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CULTURAL RELEVANCE IN MEDICINE: AN EVALUATION OF CULTURAL COMPETENCE CURRICULUM INTEGRATION IN SOUTHEASTERN MEDICAL SCHOOLS
Title
CULTURAL RELEVANCE IN MEDICINE: AN EVALUATION OF CULTURAL COMPETENCE CURRICULUM INTEGRATION IN SOUTHEASTERN MEDICAL SCHOOLS.
Creator
Gannon, Leslie, Mishtal, Joanna, University of Central Florida
Abstract / Description
Cultural competence in health care provision has been broadly identified as the need for providers to acknowledge, address, or incorporate an understanding of the cultural and social context of patients' lives into the process of treating and managing patient's illnesses. However, how cultural competence can be incorporated has been the subject of debates in biomedicine and anthropology, and has often been met with difficulties in physician practice. These challenges arise from differing...
Show moreCultural competence in health care provision has been broadly identified as the need for providers to acknowledge, address, or incorporate an understanding of the cultural and social context of patients' lives into the process of treating and managing patient's illnesses. However, how cultural competence can be incorporated has been the subject of debates in biomedicine and anthropology, and has often been met with difficulties in physician practice. These challenges arise from differing perspectives about how cultural competence is understood and institutional neglect of culturally relevant education. While the need for cultural competence integration into health care practitioner training during medical school education has been discussed for over six decades, effective incorporation of cultural competence into medical curriculum remains a multifaceted topic of interdisciplinary debate and a challenging task. The purpose of this project is to evaluate cultural competence integration in Southeastern medical school curriculum. Theoretically, this research utilizes critical medical anthropology as developed by anthropologists Arthur Kleinman, Janelle Taylor and Nancy Sheper-Hughes as a theoretical lens through which cultural competency implementation in Southeastern medical school curricula can be examined curricula Southeastern. This research also fills an interdisciplinary gap in both anthropological and medical scholarly knowledge bases. Methodologically, multiple project parameters have been explored utilizing qualitative data collection methods of cultural competence background and evaluation. This research combines primary data collection and secondary data analysis. Primary data collection involved interviewing individuals from Florida medical institutions concerning their experience and personal views of the benefit of cultural competence integration. The analysis of secondary data explored the integration of cultural competence into medical school curricula. These analyses include an examination of the content, format, and language of Southeastern medical school curricula, demographic trends as related to cultural competence in health care, federal grant allocation as related to cultural competence in health care, and institutional perspectives on incorporating social science concepts in medical education. This thesis makes three distinct but interrelated claims: (1) I argue that based on the provided descriptions of medical institution curriculum guides, there is a substantial discrepancy between the cultural competency incorporation claims made by the schools and what is actually integrated into their curriculum; (2) I argue that cultural competence integration must be delivered vertically across disciplines and horizontally across the entire four year span of medical education, and (3) Available ethnographic guides are presented with too narrow of a focus to apply to all medical school curricula. Understanding the shortcomings of medical school curricula in incorporating cultural competence training is significant because it draws attention to the need to develop more effective and systematic ways to train future health care providers to address the needs of an increasingly diverse patient population.
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Date Issued
2014
Identifier
CFH0004717, ucf:45370
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004717
EVALUATION OF THE ANTECEDENTS OF CULTURAL COMPETENCE
Title
EVALUATION OF THE ANTECEDENTS OF CULTURAL COMPETENCE.
Creator
Harper, Mary, Byers, Jacqueline, University of Central Florida
Abstract / Description
Purpose: The threefold purpose of this research is to identify the essential antecedents of cultural competence as identified by international nurse researchers, to compare the content of the extant cultural competence instruments to these antecedents and to potentially identify gaps in their conceptualization. A secondary aim of this research is to initiate validation of Harper's model of ethical multiculturalism. Conceptual Basis: The model of ethical multiculturalism depicts the...
Show morePurpose: The threefold purpose of this research is to identify the essential antecedents of cultural competence as identified by international nurse researchers, to compare the content of the extant cultural competence instruments to these antecedents and to potentially identify gaps in their conceptualization. A secondary aim of this research is to initiate validation of Harper's model of ethical multiculturalism. Conceptual Basis: The model of ethical multiculturalism depicts the attributes of ethical multiculturalism as the fulcrum of a balance between two ethical philosophies of fundamentalism and relativism. The attributes of moral reasoning, beneficence/nonmaleficence, respect for persons and communities, and cultural competence form the pyramidal fulcrum. The antecedents form the base of the pyramid and include cultural awareness, culture knowledge, cultural sensitivity, cultural encounters, cultural skill and understanding of ethical principles. Methodology: An on-line Delphi method was conducted with 35 international nurse researchers identified through published research, university directories, and professional organizations. Consensus was reached after two rounds. Following the Delphi rounds, sixteen members of the expert panel participated in an on-line focus group to validate results of the Delphi and discuss cultural competence in the international arena. Findings: Eighty antecedents of cultural competence were identified. Focus group discussion validated findings of the Delphi. Consensual thematic analysis of the focus group transcripts resulted in six themes: chimerical, contact, contextual, collaboration, connections, and considering impact. The Transcultural Self-Efficacy Tool (TSET) contained the most antecedents identified by the expert panel. Conclusions: Cultural competence is a process, not an outcome, and must be considered from the perspective of the recipient of care or research participant. Nurses must strive to deliver culturally acceptable care. The model of ethical multiculturalism is revised to include cultural desire as an antecedent. Nurses must understand the impact of globalization on individual health and care delivery. Implications for Nursing: Further testing of cultural competence instruments is needed to determine the correlation of self-efficacy with behavior, self-assessment with client assessment, and cultural competence with client outcomes. In education, research is needed to determine the most effective methods of teaching cultural competence. Increased recruitment of minorities into nursing programs is warranted. In practice, nurses must be prepared to provide language assistance as needed, recruitment and hiring of minorities must be increased, and minority thresholds must be used to determine cultural knowledge content for organizations.
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Date Issued
2008
Identifier
CFE0002046, ucf:47600
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002046
LATINO CULTURAL COMPETENCY IN SOCIAL WORK EDUCATION: A REVIEW OF THE LITERATURE
Title
LATINO CULTURAL COMPETENCY IN SOCIAL WORK EDUCATION: A REVIEW OF THE LITERATURE.
Creator
Menendez, Liana, Leon, Ana, University of Central Florida
Abstract / Description
Cultural competence serves as resource for social workers and other helping professionals to improve service delivery by using approaches that are compatible with the client's cultural values and beliefs. As the Latino population continues to grow, understanding the culture has important implications for social work practice, advocacy and research. There is a dearth of cultural competence training and educational programs that seek to effectively identify, address and meet the unique cultural...
Show moreCultural competence serves as resource for social workers and other helping professionals to improve service delivery by using approaches that are compatible with the client's cultural values and beliefs. As the Latino population continues to grow, understanding the culture has important implications for social work practice, advocacy and research. There is a dearth of cultural competence training and educational programs that seek to effectively identify, address and meet the unique cultural and linguistic needs of Latinos. With the growing population and a lack of culturally responsive services, clinicians familiar with the Latino culture and Latino cultural competency training and education programs, disparities among Latinos will continue to steadily rise. It is important for social work students and clinicians to receive advanced training in understanding the diverse needs of Latino populations. The purpose of this thesis is to review the existing literature to identify culturally competent practice methods and examine efforts to prepare social work students and clinicians to work with the Latino population. A search was conducted using PsychINFO, PubMed, Education Resources Information Center (ERIC) and Cumulative Index of Nursing and Allied Health Literature (CINAHL) databases. Key terms used in the searches were"cultural competency training", "cultural competency education" and/or "social work/clinician" coupled with terms Hispanic or Latino. This thesis concludes with some considerations for integrating Latino cultural competency into the social work curriculum.
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Date Issued
2015
Identifier
CFH0004747, ucf:45346
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004747
THE USAGE OF YOUNG ADULT LITERATURE AS A VEHICLE TO TEACH CULTURAL EMPATHY
Title
THE USAGE OF YOUNG ADULT LITERATURE AS A VEHICLE TO TEACH CULTURAL EMPATHY.
Creator
Voltaire, Samuelle, Wharton, Tracy, University of Central Florida
Abstract / Description
Social Work education is focused on helping students identify triggers and biases prior to entering the workforce, with an aim towards cultural competence. Class discussions and homework assignments are particularly intentional: through various assignments, students are urged to work on those issues before entering clinical practice. Young Adult (YA) literature has been successfully used in the field of Education to teach empathy and reflectivity regarding diversity to preservice teachers....
Show moreSocial Work education is focused on helping students identify triggers and biases prior to entering the workforce, with an aim towards cultural competence. Class discussions and homework assignments are particularly intentional: through various assignments, students are urged to work on those issues before entering clinical practice. Young Adult (YA) literature has been successfully used in the field of Education to teach empathy and reflectivity regarding diversity to preservice teachers. The use of YA literature may hold promise for Social Work education as a teaching tool, but the extent of current use in Social Work education is unknown. An anonymous survey of Social Work faculty at Florida universities was conducted using Qualtrics. The survey was sent to approximately 250 instructors of undergraduate and graduate courses. Eighteen surveys were completed, and 17 were used in data analysis. It was found that the majority of respondents used non-textbook and print material at least some of the time in their courses. Of those who used YA Literature in their courses, more than half the time it was used to facilitate cultural and diversity learning. Based on the data, YA literature holds promises for social work education in the area of development of cultural empathy. This study lays the groundwork for further research on how YA literature can be incorporated into cultural competency coursework.
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Date Issued
2016
Identifier
CFH2000006, ucf:45590
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000006
DEVELOPMENT AND VALIDATION OF THE CROSS-CULTURAL COMPETENCE INVENTORY
Title
DEVELOPMENT AND VALIDATION OF THE CROSS-CULTURAL COMPETENCE INVENTORY.
Creator
Thornson, Carol, Fritzsche, Barbara, University of Central Florida
Abstract / Description
Understanding the factors responsible for successful interactions between cultures has been an ongoing investigation among anthropologists, social workers, and organizational psychologists. The need for employees who are able to function effectively across cultures has resulted in a great deal of research examining which factors enable expatriate effectiveness. Despite the necessity of a workforce that is able to function across cultures in todayÂÂ's global economy, an...
Show moreUnderstanding the factors responsible for successful interactions between cultures has been an ongoing investigation among anthropologists, social workers, and organizational psychologists. The need for employees who are able to function effectively across cultures has resulted in a great deal of research examining which factors enable expatriate effectiveness. Despite the necessity of a workforce that is able to function across cultures in todayÂÂ's global economy, an even greater case can be made for cross-cultural competence (3C) in the U.S. military. The potential for loss of life and international-level consequences is high if our military forces are not adequately prepared. This is why the Department of Defense has identified 3C as a critical determinant of success for military missions. Despite the critical need for military 3C, a review of the literature found no validated instruments developed to assess the readiness of our troops to work closely with foreign nationals and coalition forces in the context of military deployments. As such, the overarching goal of this validation study was to enable the U.S. military to prepare and train its forces in 3C, specifically allowing the military to: (1) better assess troop readiness to engage other cultures; (2) target training to those skills that help achieve missions in the field; (3) design more authentic cross-cultural training exercises; (4) assess the effectiveness of cross-cultural training; and (5) guide the development of future cultural training efforts. To that end, a blended approach to scale development was undertaken, whereby critical-incident interviews with subject matter experts informed which of the individual difference predictors from the civilian literatures would likely be applicable to the military domain. Initial administration of the prototype instrument to 792 military members, followed by exploratory factor analysis, revealed six hypothesized factors of 3C. Following scale development, the Cross-Cultural Competence Inventory (3CI) was administered to almost 5,000 service members, and the six-factor structure was confirmed as well as cross-validated. Another data collection effort focused on assessing the stability of the six factors over time, via test-retest reliability analysis. A final validation study revealed Cultural Exploration to be a significant predictor of three of the four performance criteria, as rated by supervisors on deployment. Furthermore, this study offered the unique perspective gained by administering two popular civilian instruments along with a military-based tool, providing insight into the nature of military 3C and the ways in which it is similar to, and distinct from, civilian 3C. Additionally, important theoretical contributions may help guide future empirical research and military applications. This study is the initial step in assessing readiness for cultural interaction in the military. The results may serve to guide future efforts in military research in order to support our forces in the field as well as to guide the military establishment in making decisions on training, education, and operations in the context of mission success.
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Date Issued
2010
Identifier
CFE0003437, ucf:48388
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003437
Transformative Learning:Improving Teachers' Cultural Competencies Through Knowledge and Practice of Ubuntu Pedagogy
Title
Transformative Learning:Improving Teachers' Cultural Competencies Through Knowledge and Practice of Ubuntu Pedagogy.
Creator
Blackwood, Alecia, Hopp, Carolyn, Biraimah, Karen, Little, Mary, Boote, David, Washington, Kevin, University of Central Florida
Abstract / Description
The pursuit of this ethnographic study was inspired by my lived experiences as an urban school teacher for 18 years, as well as, the experiences of a group of other urban teachers. The study explored the following question: Does knowledge and practice of Ubuntu pedagogy help to improve teachers' cultural competencies in an urban school? The research documents how knowledge and practice of the three pillars of Ubuntu pedagogy help to transform the perspective of urban teachers. The three...
Show moreThe pursuit of this ethnographic study was inspired by my lived experiences as an urban school teacher for 18 years, as well as, the experiences of a group of other urban teachers. The study explored the following question: Does knowledge and practice of Ubuntu pedagogy help to improve teachers' cultural competencies in an urban school? The research documents how knowledge and practice of the three pillars of Ubuntu pedagogy help to transform the perspective of urban teachers. The three pillars are (1) Humanism and Ubuntu Competency, (2) Collaboration and Partnership, and (3) Relationship and Learning Community. Data were collected using multiple techniques, which included semi-structured interviews, book study, reflective digital journal notes, observations and a focus group. Seven participants, who were interviewed, were selected using convenience sampling (Creswell, 2013). Transformative learning and Ubuntu pedagogy are constructs in the conceptual framework that guided the process of the research design. For the data analysis procedures, the description of the interpretation of the cultural-sharing group provided more insights about teachers' experiences in an urban school. Recommendations were made based on the data collected, which provided evidence of how the knowledge and practice of Ubuntu pedagogy helped to improve teachers' cultural competencies. The teachers' focus group, book study reflections and classroom observations revealed that all the teachers experienced levels of a disorienting dilemma, a shift in frame of reference that was more inclusive and self-reflective.
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Date Issued
2018
Identifier
CFE0007157, ucf:52326
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007157
"I'M A STRONG INDEPENDENT BLACK WOMAN": THE COST OF STRONG BLACK WOMAN SCHEMA ENDORSEMENT
Title
"I'M A STRONG INDEPENDENT BLACK WOMAN": THE COST OF STRONG BLACK WOMAN SCHEMA ENDORSEMENT.
Creator
Castelin, Stephanie, White, Grace, University of Central Florida
Abstract / Description
The Strong Black Woman Schema (SBWS) is a cultural expectation placed on black women to unfailingly display signs of strength and caretaker qualities, while suppressing their emotions. The present study aimed to examine the relationship between the SBWS and psychological distress, suicidal behaviors, and resilience. Researchers expected to find a positive relationship between the SBWS and psychological distress, a positive relationship between the SBWS and resilience, and an undefined...
Show moreThe Strong Black Woman Schema (SBWS) is a cultural expectation placed on black women to unfailingly display signs of strength and caretaker qualities, while suppressing their emotions. The present study aimed to examine the relationship between the SBWS and psychological distress, suicidal behaviors, and resilience. Researchers expected to find a positive relationship between the SBWS and psychological distress, a positive relationship between the SBWS and resilience, and an undefined relationship between the SBWS and suicidal behaviors. The study also examined the potential moderating effects of the SBWS and resilience on the existing psychological distress-suicidal behaviors relationship. Lastly, the study examined how socioeconomic status moderates the relationship between the SBWS and psychological distress. It was expected that the SBWS and resilience would weaken the relationship between psychological distress and suicidal behaviors; higher socioeconomic status would weaken the relationship between the SBWS and psychological distress. Researchers recruited 177 black women to take a 30-minute survey. A bivariate correlation analysis showed that the SBWS shares a positive relationship with psychological distress, including depression, anxiety, and stress, and suicidal behaviors. However, resilience was not associated with the SBWS. Resilience was found to moderate the psychological distress-suicidal behaviors relationship, while the SBWS did not. Socioeconomic status did not moderate the relationship between the SBWS and psychological distress. The findings of this study bear important clinical and community implications. By determining the harmful effects of the SBWS, further research can be conducted on how black woman, mental health professionals, and community advocates can mitigate its effects.
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Date Issued
2019
Identifier
CFH2000494, ucf:45679
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000494
Catholic Healing Masses: Intersections of Health and Healing in Yucat(&)#225;n
Title
Catholic Healing Masses: Intersections of Health and Healing in Yucat(&)#225;n.
Creator
Draper, Suzanne, Reyes-Foster, Beatriz, Mishtal, Joanna, Matejowsky, Ty, University of Central Florida
Abstract / Description
The conception of illness and healing in contemporary Mexican Catholic discourse highlights both particular and ubiquitous instances of a health experience perceived locally and widespread. Catholic healing masses are utilized as supplemental methods of individual health restoration coupled with Western medicinal techniques in Catholic dramas. Aside from the spiritual and religious significance of this practice, the use of healing masses as an additional means to achieving an optimal health...
Show moreThe conception of illness and healing in contemporary Mexican Catholic discourse highlights both particular and ubiquitous instances of a health experience perceived locally and widespread. Catholic healing masses are utilized as supplemental methods of individual health restoration coupled with Western medicinal techniques in Catholic dramas. Aside from the spiritual and religious significance of this practice, the use of healing masses as an additional means to achieving an optimal health status implies that something is lacking in current biomedical models. The purpose of my research is to explore the humanistic terms under which healing masses operate and translate these terms into a biomedical conversation towards enhanced secular medical care
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Date Issued
2014
Identifier
CFE0005484, ucf:50332
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005484
SOCIAL WORK VALUES AND HOSPITAL CULTURE: AN EXAMINATION FROM A COMPETING VALUES FRAMEWORK
Title
SOCIAL WORK VALUES AND HOSPITAL CULTURE: AN EXAMINATION FROM A COMPETING VALUES FRAMEWORK.
Creator
Evans, Amanda, House, Jess, University of Central Florida
Abstract / Description
The purpose of this study is to assess the perceptions of social workers employed in Florida hospitals in relation to the core values of their profession and the alignment of those values within the culture of their current work setting. The conceptual framework for the study was from organizational behavior theory specific to culture, values, and trust. The Competing Values Framework (Cameron & Quinn, 1999) provided a method to distinguish co-existing competing values within an organization....
Show moreThe purpose of this study is to assess the perceptions of social workers employed in Florida hospitals in relation to the core values of their profession and the alignment of those values within the culture of their current work setting. The conceptual framework for the study was from organizational behavior theory specific to culture, values, and trust. The Competing Values Framework (Cameron & Quinn, 1999) provided a method to distinguish co-existing competing values within an organization. The research findings indicated that 65% of the professional social workers who participated in the study perceived that the core values of their profession are very much in alignment with the written mission statement of their hospital. However, less than half of the respondents (42%) stated the daily business of the hospital strongly reflected the mission statement. The social workers perceived the current culture of hospitals in Florida as being closely clustered among four cultures: clan, adhocracy, market, and hierarchy. However, they would prefer a stronger clan culture and less of a market culture in the future. A large majority (85%) of all respondents communicated that their work assignments allowed them to demonstrate their professional values on a regular basis. However, only 63% stated that they trusted that their hospital valued the knowledge and skills of their profession.
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Date Issued
2005
Identifier
CFE0000866, ucf:46673
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000866