The Structure Of Socio-Cultural Competence (Self) Development

2015 ◽  
Vol 26 (1) ◽  
Author(s):  
Ieva Anužienė
Keyword(s):  
Cultural Differences ◽  
Social Environment ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Cultural Knowledge ◽  
Team Work ◽  
Vocational Education And Training ◽  
Self Awareness

Abstract Sociocultural competences are becoming increasingly important and significant in terms of employability, career, competitive abilities. Acquired and developed throughout one’s lifetime, sociocultural competences create favourable conditions for successful survival and functioning in contemporary labour market. Effective teaching of methods of socialization is impossible without making an effort to conceptualize the key elements of culture in younger people’s consciousness: principles of choice of values, basics of creativity, language, ethnos, art. The research aims at revealing the characteristics and orientations of formation of sociocultural competence that are characteristic of the VET processes. The following research methods have been used for the research: descriptive analysis of research sources and documents. Sociocultural competences manifest themselves in the processes of vocational education and training as a set of various abilities necessary for personal and professional life. Formation of sociocultural competences by teaching and learning in VET system is characterized by features based on value dimensions of the life of society and person: social skills (skills of communication, socialization and team work); social perception (skills of societal interpretation by proper choice of behaviour depending on social environment and situation); self-awareness (ability of performing analysis of own emotional state and helping other person perceive oneself and own emotions); attribution (ability to implement own potential in a social environment and analyse social roles); communication with peers (ability to adapt in a new environment by perceiving the attitudes that exist in it); cultural sensitivity (ability to understand and accept people from other sociocultural backgrounds, maintaining strong position when facing discriminatory actions); cultural awareness (ability to evaluate cultural differences and perceive and accept other person’s attitudes and opinion); cultural knowledge (ability to communicate with people diplomatically, taking into account cultural differences).

scholarly journals Cultural competency and nursing care among sundanese nurses ethnic group in Indonesia

2021 ◽  
Vol 3 (2) ◽  
pp. 131-137
Author(s):  
Upit Pitriani ◽  
Kusman Ibrahim ◽  
Sandra Pebrianti
Keyword(s):  
Ethnic Group ◽  
Cultural Competency ◽  
Nursing Care ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Sampling Technique ◽  
Cultural Knowledge ◽  
Cultural Competencies ◽  
High Category ◽  
Cultural Skills

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.

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.

Cultural Problems in Teaching and Learning of English as a Foreign Language in Tunisia

2017 ◽  
pp. 257-274
Author(s):  
Aicha Rahal
Keyword(s):  
Cultural Awareness ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Cultural Knowledge ◽  
Target Language ◽  
Primary Data ◽  
Educational Systems ◽  
Authentic Materials ◽  
Cultural Challenges ◽  
Integration Of Technology

Culture now becomes a key element in most educational systems, particularly in Higher education, where cultural Studies are an essential part of most language instruction. The aim of this chapter is to explore the cultural challenges that hinder the process of learning English in Tunisia and to suggest solutions for overcoming these. A questionnaire was used as the primary data collection material. It was found that lack of authentic materials, lack of cultural knowledge of the target language, poor textbooks, limited exposure to authentic culture environment and native culture interference are considered to be the main problems. The results also showed that these challenges can be remedied by using more authentic materials, revising the content of textbooks, the integration of technology and cultural awareness.

scholarly journals Developing a Co-Curricular Activity to Introduce Student Pharmacists to the Cultural Proficiency Continuum Framework

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Edgar S. Diaz-Cruz ◽  
Angela M. Hagan
Keyword(s):  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Cultural Proficiency ◽  
The United States ◽  
Self Awareness ◽  
Student Survey ◽  
Patient Centered ◽  
Centered Care ◽  
Curricular Structure ◽  
Survey Responses

Background: As the United States becomes more culturally diverse, health professionals must be able to demonstrate competency in caring for a multitude of diverse patients. The cultural proficiency continuum has proven to be an effective framework to assess where individuals and institutions are on the continuum of cultural sensitivity and competence in educational settings. Innovation: A co-curricular activity was developed as an exercise in self-awareness to allow first year pharmacy students the opportunity to explore potential biases by evaluating comfort in both social and patient care settings. The 90-minute activity employed a lecture, followed by both small and large group discussions and a debriefing session. Findings: Student survey responses showed their appreciation of this framework and its application to patient-centered care. Student self-rated knowledge increased by 3 points on a 10-point scale after completion of the activity. Students agreed that their level of cultural awareness would lead them to respond appropriately in cross-cultural situations, and that the provision of care is dependent on approaches that are culturally proficient. Conclusion: This activity dismantles the misconception of cultural competence as an attainable finite skill, but instead presents it as an ongoing process of self-awareness. The co-curricular activity offers an easy to implement model of education that could potentially fit the needs of pharmacy programs searching for ideas to teach cultural competency and social determinants of health, while circumventing the need to affect curricular structure.   Article Type: Note

scholarly journals STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY

2021 ◽  
Author(s):  
Kristel Ruutmets ◽  
◽  
Evi Saluveer ◽  
Mari Niitra
Keyword(s):  
Student Teachers ◽  
Cultural History ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Real Life ◽  
Cultural Knowledge ◽  
First Year ◽  
Authentic Materials ◽  
First Year Students

According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not specifically created for pedagogic purposes while authentic tasks require students to learn, practise and evaluate material the same way as they would do in real life. The focus of the use authentic materials has so far been mostly on foreign language teaching and learning. However, they have a huge potential in acquiring cultural knowledge as they offer both current and historical information. The aim of the study was to find out future primary school teachers’ opinions about the authentic materials and tasks used during the course “The Child in Estonian Cultural History”. 25 first-year students who attended the course participated in the study. The data was collected from the students’ written reflection and analysed qualitatively. The results revealed that the students understood the relevance of authentic materials and tasks in acquiring and appreciating one’s cultural history. They believed that authentic materials and tasks enrich the teaching and learning process, and help to make connections to their everyday life. It also became evident that the students needed better instructions of how to find appropriate authentic materials and exploit them effectively in their future teaching career.

scholarly journals Tahap Kefahaman Pelajar Terhadap Penggunaan Modul PBL dalam Pendidikan Islam di Politeknik Brunei Darussalam

2017 ◽  
Vol 9 (4) ◽  
Author(s):  
Aliff Nawi ◽  
Gamal Abdul Nasir Zakaria ◽  
Norkhairiah Hashim
Keyword(s):  
Work Engagement ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Team Work ◽  
Islamic Education ◽  
Brunei Darussalam ◽  
Quality Of Teaching ◽  
Alternative Material ◽  
Level Of Understanding

This study was conducted to identify students’ level of understanding and feedback on the use of PBL Module at Polytechnic Brunei Darussalam. PBL Modules are designed specifically for Islamic Education course and used by a total of 41 students throughout the semester. This study used a descriptive analysis (frequency, percentage and min) to see the level of students' understanding of the modules used. In addition, interviews with mini-focus groups were also conducted to obtain feedback on the module. The results showed that the students able to understand the module effectively and enhance students’ understanding. Students also demonstrated increased awareness of critical thinking, concentration performance, advocate sharing information and team work engagement. The response also indicates that students prefer to use this module as well as to improve the quality of teaching and learning. PBL is expected module can be used as an alternative material that can be highlighted in the field of Islamic education in line with the demands of learning in the 21st century.

scholarly journals Intercultural Perspective on Impact of Video Games on Players: Insights from a Systematic Review of Recent Literature

2020 ◽  
Vol 20 (1) ◽  
pp. 40-58
Author(s):  
Elena Shliakhovchuk ◽  
Adolfo Muñoz Garcia
Keyword(s):  
Video Games ◽  
Video Game ◽  
Cultural Awareness ◽  
Recent Literature ◽  
Cultural Knowledge ◽  
Cultural Literacy ◽  
Future Research ◽  
Self Awareness ◽  
Intercultural Skills ◽  
The Impact

The video-game industry has become a significant force in the business and entertainment world. Video games have become so widespread and pervasive that they are now considered a part of the mass media, a common method of storytelling and representation. Despite the massive popularity of video games, their increasing variety, and the diversification of the player base, until very recently little attention was devoted to understanding how playing video games affects the way people think and collaborate across cultures. This paper examines the recent literature regarding the impact of video games on players from an intercultural perspective. Sixty-two studies are identified whose aim is to analyze behavioral-change, content understanding, knowledge acquisition, and perceptional impacts. Their findings suggest that video games have the potential to help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces, to reinforce or weaken stereotypes, and to some extent also facilitate the development of intercultural skills. The paper provides valuable insights to the scholars, teachers, and practitioners of cultural studies, education, social studies, as well as to the researchers, pointing out areas for future research.

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.

Cultural Problems in Teaching and Learning of English as a Foreign Language in Tunisia

2020 ◽  
pp. 211-229
Author(s):  
Aicha Rahal
Keyword(s):  
Cultural Awareness ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Cultural Knowledge ◽  
Target Language ◽  
Primary Data ◽  
Educational Systems ◽  
Authentic Materials ◽  
Cultural Challenges ◽  
Integration Of Technology

Culture now becomes a key element in most educational systems, particularly in Higher education, where cultural Studies are an essential part of most language instruction. The aim of this chapter is to explore the cultural challenges that hinder the process of learning English in Tunisia and to suggest solutions for overcoming these. A questionnaire was used as the primary data collection material. It was found that lack of authentic materials, lack of cultural knowledge of the target language, poor textbooks, limited exposure to authentic culture environment and native culture interference are considered to be the main problems. The results also showed that these challenges can be remedied by using more authentic materials, revising the content of textbooks, the integration of technology and cultural awareness.

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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