The Assessment of Athletic Training Students' Knowledge and Behavior to Provide Culturally Competent Care

2015 ◽  
Vol 10 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Suzette Marie Nynas
Keyword(s):  
Athletic Training ◽  
Cultural Competency ◽  
Mixed Methods Research ◽  
Cultural Awareness ◽  
Culturally Competent ◽  
Athletic Training Students ◽  
Culturally Competent Care ◽  
Knowledge And Skills ◽  
Study Approach ◽  
And Behavior

Context Culturally competent knowledge and skills are critical for all healthcare professionals to possess in order to provide the most appropriate health care for their patients and clients. Objective To investigate athletic training students' knowledge of culture and cultural differences, to assess the practice of culturally competent care, and to determine efficacy of cultural competency instruction. Design A mixed methods research design with a case study approach was utilized for this study. Setting This study was conducted in an athletic training course over a 2-week time period. Patients or Other Participants Ten athletic training students enrolled in a professional athletic training program at the master's level participated in this project. Sampling of participants was purposeful and based on convenience. Data Collection and Analysis The Cultural Competence Assessment (CCA) instrument was administered and analyzed to determine athletic training students' cultural awareness, sensitivity, and behavior. An assessment questionnaire and focus group were used to determine the athletic training students' experiences in diversity and cultural competency education, to evaluate the efficacy of classroom activities, and to solicit athletic training students' feedback for recommendation regarding the delivery of cultural competency knowledge and skills in the athletic training curriculum. Results The study revealed that athletic training students demonstrated good cultural awareness and sensitivity. However, it was also discovered that athletic training students were less likely to practice culturally competent care. Conclusion(s) Both didactic and clinical experiences increased athletic training students' cultural competency; however, athletic training students wanted to spend more time on cultural competency within the curriculum. Athletic training students also believed it was important to use various tools to teach about cultural competency.

Perceived Cultural Competence Levels in Undergraduate Athletic Training Students

2013 ◽  
Vol 8 (3) ◽  
pp. 66-70 ◽  
Author(s):  
Jennifer L. Volberding
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Students Of Color ◽  
Professional Education ◽  
Training Programs ◽  
Measurement Tool ◽  
Culturally Competent ◽  
Athletic Training Students ◽  
Culturally Competent Care ◽  
Race Ethnicity

Context As the patient population continues to diversify, it is essential that athletic training students (ATSs) are educated to provide culturally competent care. This high-quality health care within the context of a patient's race, ethnicity, language, religious beliefs, or behaviors is a foundation of professional practice. Objective Determine undergraduate ATSs' levels of cultural competence and their variability by gender, race, and year in school. Design Cross-sectional design. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate athletic training programs. Patients or Other Participants ATSs enrolled in their programs' professional-education phase (N = 421), of which 366 were Caucasian and 55 were students of color. Intervention Students completed a 20-question online Likert survey using Qualtrics. Items were based on prior research and a nursing measurement tool, rated on a 1 to 4 scale (from strongly disagree to strongly agree, respectively; maximum score of 80), and found to be reliable (Cronbach α = 0.721). Main Outcome Measurements Overall cultural competence score, means, and standard deviations were calculated for all students by gender, race/ethnicity, and year. One-way analyses of variance also compared each category. Results Higher scores on the research tool demonstrate higher levels of cultural competence. There were no significant differences found between gender and year in school. Students of color showed higher overall cultural competence scores than Caucasians (F1,420 = 29.509, P < .01). The mean overall cultural competence score was 58.36 ± 5.26. Conclusions Students of color demonstrated higher levels of cultural competence, which is possibly because of their personal history and experiences. The current study demonstrates that athletic training programs must seek to better educate students on providing culturally competent care.

scholarly journals Athletic Training Students Demonstrate Airway Management Skill Decay, but Retain Knowledge over 6 Months

2016 ◽  
Vol 11 (4) ◽  
pp. 173-180 ◽  
Author(s):  
Jennifer K. Popp ◽  
David C. Berry
Keyword(s):  
Airway Management ◽  
Athletic Training ◽  
Repeated Measures ◽  
Training Programs ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Main Effect ◽  
Review Session

Context: Airway management (AM) knowledge and skills are taught in all athletic training programs; however, research suggests that skill decay occurs with acute care skills as length of nonpractice increases. Objective: Evaluate retention of AM knowledge and skills, specifically oropharyngeal airway (OPA) and nasopharyngeal airway (NPA) use, in athletic training students. Design: Cross-sectional study. Patients or Other Participants: Twenty-five students (8 males, 17 females; age = 21.12 ± 1.42 years) enrolled in Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Intervention(s): Participants' AM knowledge and skills were assessed 5 times (baseline–T4). The baseline assessment was followed by an educational review session. Participants were reassessed (T1) before being randomly assigned to 2 groups. The experimental group's AM knowledge and skills were reevaluated at 1 month (T2), 3 months (T3), and 6 months (T4), and the control group's at 6 months (T4). Main Outcome Measure(s): Dependent variables of AM knowledge and skills scores. Groups served as the independent variable. Repeated-measures analysis of variance with between-participants and within-participants effects assessed changes in knowledge skills scores. Results: Testing revealed no significant differences between the groups on knowledge (F2.00,46.00 = 0.37, P = .70) and overall clinical skills (F1.57,36.17 = 0.09, P = .87). A significant main effect for time on knowledge (F2.00,46.00 = 28.44, P < .001) found baseline scores were different from scores at T1 and T4. A significant main effect for time on OPA skills (F1.50,34.60 = 65.02, P < .001) and NPA skills (F1.62,37.31 = 106.46, P < .001) found baseline scores were different from scores at T1 and T4 and T1 score was different from T4 score. Conclusions: Both groups retained AM knowledge over a 6-month period, whereas OPA and NPA skills decayed from review session to 6-month follow-up. The lack of significant differences between the groups suggests that subsequent testing may not affect retention of AM knowledge and skills.

scholarly journals A concept analysis in relation to the cultural competency of the palliative care workforce in meeting the needs of young people from South Asian cultures

2017 ◽  
Vol 16 (2) ◽  
pp. 220-227
Author(s):  
Erica Brown ◽  
Anita Franklin ◽  
Jane Coad
Keyword(s):  
Palliative Care ◽  
Young People ◽  
Cultural Competency ◽  
South Asian ◽  
Concept Analysis ◽  
Culturally Competent ◽  
Care Needs ◽  
Culturally Competent Care ◽  
Cultural Care ◽  
Palliative Care Needs

ABSTRACTObjective:Our aims were to report an analysis of the concept of cultural competency and to explore how the cultural competency of the palliative care workforce impacts the holistic care of young people with palliative care needs from South Asian cultures.Method:Using keywords, we searched the online databases MEDLINE, CINAHL, ScienceDirect, and PubMed from January of 1990 through to December of 2016. Some 1543 articles were retrieved, and inclusion and exclusion criteria were applied. A total of 38 papers were included in the concept analysis. The data were analyzed using Coad's (2002) adapted framework based on Rodgers's (1989) evolutionary concept analysis, focusing on the attributes, antecedents, consequences, and related terms in relation to culturally competent care. A model case of culturally competent care was also constructed.Results:The literature provides evidence that the concept of culturally competent care is a complex one, which is often expressed ambiguously. In addition, there is a paucity of research that involves service users as experts in defining their own needs and assessing their experiences related to cultural care.Significance of Results:Cultural care should be integral to holistic patient care, irrespective of a person's race or ethnicity. There is an urgent need to involve young BAME patients with palliative care needs and their families in the development of a robust tool to assess cultural competency in clinical practice.

scholarly journals Assessment of Certified Athletic Trainers' Levels of Cultural Competence in the Delivery of Health Care

2010 ◽  
Vol 45 (4) ◽  
pp. 380-385 ◽  
Author(s):  
Jeremy Marra ◽  
Tracey Covassin ◽  
René R. Shingles ◽  
Renee Branch Canady ◽  
Tom Mackowiak
Keyword(s):  
Health Care ◽  
Cultural Competence ◽  
Athletic Training ◽  
Delivery Of Health Care ◽  
Athletic Trainers ◽  
Years Of Experience ◽  
Culturally Competent ◽  
Culturally Competent Care ◽  
Certified Athletic Trainers ◽  
Race Ethnicity

Abstract Context: The concept of culture and its relationship to athletic training beliefs and practices is virtually unexplored. The changing demographics of the United States and the injuries and illnesses of people from diverse backgrounds have challenged health care professionals to provide culturally competent care. Objective: To assess the cultural competence levels of certified athletic trainers (ATs) in their delivery of health care services and to examine the relationship between cultural competence and sex, race/ethnicity, years of athletic training experience, and National Athletic Trainers' Association (NATA) district. Design: Cross-sectional survey. Setting: Certified member database of the NATA. Patients or Other Participants: Of the 13 568 ATs contacted, 3102 (age  =  35.3 ± 9.41 years, experience  =  11.2 ± 9.87 years) responded. Data Collection and Analysis: Participants completed the Cultural Competence Assessment (CCA) and its 2 subscales, Cultural Awareness and Sensitivity (CAS) and Cultural Competence Behavior (CCB), which have Cronbach alphas ranging from 0.89 to 0.92. A separate univariate analysis of variance was conducted on each of the independent variables (sex, race/ethnicity, years of experience, district) to determine cultural competence. Results: The ATs' self-reported scores were higher than their CCA scores. Results revealed that sex (F1,2929  =  18.63, P  =  .001) and race/ethnicity (F1,2925  =  6.76, P  =  .01) were indicators of cultural competence levels. However, we found no differences for years of experience (F1,2932  =  2.34, P  =  .11) or NATA district (F1,2895  =  1.09, P  =  .36) and cultural competence levels. Conclusions: Our findings provide a baseline for level of cultural competence among ATs. Educators and employers can use these results to help develop diversity training education for ATs and athletic training students. The ATs can use their knowledge to provide culturally competent care to athletes and patients and promote a more holistic approach to sports medicine.

scholarly journals Short-Term Study Abroad: The Students' Perspective on London 2019

2019 ◽  
Vol 14 (4) ◽  
pp. 269-274
Author(s):  
Ellen K. Payne ◽  
Heather Chapman ◽  
April Daly ◽  
Samantha Darby ◽  
Margaret Heft
Keyword(s):  
Study Abroad ◽  
Athletic Training ◽  
Cultural Awareness ◽  
International Travel ◽  
Athletic Training Students ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

Context Many study abroad experiences are difficult for athletic training students to attend because of the prescriptive nature of the athletic training curriculum. Short-term study abroad programs allow students to participate in an international educational experience without the time commitment of semester-long or yearlong programs. Objective To report the students' perspective of a short-term study abroad experience. Background In January 2019 a short-term study abroad program was offered for athletic training students. The program included attendance at a sports medicine conference, networking opportunities, and cultural activities. Synthesis Through a group debriefing session and guided reflection questions, four athletic training students who attended the short-term study abroad program in London reflected on their preparations for the international travel and their experiences while abroad. Recommendation(s) Continued research should be conducted to objectively assess how short-term study abroad programs influence students' cultural awareness and cultural competency upon return. Conclusion(s) Short-term study abroad programs are one way for students to increase cultural awareness while staying on track with their athletic training curriculum. From the students' perspective, once they overcame the perceived barriers to international travel, the experience was positive, and they would recommend it to other athletic training students.

scholarly journals Athletic Training Students Demonstrate Supplemental Oxygen Administration Skill Decay, but Retain Knowledge Over Six Months

2018 ◽  
Author(s):  
David Berry ◽  
Jennifer Popp
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Supplemental Oxygen ◽  
Nasal Cannula ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Oxygen Administration ◽  
Review Session

Purpose: Research suggests skill decay occurs with emergency skills, such as supplemental oxygen administration (OA), since the frequency of medical emergencies in clinical settings is low. Identifying the presence and timeline for skill decay allows educators to employ strategies to prevent this occurrence. Therefore, this study evaluated retention of knowledge and clinical skills associated with supplemental oxygen administration, specifically nasal cannula (NC) and non-rebreather mask (NrM) usage in professional athletic training students. Methods: Cross-sectional study. Twenty-nine athletic training students (males=11, females=18; age=21.03+1.38) enrolled in a Commission on Accreditation of Athletic Training Education (CAATE)-accredited professional athletic training programs. Participants’ supplemental oxygen administration knowledge and skills was assessed five times (baseline-T4). The baseline assessment was followed by an educational review session. Participants’ knowledge and skills were re-assessed (T1) and then randomly assigned to two groups. The experimental group’s supplemental oxygen administration knowledge and skills were re-evaluated at 1-month (T2), 3-months (T3), and 6-months (T4). The control at 6-months (T4). Results: Analysis revealed no significant differences between the groups on knowledge (F2,54=.15, P=.86) and overall clinical skills (F2,54=1.52, P=.23). A significant main effect for time on knowledge (F2,54=65.30, P1.89,50.98=112.55, P1.55,41.88=108.03, P Conclusions: Both groups retained supplemental oxygen administration knowledge over 6-months. Conversely, nasal cannula and non-rebreather mask skills decayed from review session to 6-month follow-up. Regular rehearsal and practice of acute care clinical skills should be integrated into educational programs to avoid decay of skills. Since these skills are not frequently utilized in the clinical education environment, integrating opportunities to practice these skills to maintain the competence level of students and prepare them for clinical practice is warranted.

Beyond Cultural Competency: Skill, Reflexivity, and Structure in Successful Tribal Health Care

2014 ◽  
Vol 38 (1) ◽  
pp. 29-48 ◽  
Author(s):  
Carolyn Smith-Morris ◽  
Jenny Epstein
Keyword(s):  
Health Care ◽  
Cultural Capital ◽  
Cultural Competency ◽  
Care Practice ◽  
Culturally Competent ◽  
Power Structures ◽  
Community Based ◽  
Culturally Competent Care ◽  
Tribal Health ◽  
Competency Based

As notions of cultural competency have risen to prominence in health care, some of our most powerful models and strategies come from successful tribal health care. In this chapter, we deconstruct notions of cultural competency, rebuilding this important aspect of medical practice under Bourdieu's model of reflexivity (1986). We outline a critical discourse of cultural competency based on a processual (and distinctively anthropological) model. In promoting several specific strategies for culturally competent care, we point to the assumptions regarding the boundedness and neutrality of culture within biomedical practice as well as the authority and power structures through which competency is determined. We offer two case studies: one, an examination of a community-based ambulatory care practice; the second, a consideration of both practitioners' and institutions' use of cultural capital in addressing the community they serve. We promote a reflexive form of culturally competent care that goes beyond "cookbook" uses of cultural capital to move toward an engaged and structurally flexible approach, one that allows the blending of biomedical paradigms with patient culture and history.

Cultural Competence in Athletic Training Education Programs: A Critically Appraised Topic

2020 ◽  
pp. 1-6
Author(s):  
Megan N. Sears ◽  
Dani M. Moffit ◽  
Rebecca M. Lopez
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Cultural Awareness ◽  
Training Programs ◽  
Athletic Training Education ◽  
Educational Interventions ◽  
Self Awareness ◽  
Athletic Training Students ◽  
Education Programs ◽  
Bottom Line

Clinical Question: Do cultural-competence-based educational interventions improve the cultural competence of athletic training students, based on the constructs of the Campinha-Bacote model? Clinical Bottom Line: Athletic training programs can improve athletic training students’ cultural awareness, knowledge, skill, encounters, and desire by incorporating cultural-competence-based independent readings, lecture presentations, in-class discussions, and self-awareness activities.

Psychometric Validation of the Revised Clinical Cultural Competency Questionnaire

2013 ◽  
Vol 21 (3) ◽  
pp. 426-436 ◽  
Author(s):  
Nicole Mareno ◽  
Patricia L. Hart ◽  
Lewis VanBrackle
Keyword(s):  
Cultural Competence ◽  
Cultural Competency ◽  
Cross Cultural ◽  
Psychometric Validation ◽  
Self Awareness ◽  
Culturally Competent ◽  
Factor Solution ◽  
Culturally Competent Care ◽  
Cultural Encounters ◽  
Cultural Competency Education

Background and Purpose: Growing diversity in health care requires culturally competent care. Assessing nurses’ cultural competence is the first step in designing cultural competency education. The Clinical Cultural Competency Questionnaire (CCCQ) is one instrument to assess nurses’ cultural competence. Methods: The psychometric properties and factor structure of the revised CCCQ-PRE (CCCQ-PRE-R) for nurses was examined. Results: A 1-factor solution was noted for the knowledge and skills subscales. A 2-factor solution was discovered for the comfort and awareness subscales: differentiating between comfort in dealing with positive and negative cross-cultural encounters/situations, and differentiating between importance awareness and self-awareness. Cronbach’s alpha coefficients were high for all subscales. Conclusions: The findings support the use of the revised CCCQ-PRE-R with nurses. Further testing in larger, more diverse nursing populations is warranted.

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