scholarly journals Cultivating Cultural Competence

2021 ◽  
Author(s):  
Jori Hall
Keyword(s):  
Cultural Competence ◽  
Cultural Diversity ◽  
Ability To Work ◽  
Evaluation Practice ◽  
Alternative Framework

Cultural competence is a complex and contested notion. Yet, cultural competence remains integral to working with difference in the context of evaluation practice. Given its status in evaluation practice, the field’s commitment to cultural competence prompts the need for further interrogation and reconsideration. Accordingly, this paper explores the establishment and conceptualization of cultural competence. Potential challenges to cultural competence are also examined. In consideration of these challenges, an alternative framework is offered based on the philosophy of Emanuel Levinas. This work aims to support the evaluation community’s ability to work with cultural diversity, a vital aspect of evaluation practice.

Implementing UNESCO’s Convention on Cultural Diversity at the regional level: Experiences from evaluating cultural competence centers

2020 ◽  
Vol 27 (4) ◽  
pp. 511-525
Author(s):  
Diana Betzler
Keyword(s):  
Cultural Competence ◽  
Cultural Diversity ◽  
Central Region ◽  
Cultural Policy ◽  
Public Funding ◽  
Regional Level ◽  
Policy Governance ◽  
United Nations Educational ◽  
Unesco Convention ◽  
Cultural Expressions

AbstractThis article deals with the question of whether regional cultural competence centers foster the diversity of cultural expressions and how the objectives of the United Nations Educational, Scientific, and Cultural Organization’s (UNESCO) Convention on Cultural Diversity are implemented. By introducing the Convention on Cultural Diversity, the conditions of regional cultural policy governance, and the idea of regional cultural competence centers, a framework for evaluation is outlined. The evaluation of four regional cultural competence centers in the Swiss Central Region shows that fostering cultural diversity is complex and has many different approaches and effects. The final discussion concludes that principles such as “interculturality,” “freedom,” and “access for all” under the Convention on Cultural Diversity can promote a diversity of cultural expressions but that these criteria have to be set from outside—for example, by public funding institutions—so that regional actors implement them.

scholarly journals Cultural diversity in unequal societies sustained through cross-cultural competence and identity valuation

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
John A. Bunce
Keyword(s):  
Cultural Competence ◽  
Cultural Diversity ◽  
Group Identity ◽  
Cross Cultural ◽  
Cultural Norms ◽  
Cultural Dynamics ◽  
Field Methods ◽  
Cultural Boundaries ◽  
Majority Culture ◽  
Common Strategy

AbstractIn much contemporary political discourse, valued cultural characteristics are threatened by interaction with culturally distinct others, such as immigrants or a hegemonic majority. Such interaction often fosters cross-cultural competence (CCC), the ability to interact successfully across cultural boundaries. However, most theories of cultural dynamics ignore CCC, making cultural diversity incompatible with mutually beneficial inter-group interaction, and contributing to fears of cultural loss. Here, interview-based field methods at an Amazonian ethnic boundary demonstrate the prevalence of CCC. These data motivate a new theoretical mathematical model, incorporating competing developmental paths to CCC and group identity valuation, that illuminates how a common strategy of disempowered minorities can counter-intuitively sustain cultural diversity within a single generation: Given strong group identity, minorities in a structurally unequal, integrative society can maintain their distinctive cultural norms by learning those of the majority. Furthermore, rather than a rejection of, or threat to, majority culture, the valuation of a distinctive minority identity can characterize CCC individuals committed to extensive, mutually beneficial engagement with the majority as members of an integrative, multi-cultural society.

An Approach to Diversity and Cultural Competence Curriculum in Public Administration

2022 ◽  
pp. 840-857
Author(s):  
Bridgett A. King
Keyword(s):  
Decision Making ◽  
Cultural Competence ◽  
Cultural Diversity ◽  
Public Administration ◽  
Culturally Responsive ◽  
Professional Lives ◽  
Organizational Diversity ◽  
Organizational Decision Making ◽  
Cultural Experiences ◽  
Administration Students

There are a variety of approaches that can be utilized to facilitate public administration students and practitioners using culturally responsive approaches in their professional lives. The importance of understanding cultural diversity extends not only to individual interactions but also the structure of organizations and organizational decision making. The chapter presents one approach to providing students with a diversity-focused curriculum in a graduate-level public administration program. This approach includes an overview of the historical legacy of diversity in public administration, legally required and voluntary approaches to organizational diversity, models that can be used to assess the diverse cultural experiences of individuals for more personalized practice, and activities that can be utilized and adapted to educate public administration students and practitioners on issues of diversity and cultural competency.

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.

Training on the DSM-5 Cultural Formulation Interview improves cultural competence in general psychiatry residents: A pilot study

2017 ◽  
Vol 54 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Stacia Mills ◽  
Anna Q. Xiao ◽  
Kate Wolitzky-Taylor ◽  
Russell Lim ◽  
Francis G. Lu
Keyword(s):  
Cultural Competence ◽  
Cultural Diversity ◽  
Assessment Tool ◽  
Cultural Knowledge ◽  
Psychiatry Residents ◽  
Cultural Formulation ◽  
Dsm 5 ◽  
General Psychiatry ◽  
The Mean ◽  
Cultural Formulation Interview

The objective of this study was to assess whether a 1-hour didactic session on the DSM-5 Cultural Formulation Interview (CFI) improves the cultural competence of general psychiatry residents. The main hypothesis was that teaching adult psychiatry residents a 1-hour session on the CFI would improve cultural competence. The exploratory hypothesis was that trainees with more experience in cultural diversity would have a greater increase in cultural competency scores. Psychiatry residents at a metropolitan, county hospital completed demographics and preintervention questionnaires, were exposed to a 1-hour session on the CFI, and were given a postintervention questionnaire. The questionnaire was an adapted version of the validated Cultural Competence Assessment Tool . Paired samples t tests compared pre- to posttest change. Hierarchical linear regression assessed whether pretraining characteristics predicted posttest scores. The mean change of total pre- and posttest scores was significant ( p = .002), as was the mean change in subscales Nonverbal Communications ( p < .001) and Cultural Knowledge ( p = .002). Demographic characteristics did not predict higher posttest scores (when covarying for pretest scores). Psychiatry residents’ cultural competence scores improved irrespective of previous experience in cultural diversity. More research is needed to further explore the implications of the improved scores in clinical practice.

Respecting Culture and Honoring Diversity in Community Practice

2007 ◽  
Vol 21 (4) ◽  
pp. 255-270 ◽  
Author(s):  
Frances E. Racher ◽  
Robert C. Annis
Keyword(s):  
Cultural Competence ◽  
Cultural Diversity ◽  
Nursing Practice ◽  
Cultural Humility ◽  
Community Practice ◽  
Melting Pot ◽  
Acculturation Theory ◽  
Effective Community ◽  
Canadian Mosaic ◽  
Cultural Attunement

Nurses work with individuals, families, groups, and communities where lives are enriched and challenged by cultural diversity. The purpose of this article is to discuss challenges and strategies for respecting culture and honoring diversity. This article diverges from the traditional nursing practice of working with individuals to working with collectives, to community practice beyond individuals and families, beyond community as context, to community as client. Culture and ethnicity are defined to set the stage for discussion of theory and its application to practice. Acculturation theory is explored through comparisons of the Canadian mosaic and American melting pot. Cultural competence, cultural attunement, and cultural humility are examined, and recommendations for effective community practice in working with groups and organizations are shared.

scholarly journals Nursing students’ experience of learning cultural competence

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0259802
Author(s):  
Isabel Antón-Solanas ◽  
Elena Tambo-Lizalde ◽  
Nadia Hamam-Alcober ◽  
Valérie Vanceulebroeck ◽  
Shana Dehaes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Diversity ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Academic Learning ◽  
Learning Needs ◽  
Transcultural Nursing ◽  
European Student ◽  
Nursing Curricula

Introduction European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. Materials and methods A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal. Results 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. Conclusion The participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

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