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.

scholarly journals Does Short-Term International Immersion have a Sustainable Impact on Teachers’ Cultural Competence? Follow-up Interviews Eight Years After a Teaching Experience in South Korea

2021 ◽  
Vol 21 (3) ◽  
Author(s):  
Kevin Oh ◽  
Natalie Nussli
Keyword(s):  
Cultural Competence ◽  
South Korea ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teaching Experience ◽  
The United States ◽  
Cultural Knowledge ◽  
Short Term ◽  
School Students ◽  
International Immersion

This qualitative study was conducted with teacher candidates studying in a Masters program at a university on the west coast in the United States. The main goal was to capture if immersion in a foreign culture and the short-term teaching of primary and secondary school students in South Korea had any sustainable impact on the participating teachers’ perception of their cultural knowledge, competence, and awareness almost a decade after their immersion experience. The researchers interviewed four teachers who had participated in one of two immersion projects conducted in 2010 and 2011. A questionnaire on teachers’ self-efficacy regarding culturally responsive teaching (modified from Chu & Garcia, 2014) was administered prior to the interview giving the participants a tool to reflect on what it means to be a culturally responsive teacher and to self-assess their own cultural competence and teaching practices. Four themes emerged from the interviews, namely, perspective-taking ability, relationships, teaching strategies, and cultural knowledge. The findings indicate that international immersion not only offers an effective way for pre-service teachers to receive intercultural training. It also has the potential to create transformative learning experiences by immersing students in cultural contexts unfamiliar to them. The findings from this study will be interesting to teacher educators who consider integrating international immersion projects into their teacher education programs.

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 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 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.

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.

Attitudes towards a literature-oriented translation curriculum

Babel ◽  
2004 ◽  
Vol 50 (1) ◽  
pp. 3-12
Author(s):  
Rachel Lung ◽  
Jackie Yan
Keyword(s):  
Cultural Awareness ◽  
Language Skills ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Language Training ◽  
Short Term ◽  
Interview Protocol ◽  
Language Competence ◽  
Individual Interviews ◽  
Mature Group

Abstract This paper presents findings of a qualitative study with 27 subjects, of attitudes towards a literature-oriented translation curriculum. Based on four group and individual interviews guided by a common interview protocol, the authors presented and analysed the results of the study, with close reference to recurring quotes from our subjects. The feedback from the four groups displays a general consensus that literature training is constructive in enhancing cross-cultural awareness and the language competence of students. Relatively, however, the translation graduates have higher regard to the usefulness of literature training than the translation undergraduates do. The less mature group seems to have taken a short-term perspective about the uses of knowledge of literature to them as translator trainees. The more mature group, instead, takes a thorough perspective about the subtle uses of literary knowledge in consolidating the language skills and cultural knowledge for translators. Our observation suggests that two elements are crucial for a relatively allround curriculum: the imminent skills, and the subtle language training. Résumé Cet article présente les résultats d’une étude qualitative, realisée avec 27 sujets sur leurs attitudes envers un curriculum en traduction orienté vers la litérature. Basée sur des entretiens par groupe et individuels selon un protocol commun, les auteurs ont présenté et analysé les résultats de l’étude, avec une nette référence à des citations récurrentes de nos sujets. L’information en retour des quatre groupes présente un consensus général selon lequel la formation en littérature est constructive pour améliorer la sensibilisation interculturelle et la compétence linguistique des étudiants. Cependant, il est utile de noter que les diplomes en traduction accordent plus de valeur a l’utilité de la formation en littérature que les candidats en traduction. Le groupe moins avancé semble, en revanche, avoir adopté une perspective à court-terme a propos des usages qu’il peut faire des connaissances en littérature comme étudiant en traduction. Le groupe plus avancé, par contre, a une vue d’ensemble des usages subtils des connaissances en littérature destinées à consolider les capacités linguistiques et les connaissances culturelles pour les traducteurs. Notre observation tend à suggérer que deux elements sont essentiels dans un curriculum assez complet: les capacités immédiates, et la formation subtile des langues.

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.

Development and Validation of the Cultural Competence of Program Evaluators (CCPE) Self-Report Scale

2012 ◽  
Vol 33 (4) ◽  
pp. 496-514 ◽  
Author(s):  
Krystall E. Dunaway ◽  
Jennifer A. Morrow ◽  
Bryan E. Porter
Keyword(s):  
Cultural Competence ◽  
Cultural Awareness ◽  
Convergent Validity ◽  
Demographic Variables ◽  
Cultural Knowledge ◽  
Self Report ◽  
Competence Training ◽  
Positive Correlations ◽  
Development And Validation ◽  
Cultural Skills

No self-report measure of cultural competence currently exists in program evaluation. Adapting items from cultural competence measures in fields such as counseling and nursing, the researchers developed the Cultural Competence of Program Evaluators (CCPE) self-report scale. The goals of this study were to validate the CCPE and to assess differences in level of cultural competence among program evaluators based on various demographic variables. The sample consisted of 174 evaluators. Principal components analyses revealed three factors of the CCPE: cultural knowledge, cultural skills, and cultural awareness. The overall alpha of the CCPE was .88, and convergent validity was established via significant positive correlations between the CCPE and the Multicultural Counseling Inventory (MCI). Additionally, individuals who had received cultural competence training scored significantly higher on the CCPE, and receipt of cultural competence training was a significant predictor of scores on the CCPE.

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