Cultural Competence or Cultural Sensitivity?

1996 ◽  
Vol 41 (1) ◽  
pp. 40-41
Author(s):  
Howard R. Hall
Keyword(s):  
Cultural Competence ◽  
Cultural Sensitivity

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

2015 ◽  
Vol 22 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Cultural Competence ◽  
York City ◽  
Cultural Sensitivity ◽  
Graduate Program ◽  
Language Disorder ◽  
New York State ◽  
Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

scholarly journals Program level of nursing students and the achievement of intercultural sensitivity after service learning experiences

2017 ◽  
Vol 6 (2) ◽  
pp. 73
Author(s):  
Catherine S. Thomas ◽  
Leona Konieczny
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Cultural Competence ◽  
Cultural Differences ◽  
Nursing Faculty ◽  
Cultural Sensitivity ◽  
Intercultural Sensitivity ◽  
Nursing Curricula ◽  
Paired Samples ◽  
Maximal Gain

Nursing students require education and experience to develop cultural competence. Cultural sensitivity is a step on the journey to cultural competence. Nursing curricula vary regarding when and how to promote cultural sensitivity. Service learning (SL), is an experiential pedagogical method, which provides the opportunity to communicate and interact with persons from various cultures. A descriptive pilot study was undertaken in order to examine whether the program level affects the intercultural sensitivity of nursing students exposed to SL. The original Intercultural Sensitivity Scale (ISS) was used to assess intercultural sensitivity. In a paired samples t test, two statements in the ISS relating to Interaction Confidence (p = .006) and Respect for Cultural Differences (p = .002) demonstrated junior level students had increased intercultural sensitivity scores when compared with sophomore level students’ scores. This study may provide guidance to nursing faculty in determining at which level of students who will have maximal gain from SL.

Abstract P247: Culturally Appropriate Cardiovascular Risk Management - Are Physicians Prepared for the Task?

2011 ◽  
Vol 4 (suppl_1) ◽  
Author(s):  
Clyde W Yancy ◽  
Jill A Foster ◽  
Gregory D Salinas ◽  
Andrew R Sanchez ◽  
Linda L Casebeer
Keyword(s):  
Cultural Competence ◽  
Cultural Sensitivity ◽  
Cardiovascular Health ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Racial Groups ◽  
Self Awareness ◽  
Culturally Appropriate ◽  
Southern Us ◽  
Standards Compliance

Background: The CDC advocates improved physician cultural competence to reduce disparities in cardiovascular (CV) health. Cultural competence may be particularly important to establish an effective therapeutic alliance to mitigate CV risk. This study sought to better understand physician elements of cultural competence that can be targeted to improve cardiovascular health in minority populations. Methods: Family physicians, internists, cardiologists and neurologists practicing in the southern US were queried in this survey. Participants assessed their cross-cultural knowledge, skills, attitudes, and training using 5-point scales. Office managers of respondents were then invited to complete a separate survey assessing compliance with 3 Culturally and Linguistically Appropriate Services (CLAS) standards relevant to the office setting. Results: Among 697 respondents, 57% considered sociocultural issues important in patient interactions. Prior training was reported by 76%, but 18% considered multicultural health training of little importance. On average, self-assessed knowledge (10 items) and skill (15 items) were moderate. More than 3 of 4 physicians reported little or no knowledge of CLAS standards; more than half reported limited knowledge of traditional healing. Striking differences were noted among physicians of different racial groups with blacks consistently reporting greater self-awareness, knowledge and skill compared to whites (p< .01). Significant differences did not emerge between primary care and specialist physicians. A subset of 124 office practices participated in the CLAS assessment. Though physicians were largely unaware of CLAS standards, compliance was 98% for Standard 1 (culturally appropriate care), 67% for Standard 2 (workforce diversity) and 25% for Standard 3 (staff CLAS training). Conclusions: Physicians and their office staff have modest levels of cultural sensitivity as well as moderate cross-cultural knowledge and skills, but deficits, especially among physicians and particularly as a function of physician race, are present in important areas. Building upon this foundation to achieve greater proficiency in cross cultural care may improve the quality of care and reduce disparities in CV health.

Introduction : Culture in tne Domains of Law

2005 ◽  
Vol 20 (1) ◽  
pp. 9-29 ◽  
Author(s):  
David Howes
Keyword(s):  
Law Enforcement ◽  
Cultural Studies ◽  
Cultural Competence ◽  
Cultural Sensitivity ◽  
Law Enforcement Officers ◽  
Aboriginal Rights ◽  
Criminal Trials ◽  
Legal Studies ◽  
Judicial Decisions ◽  
Cultural Defense

In their introduction to Law in the Domains of Culture, Austin Sarat and Thomas Kearns write: “[l]aw and legal studies are relative latecomers to cultural studies. To examine [law in the domains of culture] has been, until recently, a kind of scholarly transgression.” The same could be said in reverse: cultural studies (including anthropology) are a relative latecomer to law and legal studies, but in the last few decades there has been a striking irruption of cultural discourse in the domain of law.It is as if the acquisition of some degree of “cultural competence” has become a duty in legal circles. Not only are there seminars and courses in “cultural sensitivity” for judges, lawyers, and law enforcement officers, but “the culture concept” now informs many judicial decisions regarding Aboriginal rights, and “the cultural defense” (while hotly contested by some, and still lacking official approbation) has become a feature of numerous criminal trials involving immigrants. Interestingly, the Canadian Charter of Rights and Freedoms refers to “the multicultural heritage of Canadians”, and makes the preservation and enhancement of this heritage a condition of its own interpretation.

Measuring Cultural Competence in Nursing: A Review Study

2020 ◽  
Vol 6 (3) ◽  
pp. 203-212
Author(s):  
Safoura Yadollahi ◽  
◽  
Abbas Ebadi ◽  
Marziyeh Asadizaker ◽  
◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Cultural Sensitivity ◽  
Essential Factor ◽  
Time Limits ◽  
Framework Model ◽  
Library Resources ◽  
Cultural Care ◽  
Review Study

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.

scholarly journals The United States Does CAIR About Cultural Safety: Examining Cultural Safety Within Indigenous Health Contexts in Canada and the United States

2016 ◽  
Vol 28 (3) ◽  
pp. 269-277 ◽  
Author(s):  
Francine Darroch ◽  
Audrey Giles ◽  
Priscilla Sanderson ◽  
Lauren Brooks-Cleator ◽  
Anna Schwartz ◽  
...  
Keyword(s):  
United States ◽  
Health Care ◽  
Cultural Competence ◽  
American Indian ◽  
Health Care Providers ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
The United States ◽  
Cultural Safety ◽  
Care Providers

Purpose: This article examines the concept and use of the term cultural safety in Canada and the United States. Design: To examine the uptake of cultural awareness, cultural sensitivity, cultural competence, and cultural safety between health organizations in Canada and the United States, we reviewed position statements/policies of health care associations. Findings: The majority of selected health associations in Canada include cultural safety within position statements or organizational policies; however, comparable U.S. organizations focused on cultural sensitivity and cultural competence. Discussion: Through the work of the Center for American Indian Resilience, we demonstrate that U.S. researchers engage with the tenets of cultural safety—despite not using the language. Conclusions: We recommend that health care providers and health researchers consider the tenets of cultural safety. Implications for Practice: To address health disparities between American Indian populations and non–American Indians, we urge the adoption of the term and tenets of cultural safety in the United States.

scholarly journals Effects of a cultural nursing course to enhance the cultural competence of nursing students in Korea

2019 ◽  
Vol 16 ◽  
pp. 39
Author(s):  
Hae Sook Park ◽  
Hee Jung Jang ◽  
Geum Hee Jeong
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Rapid Change ◽  
Cultural Knowledge ◽  
Nursing Programs ◽  
Significant Difference ◽  
Cultural Skills ◽  
Nursing Course

Purpose: With Korea’s recent rapid change into a multicultural society, cultural competence is being emphasized as a core nursing competency. This study investigated the effects of a cultural nursing course that aimed to enhance the cultural competence of nursing students in Korea.Methods: This was a single-group pre- and post-comparison study. The subjects were 69 nursing students at Dongyang University who attended a cultural nursing course in 2015, of whom 62 students responded to the survey. The 13-week cultural nursing course was held for 2 hours a week. The methods of the course included small group activities, discussions and presentations, experiential learning, reflective activities, and lectures. Nursing students’ cultural competence was measured pre- and post-course with the Cultural Competence Scale for Korean Nurses, which contains 33 items scored on a 7-point Likert scale.Results: After completing the cultural nursing course, students’ total cultural competence scores increased, as did their scores in each category (cultural awareness, cultural knowledge, cultural sensitivity, and cultural skills) (P<0.001). There was no significant difference in cultural competence by gender (P<0.001).Conclusion: This cultural nursing course was found to be effective in enhancing the cultural competence of nursing students. Therefore, the educational program developed in this study can be extended to other university-level nursing programs in Korea.

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