scholarly journals Cultural Competence: Where Are We as Athletic Training Educators?

2020 ◽  
Vol 15 (1) ◽  
pp. 49-54
Author(s):  
Destinee H. Grove ◽  
Jamie Mansell
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Professional Education ◽  
Health Care Professionals ◽  
White Women ◽  
Continuous Variables ◽  
Culturally Competent ◽  
Cross Sectional Survey ◽  
Survey Tool ◽  
Athletic Training Educators

Context Cultural competence is the ability of health care professionals to investigate and incorporate the cultural needs of patients into care and clinical decisions. Research shows that athletic training students and certified athletic trainers possess moderate to high levels of cultural competence yet struggle exhibiting culturally competent behaviors. Therefore, an exploration of athletic training educator cultural competence and preparedness to teach cultural competence concepts is warranted. Objective The study sought to assess the cultural competence of athletic training educators and how prepared, comfortable, and confident they feel teaching cultural competence and related concepts. Design Cross-sectional survey. Setting Online. Patients or Other Participants Ninety professional-level athletic training educators (60 women, 30 men). Data Collection and Analysis Cultural competence scores were collected using a previously validated survey tool. The remaining survey items collected information about participants' self-reported cultural competence teaching efficacy. All responses were collected through Qualtrics and analyzed using SPSS version 25. Frequency counts and percentages were determined. Measures of central tendencies were calculated for continuous variables. A paired-samples t test was used to determine if cultural competence knowledge and exhibition of culturally competent behaviors differed significantly. Results Athletic training educators identified mostly as white women (n = 59/90, 65.56%) and had high levels of self-reported cultural competence (5.33/7.00 ± 0.66). However, half of respondents (50.56%, n = 45/89) believed they do not possess adequate knowledge of cultural competence concepts, and a majority of respondents were not taught cultural competence concepts during professional education (78.89%, n = 71/90) nor during athletic training-specific continuing education opportunities (54.44%, n = 49/90). Conclusion(s) Further investigation regarding athletic training educator cultural competence education is warranted. Additionally, barriers to recruitment and retention of underrepresented athletic training faculty should be explored to increase diversity within athletic training programs. Finally, an athletic training-specific cultural competence assessment may more accurately measure cultural competence in this population.

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.

Effects of an Interprofessional Project on Students' Perspectives on Interprofessional Education and Knowledge of Health Disciplines

2016 ◽  
Vol 11 (4) ◽  
pp. 189-193 ◽  
Author(s):  
Lisa S. Jutte ◽  
Fredrick R. Browne ◽  
Marie Reynolds
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Professional Education ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Basic Knowledge ◽  
Health Administration ◽  
Cross Sectional Survey ◽  
Future Health ◽  
Health Care Professions

Context: Interprofessional education (IPE) is encouraged in health care education in the hope that it will improve communication among future health care professionals. In response, health professional education programs are developing IPE curricula. Objective: To determine if a multicourse interprofessional (IP) project impacted students' knowledge and views on other health care professions, as well as their attitudes toward IPE. Design: Cross-sectional survey. Setting: Four university classrooms. Patients or Other Participants: Eighty-one undergraduate students (32 men, 49 women) from 4 introductory courses (2 athletic training sections, 41 students; 1 health administration section, 19 students; and 1 nursing section, 21 students) participated in 2 surveys and an IP project. Main Outcome Measure(s): Participants completed a modified Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. The faculty assigned students to an IP group with representation from each discipline. Groups were instructed to produce a presentation on an assigned health care profession. After completing the project, students completed the same modified RIPLS questionnaire. Means and frequency were calculated. Quantitative data were analyzed with analysis of variance followed by Tukey post hoc testing when appropriate. Results: After the IP project, students from all disciplines reported an increased knowledge regarding nursing, health administration, athletic training, and other health care professions in general and how their discipline differed from other health care disciplines. All students agreed that they should practice communication with other health care disciplines. Other perceptions related to IPE did not change. Conclusions: Undergraduate athletic training, health administration, and nursing students who completed an IP project reportedly increased their knowledge of health care disciplines and increased their appreciation for practicing communication among health care disciplines. Future studies should assess how increasing basic knowledge of health care professions may impact the integration of advanced IPE concepts later in one's professional education.

scholarly journals Integrating Safe Space Ally Training Into the Athletic Training Curriculum

2021 ◽  
Vol 16 (4) ◽  
pp. 270-277
Author(s):  
Patricia A. Aronson ◽  
Lorin A. Cartwright ◽  
Rebecca M. Lopez
Keyword(s):  
Health Care ◽  
Cultural Competence ◽  
Athletic Training ◽  
Cultural Competency ◽  
Health Care Professionals ◽  
Athletic Trainers ◽  
Safe Space ◽  
Training Curriculum ◽  
Patient Centered ◽  
Athletic Training Educators

Context It has become increasingly important that athletic trainers (ATs) understand and promote diversity, inclusion, and cultural competency. One technique athletic training educators can use to promote cultural competency for those in the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) community is by attending a safe space ally training (SST) program to integrate the concepts of SST programing into their curriculum. Objective To provide athletic training educators with techniques to integrate inclusion and cultural competence regarding the LGBTQIA+ community into the athletic training curriculum using SST content. Our goal is that athletic training educators will train future ATs as well as embrace individual professional development. Background The National Athletic Trainers' Association (NATA) LGBTQ+ Advisory Committee (AC) has created an SST workshop for athletic trainers. Educators can promote cultural competency throughout the curriculum using evidence-based training programs such as the NATA LGBTQ+ AC SST. Description The emphasis of SST is to improve cultural competence regarding sexual minorities to improve inclusivity in all athletic training settings. It is critical that athletic training education programs prepare graduates to be competent, compassionate, patient-centered and professional ATs who are ready to function as health care professionals for all patients. Clinical Advantage(s) A goal of cultural competency is to create an inclusive environment within all athletic training settings, whether it be in a classroom, a clinic, or a nontraditional work setting. Health disparities and health care inequities must be appreciated by every AT to deliver compassionate and competent care for all in marginalized populations. Educators can make a difference in the future of athletic training by increasing the cultural competency of their students. Conclusion(s) Patient-centered care, knowledge of the care of those in diverse and minority populations, and ethical behavior can be enhanced through SST programs.

Defining and assessing key behavioral indicators of the Shifting Cultural Lenses model of cultural competence

2020 ◽  
Vol 57 (4) ◽  
pp. 594-609 ◽  
Author(s):  
Steven Regeser López ◽  
Ana C Ribas ◽  
Tamara Sheinbaum ◽  
María M Santos ◽  
Aldo Benalcázar ◽  
...  
Keyword(s):  
Cultural Competence ◽  
Health Care Professionals ◽  
Couple Therapy ◽  
Individual Therapy ◽  
Sociocultural Factors ◽  
Coding System ◽  
Culturally Competent ◽  
Behavioral Indicators ◽  
The Patient’S View ◽  
Therapy Sessions

Models of cultural competence highlight the importance of the sociocultural world that is inhabited by patients, and the question of how best to integrate sociocultural factors into clinical assessment and intervention. However, one significant limitation of such approaches is that they leave unclear what type of in-session therapist behaviors actually reflect cultural competence. We draw on the Shifting Cultural Lenses model to operationalize culturally competent in-session behaviors. We argue that a key component of cultural competence is the collaborative relationship between therapists and patients, in which therapists shift between their own cultural lenses and those of their clients, as they co-construct shared narratives together. Accordingly, we propose that culturally competent therapist behaviors include accessing the client’s views, explicitly presenting their own views as mental health care professionals, and working towards a shared understanding. We further specify the latter set of behaviors as including the practitioner’s integration of the patient’s view, their encouragement of the patient to consider their professional view, and the negotiation of a shared view. We developed a coding system to identify these therapist behaviors and examined the reliability of raters across 11 couple and 4 individual therapy sessions. We assessed whether the behavioral codes varied in expected ways over the first 3 sessions of 2 therapists’ couple therapy as well. Operationalizing the behavioral indicators of the Shifting Cultural Lenses model opens the door to the integration of both process- and content-oriented approaches to cultural competence.

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 Exploring the Effect a Speaker Series has on Students Level of Multicultural Sensitivity and Cultural Competence Awareness

2015 ◽  
Author(s):  
Christine Karpinski ◽  
Scott Heinerichs
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Health Beliefs ◽  
Health Care Quality ◽  
The United States ◽  
Care Quality ◽  
Culturally Competent ◽  
Convenience Sample ◽  
Multicultural Sensitivity ◽  
Significant Difference

Purpose: The population of the United States continues to become more diverse each day, and this changing demographic impacts our healthcare system, demanding that healthcare providers begin to provide culturally competent services. In order to have culturally competent practitioners, it would be prudent to incorporate the concepts of cultural competence effectively into respective health professions curricula. The purpose of this study was to assess the effectiveness of a three-part, semester-long cultural competency speaker series on students’ level of multicultural sensitivity and their attitudes toward cultural competence and its effect on healthcare. Methods: A convenience sample of 118 athletic training and nutrition undergraduate students participated in this study through their attendance at three 90-minute lectures over the course of the fall 2012 semester. A pre/post questionnaire study design was utilized. Two valid and reliable surveys, the Multicultural Sensitivity Scale (MSS) and the Health Beliefs Attitudes Survey (HBAS) were adapted from the literature. The MSS was used to measure students’ level of multicultural sensitivity and the HBAS was used to assess their attitudes on how cultural competence affects health care quality. Each survey was completed by subjects prior to and at the conclusion of the speaker series. Results: There was a significant difference between the mean total score of the HBAS prior to and after the speaker series (t = 4.01; p

scholarly journals Combining Online Education with International Service Learning to Increase Cultural Competence

2017 ◽  
Author(s):  
Elaine Keane ◽  
Ingrid Provident
Keyword(s):  
Health Care ◽  
Physical Therapy ◽  
Service Learning ◽  
Cultural Competence ◽  
Health Care Professionals ◽  
Self Awareness ◽  
Culturally Competent ◽  
International Service Learning ◽  
International Service ◽  
Post Test

PURPOSE: Although international service learning has the capacity to promote a variety of important professional behaviors, merely visiting another country does not automatically result in these benefits. METHODS: This article describes an evidenced-based course which used pre-trip preparation in combination with a nine day service learning trip to Ecuador to develop cultural competence among 6 occupational and 6 physical therapy students. Pre-trip preparation included online and in-person components to increase self-awareness, awareness of other cultures, knowledge about Ecuadorian culture and skill-building. On-site activities included exploration of the physical and social context in addition to providing occupational and physical therapy treatment in a variety of settings. The authors collected qualitative information by reviewing responses to prompts on an online forum. A pre-test/post-test format using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV) was used to gather quantitative information. RESULTS: A paired-samples t-test was used to compare the group’s pre-test and post-test scores on the IAPCC-SV. There was a statistically significant difference in the scores between the pre-test (M=57.72, SD+ 6.66) and post-test (M=67.54, SD+ 3.55) with the change in mean score of 9.81 resulting in t= -491, df = 10 and p ≤.001. DISCUSSION: The results showed a change in students from the level of culturally aware to culturally competent based on the scale provided in IAPCC-SV. The experience resulted in an increased desire to continue intercultural practice. Health care professionals have a responsibility to be culturally competent. This article will assist health care professionals to reflect on the advantages of joining an international service learning trip to expand their self-awareness and awareness of other cultures. Professors may reflect on how pre-trip preparation may enhance existing service learning experiences.

scholarly journals The Future of Health Professions Education: Considerations for Competency-Based Education in Athletic Training

2019 ◽  
Vol 14 (3) ◽  
pp. 215-222
Author(s):  
Kimberly L. Mace ◽  
Cailee E. Welch Bacon
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Health Care Professionals ◽  
Health Professions ◽  
Health Professions Education ◽  
Formative Assessments ◽  
Location Selection ◽  
Competency Based Education ◽  
Athletic Training Educators ◽  
Competency Based

Context Competency-based education (CBE) has been in existence in the landscape of educating health professionals since the 1970s. Despite this, there is significant variability in how CBE is defined in publication, practice, and conversation. This variability has likely contributed to common misconceptions about what it means for an educational system to be competency based, how such a system would operate, and the prevalence of these systems in current practices. Objective To define CBE through a discussion of its evolution in health professions education and discuss considerations for its role in the education of athletic trainers (ATs). Background The CBE framework has solidified its place in medical education to address the need for health care professionals to provide care that is safe, effective, and responsive to patient beliefs, values, and circumstances. These same necessities exist in athletic training practice. However, CBE does not yet have a solid place in the preparation of ATs, nor does it seem to be well understood by educators in the field. Recommendations Athletic training educators should be familiar with CBE as an educational framework that is fundamentally flexible and outcome oriented. Flexible practices allow for progression based on learner capability, opportunistic content delivery, and variable timing for assessments. Components of CBE that are outcome centric emphasize preparedness to practice and purposeful location selection for formative assessments. Further, it is important to avoid misusing the phrase CBE as a means to describe any aspect of learning that pertains to competence, competency, or competencies. Conclusions To hold and maintain a place in the larger context of health care, athletic training educators should have a firm grasp on the concepts and practices of CBE. Future areas of scholarship should identify strategies to incorporate CBE into athletic training education and determine its effect on patient care.

scholarly journals Implementation of Cultural Competence Education into Athletic Training Programs: A Qualitative Report

2021 ◽  
Vol 4 (1) ◽  
pp. p32
Author(s):  
Ashley M. Harris ◽  
Jennifer L. Volberding ◽  
Lawrence Richardson ◽  
W. David Carr
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Professional Practice ◽  
Clinical Setting ◽  
Training Programs ◽  
Culturally Competent ◽  
Culturally Competent Care ◽  
Clinical Model ◽  
Didactic Curriculum ◽  
Cultural Competence Education

Cultural competence education is a foundational behavior of professional practice that Athletic Training Programs (ATPs) have been tasked to incorporate into their curriculums. Ten ATP faculty were individually interviewed to determine the current methods used to teach provision of culturally competent care. Four major themes were identified: 1) Barriers to cultural competence education implementation in a didactic setting, 2) Strategies for incorporation into an existing didactic curriculum, 3) Barriers to cultural competence education in a clinical setting, and 4) Strategies to implement cultural competence education into an existing clinical model. Further research is necessary to determine the effectiveness of specific strategies.

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