Undergraduate Students' Cultural Competency focused on the Cross-Cultural Bias and Competency: Based in the Busan

In the twenty-first century, education does not merely focus on information exchange; additionally, it does so on various abilities and living in harmony. To materialize such acquisition among students, cross-cultural competence is an essential vehicle in a rapidly globalizing world. This calls for integrating comprehensive cross-cultural education as an independent subject into teacher training programs alongside the applied practices that go with it. Against this backdrop, the current study aims to determine the cross-cultural competency capabilities of Turkish language teacher candidates studying at one of the major universities in Turkey. In this article, initially cultural dimensions, scope of culture, and aspects of cross-cultural competency are addressed on a theoretical basis. In addition, learning materials are developed by the candidates, based on the instructions provided by the researcher, and analyzed according to their content of cross-cultural competency. The paper also discusses the cultural background of the candidates and their cross-cultural competency capabilities. The findings show that the participants have major difficulty presenting sufficient information or content in developing their cross-cultural competency. In the end, there are recommendations for enhancing the cross-cultural competency capabilities, while shedding light on the inadequate focus devoted to improving these skills within the training programs.

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Using the Cross-Cultural Care Survey to Assess Cultural Competency in Graduate Medical Education

Journal of Graduate Medical Education ◽

10.4300/jgme-d-09-00100.1 ◽

2010 ◽

Vol 2 (1) ◽

pp. 96-101 ◽

Cited By ~ 9

Author(s):

Maria B. J. Chun ◽

Ann-Marie Yamada ◽

John Huh ◽

Cynthia Hew ◽

Shari Tasaka

Keyword(s):

Cultural Competency ◽

Evidence Base ◽

Cross Cultural ◽

Policy And Practice ◽

Residency Programs ◽

Cultural Care ◽

Care Survey ◽

The Cross ◽

Effectiveness Of Training ◽

The Impact

Abstract Background Cultural competency is an important part of medical policy and practice, yet the evidence base for the effectiveness of training in this area is weak. One reason is the lack of valid, reliable, and feasible tools to quantify measures of knowledge, skill, and attitudes before and/or after cultural training. Given that cultural competency is a critical aspect of “professionalism” and “interpersonal and communication skills,” such a tool would aid in assessing the impact of such training in residency programs. Objectives The aim of this study is to enhance the feasibility and extend the validity of a tool to assess cultural competency in resident physicians. The work contributes to efforts to evaluate resident preparedness for working with diverse patient populations. Method Eighty-four residents (internal medicine, psychiatry, obstetrics-gynecology, and surgery) completed the Cross-Cultural Care Survey (CCCS) to assess their self-reported knowledge, skill, and attitudes regarding the provision of cross-cultural care. The study entailed descriptive analyses, factor analysis, internal consistency, and validity tests using bivariate correlations. Results Feasibility of using the CCCS was demonstrated with reduced survey completion time and ease of administration, and the survey reliably measures knowledge, skill, and attitudes for providing cross-cultural care. Resident characteristics and amount of postgraduate training relate differently to the 3 different subscales of the CCCS. Conclusions Our study confirmed that the CCCS is a reliable and valid tool to assess baseline attitudes of cultural competency across specialties in residency programs. Implications of the subscale scores for designing training programs are discussed.

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Translation and Evaluation of the Cultural Awareness Scale for Korean Nursing Students

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2014-0067 ◽

2015 ◽

Vol 12 (1) ◽

pp. 9-16 ◽

Cited By ~ 1

Author(s):

Hyunjin Oh ◽

Jung-ah Lee ◽

Karen G Schepp

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Cultural Competency ◽

Cultural Awareness ◽

Curriculum Evaluation ◽

Cross Cultural ◽

Validity And Reliability ◽

Cross Sectional ◽

Convenience Sample ◽

The Cross

AbstractBackground: To evaluate the effectiveness of a curriculum for achieving high levels of cultural competence, we need to be able to assess education intended to enhance cultural competency skills. We therefore translated the Cultural Awareness Scale (CAS) into Korean (CAS-K). The purpose of this study was to evaluate the cross-cultural applicability and psychometric properties of the CAS-K, specifically its reliability and validity.Methods: A cross-sectional descriptive design was used to conduct the evaluation. A convenience sample of 495 nursing students was recruited from four levels of nursing education within four universities in the city of Daejeon, South Korea.Results: This study provided beginning evidence of the validity and reliability of the CAS-K and the cross-cultural applicability of the concepts underlying this instrument. Cronbach’s alpha ranged between 0.59 and 0.86 (overall 0.89) in the tests of internal consistency. Cultural competency score prediction of the experience of travel abroad (r=0.084) and the perceived need for cultural education (r=0.223) suggested reasonable criterion validity. Five factors with eigenvalues >1.0 were extracted, accounting for 55.58% of the variance; two retained the same items previously identified for the CAS.Conclusion: The CAS-K demonstrated satisfactory validity and reliability in measuring cultural awareness in this sample of Korean nursing students. The revised CAS-K should be tested for its usability in curriculum evaluation and its applicability as a guide for teaching cultural awareness among groups of Korean nursing students.

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The Cross-Cultural Equivalence of Parental Rearing Measure: EMBU-C

European Journal of Psychological Assessment ◽

10.1027/1015-5759.22.2.85 ◽

2006 ◽

Vol 22 (2) ◽

pp. 85-91 ◽

Cited By ~ 34

Author(s):

Maja Deković ◽

Margreet ten Have ◽

Wilma A.M. Vollebergh ◽

Trees Pels ◽

Annerieke Oosterwegel ◽

...

Keyword(s):

Factor Analysis ◽

Cultural Differences ◽

Cross Cultural ◽

Child Rearing ◽

Latent Factors ◽

Immigrant Adolescents ◽

Confirmatory Factor ◽

Parental Rearing ◽

The Cross ◽

Multigroup Confirmatory Factor Analysis

We examined the cross-cultural equivalence of a widely used instrument that assesses perceived parental rearing, the EMBU-C, among native Dutch and immigrant adolescents living in The Netherlands. The results of a multigroup confirmatory factor analysis indicated that the factor structure of the EMBU-C, consisting of three latent factors (Warmth, Rejection, and Overprotection), and reliabilities of these scales are similar in both samples. These findings lend further support for the factorial and construct validity of this instrument. The comparison of perceived child rearing between native Dutch and immigrant adolescents showed cultural differences in only one of the assessed dimensions: Immigrant adolescents perceive their parents as more overprotective than do Dutch adolescents.

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