Evaluating Cultural Competence of Pediatric Oncology Nurses at a Teaching Hospital: A Pilot Study

2017 ◽  
Vol 34 (6) ◽  
pp. 422-426 ◽  
Author(s):  
Ijeoma Julie Eche ◽  
Teri Aronowitz
Keyword(s):  
Pilot Study ◽  
Cultural Competence ◽  
Pediatric Oncology ◽  
Cultural Awareness ◽  
Healthcare Professionals ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Cross Sectional ◽  
Targeted Interventions ◽  
Oncology Unit

This cross-sectional descriptive study evaluated registered nurses’ self-ratings of cultural competence on the hematology/oncology unit at a large Northeastern urban children’s hospital. The Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals was used to measure 5 constructs of cultural competence. The study findings show that there were significant correlations between the knowledge and skill subscales (ρ = .57, P < .001) and the knowledge and desire subscales (ρ = .42, P < .05). The highest mean among the 5 subscales was cultural desire (mean = 15.5), indicating that nurses were motivated to engage in the process of becoming culturally competent. The lowest mean among the 5 subscales was cultural knowledge (mean = 11.2), followed by cultural skill (mean = 11.8), indicating that nurses did not perceive themselves to be well informed in these areas. The findings from this pilot study suggest that nurses on this pediatric oncology unit are most likely to possess cultural desire and cultural awareness, but there is certainly opportunity to engage and educate the staff. Targeted interventions to improve cultural competence on this inpatient unit are being explored and a larger scale study is being planned to assess the cultural competence of nurses across the hospital.

scholarly journals CULTURAL COMPETENCE LEVEL, ITS IMPORTANCE, AND EDUCATIONAL NEEDS FOR CULTURAL COMPETENCE AMONG NURSES CARING FOR FOREIGNERS IN KOREA

2019 ◽  
Vol 7 (5) ◽  
pp. 286-295
Author(s):  
Jung-Ha Park
Keyword(s):  
Cultural Competence ◽  
Cultural Competency ◽  
Cultural Awareness ◽  
Quality Care ◽  
Cultural Knowledge ◽  
Cultural Backgrounds ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Training Requirements ◽  
Clinical Nurses

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

scholarly journals Competência Cultural na Intervenção com Imigrantes: Uma Análise Comparativa entre Profissionais da Saúde, da Área Social e Polícias

2016 ◽  
Vol 29 (10) ◽  
pp. 629 ◽  
Author(s):  
Mariana Gonçalves ◽  
Marlene Matos
Keyword(s):  
Cultural Competence ◽  
Organizational Support ◽  
Health Professionals ◽  
Cultural Awareness ◽  
Technical Skills ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Positive Perception ◽  
Time Service ◽  
The Social

Introduction: Cultural diversity places increased demands on services to multicultural populations, so the development of cultural competence by help professionals is currently a concern in institutional practices.Material and Methods: This study evaluated the perception of cultural competence of help professional of three distinct areas: health services, social services and criminal police. Through an online questionnaire, we questioned the perception of cultural competence, at four dimensions: cultural awareness, cultural knowledge, technical skills, and organizational support. There were 610 participants, mostly female (58%), with a mean age of 39.74 years, developing activity in the social area (37%), health (33%) or the police (30%).Results: The professionals showed, in general, a positive perception of their cultural competence. Those who had formative experiences on the subject and had more time service, perceived themselves, significantly, as more culturally competent. Significant differences were found between professionals from different areas: health professionals were more effective in terms of technical skills, the social workers at the level of cultural knowledge and polices at the level of cultural awareness. Health professionals were the ones that showed a lower perception at the level of organizational support.Discussion: Despite the positive perception that technicians have about their awareness and knowledge of the values, norms and customs of immigrant communities, they realize technical aptitude as less positive, showing difficulty in practical application of their knowledge.Conclusions: Cultural competence has implications for good professional practice in serving multicultural populations, being urgent to invest in the development of culturally competent interventions to ensure more effective services, namely in hospitals and health centres.

scholarly journals Exploring students’ cultural competence development during a short-term international experience: A Q-sort study

2020 ◽  
Vol 1 (2) ◽  
pp. 65-78
Author(s):  
Shelli Rampold ◽  
Bradley Coleman ◽  
J. C. Bunch ◽  
Richie Roberts
Keyword(s):  
Cultural Competence ◽  
Lived Experiences ◽  
Cultural Awareness ◽  
Q Methodology ◽  
International Experience ◽  
Competence Development ◽  
Cultural Knowledge ◽  
Short Term ◽  
The Impact ◽  
Q Sort

This study was conducted to understand how students’ cultural awareness, knowledge, sensitivity, and communication abilities combine to influence their development of cultural competence. Q methodology (Q) was used to capture the subjectivity and lived experiences of participants of an international experience (IE) and assess the impact of the program on their cultural competence development. When viewed through the lens of the Personal Cultural Competence Enhancement Framework (PCCEF), findings suggested students’ cultural competence development could be interpreted through three typologies: (a) Cultural Learners, (b) Cultural Engagers, and (c) Cultural Samplers. Cultural Leaner students demonstrated new awareness of their limited amounts of cultural knowledge and desired to learn more about other cultures through future travel, but were still apprehensive about engaging and communicating with people from other cultures. Cultural Engagers, on the other hand, expressed greater confidence in stepping out of their comfort zones and communicating in a different language. Lastly, Cultural Samplers demonstrated increased awareness of the benefits of experiencing other cultures and they comforts they have back home, and they expressed a desire to continue traveling abroad in the future. These findings support the use of short-term IE programs as supplemental activities to foster agricultural students’ progression toward cultural competence.

Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

2021 ◽  
pp. 460-481
Author(s):  
Erin Hogan Rapp ◽  
Melissa Landa
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Cultural Competence ◽  
Teacher Candidates ◽  
Children’S Literature ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Collective Case Study ◽  
Asking Questions

This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.

Cultural Competency Among Pediatric Registered Nurses in Saudi Arabia: A Cross-Sectional Design

2020 ◽  
pp. 104365962096078
Author(s):  
Manal F. Alharbi ◽  
Manal H. Alhamlan ◽  
Ahmad E. Aboshaiqah
Keyword(s):  
Saudi Arabia ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Cultural Awareness ◽  
Demographic Data ◽  
Self Report ◽  
Cross Sectional ◽  
Lack Of Information ◽  
Cross Sectional Design ◽  
High Level

Introduction Saudi Arabia’s culturally diverse population is growing rapidly. The need for cultural competence is greatest in pediatric units where nurses provide care to children in collaboration with their parents. Method Nonprobability sampling of 394 nurses and cross-sectional descriptive design was used to investigate nurses’ cultural competence, and to examine the relationships between the variables and participants’ demographic data in pediatric units across five hospitals in Riyadh, Saudi Arabia, by asking nurses to complete a self-report questionnaire. Results The results suggest a high degree of cultural competency. Participants’ scores indicated high levels of perceived cultural awareness, sensitivity, and cultural competence behavior for performance. Discussion This study supports the 3-D Puzzle Model of culturally congruent care for cultural competence, which assumes that cultural competence is deeply influenced by one’s experiences. The findings revealed a high level of cultural competence despite a lack of information with respect to patient views.

scholarly journals Behavior, Awareness and Sensitivity of Healthcare Providers in a Multicultural Environment

2019 ◽  
Vol 8 (2) ◽  
pp. 58
Author(s):  
Russel Salvador Abalos-Fabia ◽  
Shadia Mohamed Khadrawi ◽  
Rosanta Oligan Ellasus
Keyword(s):  
Saudi Arabia ◽  
Cultural Competence ◽  
Cultural Diversity ◽  
Cultural Awareness ◽  
Diversity Training ◽  
Healthcare Providers ◽  
Hospital Setting ◽  
Demographic Variables ◽  
Cross Sectional ◽  
Laboratory Technology

Background:  The healthcare workforce of Saudi Arabia is characterized by diverse cultural backgrounds as a consequence of employment of expatriate workers from various countries. The heterogeneity of both providers of health services and clients resulted to cultural barriers that affected the delivery care.  It is paramount to evaluate the cultural competence of the healthcare providers (HCPs) to maintain quality holistic care. Objective: The primary objective of this study was to assess the cultural diversity experience, cultural competence behavior (CCB) and cultural awareness and sensitivity (CAS) of HCPs in a hospital setting of Saudi Arabia. Methods: This was a cross-sectional study involving survey of HCPs from medical, nursing and laboratory technology disciplines using the Cultural Competence Assessment (CCA) tool.  Results: There were a total of 104 HCPs who completed the survey. The characteristics of the respondents resulted to a mean age of 38.7 ±10.4 who were predominantly Asians and nurses. The majority had working experience of 10 years and below, with more than half who had prior diversity trainings. Reported cultural diversity experience included all HCPs caring for Arab Middle Easterners and Asians and encountering at least one or more special population groups. There was an overall high cultural competence (5.28 ±0.46), high CCB (5.84 ±0.56) but only moderately high CAS (4.72 ±0.35). Significant differences were only identified between CCB scores and three demographic variables (racial/ethnic identification, area of discipline and years of experience). No significant result was found between CAS scores and demographic variables as well as between CCB and CAS scores.     Conclusions: In spite of high CCB, the HCPs responded with lower CAS scores. Interventions should be initiated to increase CAS such as cultural diversity training and availability of cultural care resources.

Risk Factors for Candidemia in Pediatric Oncology Patients.

Blood ◽  
2009 ◽  
Vol 114 (22) ◽  
pp. 4735-4735 ◽  
Author(s):  
Theoklis E Zaoutis ◽  
Priya A Prasad ◽  
A. Russell Localio ◽  
Anne Reilly ◽  
Louis M Bell ◽  
...  
Keyword(s):  
Risk Factors ◽  
Pediatric Oncology ◽  
Research Funding ◽  
Incidence Density ◽  
Candida Spp ◽  
Oncology Patients ◽  
Targeted Interventions ◽  
Significant Difference ◽  
Independent Risk Factors ◽  
Oncology Unit

Abstract Abstract 4735 Background Candida species are among the most common causes of bloodstream infection and are associated with significant morbidity and mortality, particularly in oncology patients. Few studies have identified the risk factors for candidemia in pediatric oncology patients. Methods We conducted a nested case-control study within a cohort of pediatric patients admitted to the oncology unit at a children's hospital between 2001 and 2004. A case was defined as a patient with a positive blood culture for Candida spp. As time at risk is an important confounding variable in nosocomial studies assessing antibiotic risk factors, we selected two controls per case based on incidence-density sampling. Demographic and clinical data were collected by medical record review. Assessment of exposures was focused on the 2 weeks prior to the development of infection (case)/study entry (control). Conditional multivariate analyses were performed to determine independent risk factors for candidemia. Results We identified 45 oncology patients with candidemia during the study period. The most commonly isolated species were C. albicans (49%), C. parapsilosis (18%), C. glabrata (9%), and C. lusitaniae (9%). The median age of cases was 6.2 years (Interquartile Range (IQR): 2.9– 13.8 years). Median time to candidemia was 12 days (IQR: 4-22 days). There was no significant difference in mortality between cases (7%) and controls (7%). Independent risk factors for candidemia included receipt of aminoglycosides for >3 days (OR: 10.51, CI: 2.96, 64.43), receipt of total parenteral nutrition (OR: 13.82, CI: 2.48, 44.49), and Graft versus Host Disease (GVHD) (OR: 15.09, CI: 0.91, 250.24). Conclusion The receipt of aminoglycosides for >3 days, use of TPN, and GVHD were independently associated with candidemia in pediatric oncology patients. These results may inform targeted interventions to reduce the risk of candidemia in pediatric oncology patients. Disclosures: Zaoutis: Merck & Co.: Research Funding; Cephalon: Research Funding; Enzon: Research Funding.

scholarly journals Developing Cultural Competence as Part of Nursing Studies: Language, Customs and Health Issues

2019 ◽  
Vol 4 (1) ◽  
pp. 63 ◽  
Author(s):  
Mohammad Khatib ◽  
Salam Hadid
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Attitude Change ◽  
Cultural Awareness ◽  
Qualitative Evaluation ◽  
Cultural Knowledge ◽  
Health Issues ◽  
Basic Training ◽  
Different Cultures ◽  
Structured Questionnaire

Introduction: Developing nurses' cultural competence begins with their basic training, and requires them to participate in an array of activities which raise their awareness and stimulate their interest, desire and curiosity to know about different cultures. The aim of this work is to evaluate a cultural competence teaching model for nursing students. Method: A qualitative and quantitative evaluation was done using a semi-structured questionnaire completed by 155 students. Results: An improvement in cultural awareness, knowledge and attitudes among students as well as their willingness to recognize the other's difference was noted. The qualitative evaluation raised 3 themes: attitude change, cultural intelligence improvement and exploring cultural similarities. Conclusions: Developing nurses' cultural competence needs to be part of their basic training and based on cultural knowledge and experiential learning methods as well as providing them the opportunity to be exposed to different cultures.

scholarly journals Cultural immersion in the education of healthcare professionals: a systematic review

2019 ◽  
Vol 16 ◽  
pp. 4 ◽  
Author(s):  
Marty J. Brock ◽  
Levi B. Fowler ◽  
Johnathan G. Freeman ◽  
Devan C. Richardson ◽  
Lisa J. Barnes
Keyword(s):  
Systematic Review ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Culturally Diverse ◽  
Qualitative Methodology ◽  
Healthcare Professionals ◽  
Cultural Knowledge ◽  
Cultural Immersion ◽  
Cultural Learning ◽  
Educational Method

Purpose: With the ever-changing cultural makeup of society, the ability to deliver culturally appropriate healthcare is essential. An educational method aimed at increasing cultural knowledge and sensitivity in the education of healthcare professionals is cultural immersion, which creates opportunities for transformational learning through direct interactions with culturally diverse populations. The purpose of this systematic review was to examine the qualitative effects of cultural immersion experiences on graduate-level healthcare professional students. Methods: A search of the CINAHL (Cumulative Index to Nursing and Allied Health Literature) and ERIC (Education Resources Information Center) databases was performed, utilizing search terms including cultural immersion, cultural sensitivity, educational outcomes, and healthcare professionals. The search was limited to publications within the last 10 years. The articles were screened according to title, abstract, and full-text following the application of inclusion/exclusion criteria. Themes identified within each article were collected and categorized, using a qualitative methodology, into 5 overarching domains to assess the educational experiences. Studies were scored for quality using the qualitative portion of the McGill Mixed Methods Appraisal Tool–2011. Results: Nine studies incorporating a total of 94 participants with experiences in 14 culturally diverse environments revealing 47 individually identified themes were included in the review. The results indicated that all cultural immersion experiences stimulated increased cultural awareness and sensitivity. Conclusion: Cultural immersion experiences produced a positive, multi-domain effect on cultural learning in students of the health professions. The results of this review provide support for implementing cultural immersion experiences into the education of healthcare professionals with the goal of increasing cultural sensitivity.

Culturally Competent Practice

2013 ◽  
Author(s):  
Doman Lum
Keyword(s):  
Critical Race Theory ◽  
Cultural Competence ◽  
Cultural Awareness ◽  
Human Services ◽  
Culturally Competent ◽  
State Health ◽  
Race Theory ◽  
Health And Human Services ◽  
The Relationship ◽  
Culturally Competent Practice

This article defines cultural competence and culturally competent practice and focuses on cultural awareness, knowledge acquisition, and skill development as key components. It traces the historical development of cultural competence in the disciplines of psychology and social work, pointing out how cultural competence has become a professional standard. Cultural competence has also been recognized on the federal and state health and human services levels. Cultural competence is viewed on the practitioner, agency, and community levels as well as the micro, mezzo, and macro dimensions. Among the implications for practice are the issues of cultural competence and cultural competencies, the ethics of cultural competence, social context, and biculturation and multiculturalization. Cultural competence research is briefly surveyed, as is the relationship between cultural competence and critical race theory.

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