evaluation process of the first cultural competence educational programme for healthcare workers in Slovenia, serving as an example to demonstrate the importance of complementing quantitative methods with qualitative ones and to emphasize the need to shift the focus from measuring the cultural competence of individual healthcare workers to the evaluation of educator performances, patient perspectives, and the cultural competence of healthcare institutions as a whole.
Cultural Competence and Healthcare: Experiences from Slovenia
Etnološka tribina, 2020
This paper seeks to contribute to critical reflection on the importance, dilemmas and problems that arise in educating health professionals about the socio-cultural dimensions of health and healthcare. In the first part of the paper the authors show that although educational programmes in the field of cultural competences have experienced a remarkable upswing, they are accompanied by many ambiguities and shortcomings. Based on numerous anthropological criticisms, the authors highlight the major conceptual and methodological problems that accompany many cultural competence efforts. The second part of the article focuses on an analysis of the multi-year process of introducing a training course in cultural competence in Slovenia, in which over 500 health professionals have been trained since 2016. Based on the results of the participants’ quantitative evaluation and educators’ selfevaluation, the authors critically analyse the contributions of this training course, while highlighting some of the key dilemmas and difficulties that have accompanied this process.
Cultural Competence and Healthcare
Etnološka tribina, 2020
This paper seeks to contribute to critical reflection on the importance, dilemmas and problems that arise in educating health professionals about the socio-cultural dimensions of health and healthcare. In the first part of the paper the authors show that although educational programmes in the field of cultural competences have experienced a remarkable upswing, they are accompanied by many ambiguities and shortcomings. Based on numerous anthropological criticisms, the authors highlight the major conceptual and methodological problems that accompany many cultural competence efforts. The second part of the article focuses on an analysis of the multi-year process of introducing a training course in cultural competence in Slovenia, in which over 500 health professionals have been trained since 2016. Based on the results of the participants’ quantitative evaluation and educators’ self-evaluation, the authors critically analyse the contributions of this training course, while highlighting ...
Psikoloji Çalışmaları Studies in Psychology , 2020
Culturally competent healthcare professionals are important in improving the quality of health care. The lack of a measurement tool in the literature that evaluates the cultural competence of the multidisciplinary team in primary health care is noteworthy. The aim of this study is to develop a Primary Health Care Professionals' Cultural Competency Scale (PHCP-CCS) by adapting the Nurse Cultural Competency Scale (NCCS) developed by Perng and Watson (2012), and to examine the various factors affecting cultural competency in Turkey. A total of 231 health professionals, including family doctors, family health nurses and community health professionals, participated in this study. In the item analysis, the correlations of the items with the total score varied between .60 and 82. Exploratory factor analysis revealed a three-factor structure that explained 73.5% of total variance. Items 1-8 of the PHCP-CCS were included under the heading "Cultural Skills," items 9-16 under "Cultural Knowledge" and items 17-20 under "Cultural Sensitivity." Cronbach's Alpha coefficient for the overall scale was .84 and was calculated as .78, .76 and .87 for the respective factors. The experiences of the participants were grouped and compared for discriminant validity. It was found that being able to speak different languages, having contact with friends and neighbors from different cultures, and being educated about serving people from various cultures increased the cultural competency of primary health professionals. In addition, the PHCP-CCS scores of all the primary health professionals who were happy to be working with migrants and refugees were considerably higher. The results show that PHCP-CCS is a measurement tool that can be used to determine cultural competency among primary health care workers. In addition, the scale is also suitable for use in the clinical field for all professionals providing health services to the individual, families and the community.
Cultural Competence in Healthcare and Healthcare Education
Societies
Cultural competence in healthcare has been defined in many ways; however, it generally refers to knowledge of social and cultural factors that influence illness and related behaviour, and actions taken to provide the best of quality care considering each patient’s background [...]
Exploring the concept of Cultural Competence in the Context of Professional Health Care Practices
Review of Professional Management- A Journal of New Delhi Institute of Management
This paper discusses 'cultural competence' in the context of professional heath care practice and looks into how the concept has evolved. It especially, draws attention towards the relevance of this concept in the multicultural societies. While culture plays an important role in shaping attitudes, values, belief and behaviour of people and conceptualisation of cultural competence recognises why cultural knowledge is essential for professional practice. Thus, research in this field raises following questions. Firstly, is there a need for the practice of cultural competence in the professional areas involving interaction with people from diverse cultural, ethnic, national backgrounds? This calls for the issue e.g. how best to understand sensitivities and aspirations of culturally diverse people to be able to provide them the care in their own context. Secondly, is practice of cultural competence all about people management or beyond? In brief, the cultural competence model brings to the fore the need for the professionals to understand the people, their practices and beliefs that shape attitudes and behaviour in the diverse cultural contexts. The paper attempts to look at the notion of cultural competence drawing mainly from the review of relevant literature. While analysing its relevance in health care practices, the paper also explores the importance of such knowledge and skills across areas of praxis involving the interaction and participation of people in the contexts of cultural diversity. especially, in multicultural settings.
Teaching and Learning in Medicine, 2007
Background: Tools that measure knowledge, attitudes, and skills reflecting cultural competence of health professionals have not been comprehensively identified, described, or critiqued. Summary: We systematically reviewed English-language articles published from 1980 through June 2003 that evaluated the effectiveness of cultural competence curricula targeted at health professionals by using at least one self-administered tool. We abstracted information about targeted providers, evaluation methods, curricular content, and the psychometric properties of each tool. We included 45 articles in our review. A total of 45 unique instruments (32 learner self-assessments, 13 written exams) were used in the 45 articles. One third (15/45) of the tools had demonstrated either validity or reliability, and only 13% (6/45) had demonstrated both reliability and validity. Conclusions: Most studies of cultural competence training used self-administered tools that have not been validated. The results of cultural competence training could be interpreted more accurately if validated tools were used.
The process of cultural competence in the delivery of healthcare services: A model of care
Journal of Transcultural Nursing, 2002
Several models of service care delivery have emerged to meet the challenges of providing health care to our growing multiethnic world. This article will present Campinha-Bacote's model of cultural competence in health care delivery: The Process of Cultural Competence in the Delivery of Healthcare Services. This model views cultural competence as the ongoing process in which the health care provider continuously strives to achieve the ability to effectively work within the cultural context of the client (individual, family, community). This ongoing process involves the integration of cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire.
Need for ensuring cultural competence in medical programmes of European universities
BMC Medical Education, 2019
Background: Europe is becoming more social and cultural diverse as a result of the increasing migration, but the medical doctors are largely unprepared. The medical education programmes and teachers have not evolved in line with development of the population. Culturally competent curricula and teachers are needed, to ensure cultural competence among medical doctors and to tackle inequalities in health between different ethnic groups. The objective of this EU financed study is therefore to provide a snapshot of the role of cultural competence in European medical educational programmes. Methods: A questionnaire was developed in order to uncover strengths and weaknesses regarding cultural competence in the European medical education programmes. The questionnaire consisted of 32 questions. All questions had an evidence box to support the informants' understanding of the questions. The questionnaire was sent by email to the 12 European project partners. 12 completed questionnaires were returned. Results: Though over half of the participating medical programmes have incorporated how to handle social determinants of health in the curriculum most are lacking focus on how medical professionals' own norms and implicit attitudes may affect health care provision as well as abilities to work effectively with an interpreter. Almost none of the participating medical programmes evaluate the students on cultural competence learning outcomes. Most medical schools participating in the survey do not offer cultural competence training for teachers, and resources spent on initiatives related to cultural competences are few. Most of the participating medical programmes acknowledge that the training given to the medical students is not adequate for future jobs in the health care service in their respective country regarding cultural competence. Conclusions: Our results indicate that there are major deficiencies in the commitment and practice within the participating educational programs and there are clear potentials for major improvements regarding cultural competence in programmes. Key challenges include making lasting changes to the curriculum and motivating and engaging stakeholders (teachers, management etc.) within the organisation to promote and allocate resources to cultural competence training for teachers.
Measures of Cultural Competence: Examining Hidden Assumptions
Academic Medicine, 2007
The authors critically examined the quantitative measures of cultural competence most commonly used in medicine and in the health professions, to identify underlying assumptions about what constitutes competent practice across social and cultural diversity.