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The purpose of this interpretive phenomenological study was to explore access to healthcare through the lens and lived experiences of African American Women (AAW) in Midwestern towns throughout the United States. African American women and other people of low socio-economic backgrounds continue to live with poorer health outcomes than many of their counterparts African American Women experience barriers to healthcare from a unique perspective than their White counterparts. Although medical professionals endeavor to attain equal treatment among each of their patients, significant healthcare disparities are prevalent among AAW Commonly recognized ethnic stereotypes are not always intentionally supported, however, their mere existence shapes how information about a person is processed and can result in unintentional prejudices in decision-making. This well-known phenomenon is commonly referred to as implicit bias. Systemic structural obstacles and different methods of marginalization as described above, continue to plague and limit AAW’s access to quality healthcare in their neighborhoods. This research considered these factors in addition to the access to culturally competent healthcare providers and their ability to address known mental and physical health disparities among AAW through qualitative interviews.

This existential-phenomenological study sought to explore the experiences of White undergraduate psychology students enrolled in a multicultural counseling course to gain an understanding of how White students described their lived experiences while enrolled in the course. This was accomplished by conducting virtual interviews with nine participants recruited through an online university announcement. Three key experiential constituents emerged from the data supporting previous research of the conflicts White students experience as they process understanding their racialized identities as members of the dominant ethnic-racial group in U.S. society in context to the topics discussed in the course. This lack of understanding was demonstrated through reliance on colorblind ideology, including the use of racially coded language and the “Other” to understand their White identities, the minimization of racism demonstrated through reliance on racial ignorance/innocence, and difficulty reconciling one’s own personal beliefs that conflicted with some aspects of the course. This study adds to the literature on multicultural training highlighting the continued importance and usefulness of multicultural counseling in assisting budding White counseling professionals with understanding the cultural and ethnic-racial differences that may present between themselves and potential clientele and the effects such differences may have on the therapeutic relationship. This study’s findings also revealed the continued need for support in interrupting students’ reliance on reinforcing Whiteness and the racial status quo as one goes through the process of developing a multicultural orientation. Recommendations for future research are also discussed.

Purpose: The objective of this quality improvement (QI) initiative is to increase clinical proficiency of perioperative Registered Nurses (RNs) and Certified Registered Nurse Anesthesiologists (CRNAs) in delivering healthcare services to transgender patients. The main goal is to develop and assess a tailored online educational module that targets deficiencies in transgender cultural competence and clinical preparedness in a perioperative environment.Background: Formalized training for perioperative RNs and CRNAs is still limited, despite growing recognition of transgender healthcare requirements. This project acknowledges necessity of patient-centered interventions, considering distinct difficulties and factors involved in providing treatment for transgender patients. This project relies on a thorough analysis of existing studies, showing deficiencies in present methods and emphasizing the need for specialized cultural competency training. Methods: This project utilized the pretest and posttest methods to assess outcomes of cultural care competency training module accessed through Prezi. The assessment technique used was Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS) questionnaire. Total of 14 participants, including registered nurses (RNs) and certified registered nurse anesthesiologists (CRNAs), were involved in intervention. This allowed for a thorough examination of clinical readiness, awareness of attitudes, and fundamental knowledge both before and after training module. Results: An examination of pretest and posttest scores showed statistically significant (P = 0.002) enhancement in cultural care proficiency among perioperative Registered Nurses (RNs) and Certified Registered Nurse Anesthesiologists (CRNAs) after administration of care competency training module. Statistically significant differences on pretest and posttest mean scores indicate beneficial outcomes on participants' preparedness for clinical practice

Building a diverse laboratory that is equitable is critical for the retention of talent and the growth of trainees professionally and personally. Here, we outline several strategies including enhancing understanding of cultural competency and humility, establishing laboratory values, and developing equitable laboratory structures to create an inclusive laboratory environment to enable trainees to achieve their highest success.

Introduction Immigrants comprised a significant portion of the total population in the United States (US), and a considerable number of children in the US live with at least one immigrant parent, which has continued to increase over the past decades. However, healthcare providers (HPs) in the US report lack of comfort in interacting with immigrant and refugee populations. Methods The authors, in partnership with the Midwest Consortium of Global Health Educators, developed an innovative, interactive ethics curriculum within the Immigrant Partnership Advocacy and Curricular Kit (I-PACK). They sought to increase HPs confidence in navigating complex encounters with immigrant families by teaching a relevant ethical framework, highlighting the importance of cultural humility, and equipping learners with an ethics tool (five-box Method) for use in clinical encounters. They piloted the curriculum during three workshop sessions in 2020-2021, and this curriculum continues to be used nationally as a part of I-PACK. Results Pre- and post-session surveys indicated that all participants (100%, n=22) reported acquisition of new skills/knowledge and 19 (86%) felt confident applying this to their clinical practice. The participants reported appreciation for an ethical framework with which to analyze cases, enjoyment of active participation in small group discussions, and utility of the five-box method tool. Some areas of improvement offered were to have more cases and more time dedicated to small-group discussions. Conclusions Given the success of the I-PACK ethics curriculum pilot, the authors plan to incorporate immigrant health cases in the general ethics training in medical school classes and pediatric residency training. Furthermore, they will advocate for the importance of including immigrant health ethics across graduate medical education, as fluency and competence in navigating the ethics of immigrant health are required to provide patient-centered, culturally

Objective. To analyze academic production about nursing models and theories in intercultural contexts applied to the field of education. Methods. State-of-the-art study, which examined 50 articles from research. Results. Application of the cultural competence model was found as a trend at disciplinary level, and in at interdisciplinary level, critical pedagogy was used. Regarding the curriculum, it is observed that cultural competency is a subject that is taught, but it is not treated in transversal manner. The principal didactics was cultural immersion, which permits acquiring skills and aptitudes to care for diverse population. The evaluation in the educational act centered on characterizing the level of acquisition of cultural competency. The gaps indicate the difficulty of applying the models and theories in practice scenarios, while the recommendations focus on the importance of teacher training in cultural competency. Conclusion. Interculturality is approached as a borrowed theory that, from education, contributes to the nursing practice from training that vindicates situational knowledge and its articulation with ethics permits developing skills to relate with others who have their own views regarding health care., Objetivo. Analisar a produção acadêmica sobre modelos e teorias de enfermagem em contextos interculturais aplicados ao campo da educação. Métodos. Estado da arte onde foram examinados 50 artigos de produtos de pesquisa. Resultados. A aplicação do modelo de competência cultural foi encontrada como uma tendência ao nível disciplinar e em termos de interdisciplinaridade, utilizou-se a pedagogia crítica. Em relação ao currículo, observase que a competência cultural é uma disciplina que se ensina, mas não é tratada de forma transversal. A principal didática foi a imersão cultural, que permite a aquisição de habilidades e aptidões para o atendimento a uma população diversificada. A avaliação no ato educativo centrou-se na caracterização do nível de aquisição da competência cultural. As lacunas apontam para a dificuldade de aplicação dos modelos e teorias em contextos de prática, enquanto as recomendações centram-se na importância da formação de professores em competência cultural. Conclusão. A interculturalidade é abordada como uma teoria emprestada que, a partir da educação, contribui para a prática de enfermagem a partir de um treinamento que reivindica o conhecimento situacional e sua articulação com a ética permite o desenvolvimento de habilidades para se relacionar com outras pessoas que têm suas próprias visões em relação à assistência à saúde., Objetivo. Analizar la producción académica sobre modelos y teorías de enfermería en contextos interculturales aplicados al campo de la educación. Métodos. Estado del arte donde se examinaron 50 artículos producto de investigación. Resultados. Se encontró como tendencia a nivel disciplinar la aplicación del modelo de competencia cultural y en cuanto a interdisciplinar se trabajó con la pedagogía crítica. Respecto al currículo, se observa que la competencia cultural es una temática que se imparte, pero no es tratada de forma trasversal. La principal didáctica fue la inmersión cultural, que permite la adquisición de habilidades y aptitudes para la atención con población diversa. La evaluación en el acto educativo se centró en caracterizar el nivel de adquisición de competencia cultural. Los vacíos señalan la dificultad de la aplicación de los modelos y teorías en los escenarios de la práctica, mientras que las recomendaciones se centran en la importancia de la formación docente en competencia cultural. Conclusión. La interculturalidad es abordada como una teoría prestada que, desde la educación, contribuye a la práctica enfermera desde una formación que reivindica los saberes situacionales y su articulación con la ética permite el desarrollo de habilidades para relacionarse con los otros que tienen visiones propias respecto al cuidado de la salud.

Background Globalization and population migration have led to increasingly culturally diverse societies, which has made nursing education in cultural competence and transcultural care a priority. This includes the ability to provide person-centered and culturally congruent care, even within one's own culture. However, this sort of training has been developed and implemented in practice comparatively more by English-speaking societies. Therefore, the aim of this study was to identify the existing educational initiatives for nurses and future ones in cultural competence and transcultural care in Spanish and explore their didactic characteristics in terms of teaching and learning formats, contents, skills, and evaluation methods at different academic levels. Methods A scoping review was carried out by following the specific PRISMA recommendations and those of the Joanna Briggs Institute guidance throughout PudMed, Web of Science, Embase, Google Scholar, and Cinahl databases and also gray literature in the form of official documentation that later was complemented with a gap analysis including training programs published by Spanish and Latin-American educational institutions and the approaches of key academic informants. Results The published evidence on nursing training in cultural competence or related topics in Spanish-speaking higher education for nurses is limited. Specific nursing programs in Spanish-speaking universities are primarily found in Spain, with fewer options available in Latin America. These contents are offered either as optional subjects or immersed in other courses and mainly taught in theoretical sessions. Practice in real contexts is supposed to be evaluated transversally under the cultural scope according to national educational recommendations though barely visible in students’ evaluation reports. Even though postgraduate training dedicated to these issues exists, it is still limited, mixed with other contents, and generally depends on a few res

Introduction: Educators require focused training to foster the development of intercultural competence in nurses. Training programs for educators need to be based on a comprehensive profile with a focus on intercultural learning. This study aims to define and validate a profile of the Intercultural Nursing Educator (INE). Method: The Delphi method was used with an iterative, multi-stage process to transform opinions into group consensus. A total of 46 European, African, and American experts from the nursing and intercultural field participated. Inclusion criteria required English at a level of B2, expertise in the field of intercultural competence, experience in teaching intercultural competence in the nursing context, and publications focused on intercultural topics. Results: The INE profile was developed and all 126 competencies were validated. Discussion and conclusion: The profile is freely available on the project website and provides the basis for curricula, training programs and assessment of the required competences.

Introduction: In “Collaborative Online International Learning” (COIL) teachers/facilitators and students are expected to develop international awareness through dialogue with international peers. COIL´s potential for the development of global perspectives on professional themes without traveling abroad is unique. Objective: To identify obstacles and success criteria experienced during the development of a COIL module in nurse education. Methods: A qualitative study was developed with participants of a COIL module. Interviews with 11 students and 8 facilitators were included. The content analysis was performed on the data as a whole. Results: Four common categories emerged across students´ and teachers´ perspectives: positive experience; experienced difficulties; skills developed; and COIL suggestions. Additionally, opportunities provided by COIL were specific for teachers, and strategies used for the difficulties experienced were specific for students. Conclusion: COIL should be carefully planned and regulated like all programming of curricular activities. Different curricula, time zones, and schedules across education programs in different countries must be considered., Introdução: Num programa de "Collaborative Online International Learning" (COIL) espera-se que professores/facilitadores e estudantes desenvolvam consciência internacional através do diálogo com pares internacionais. O potencial do COIL para o desenvolvimento de perspetivas globais sobre temas profissionais sem viajar para o estrangeiro é único. Objetivo: Identificar obstáculos e critérios de sucesso vivenciados durante o desenvolvimento de um módulo COIL na educação de enfermeiros. Métodos: Foi realizado um estudo qualitativo com participantes de um módulo COIL. Foram incluídas entrevistas de 11 estudantes e 8 professores/facilitadores. A análise do conteúdo foi realizada ao conjunto dos dados recolhidos. Resultados: Quatro categorias comuns emergiram das perspetivas dos estudantes e dos professores: experiência positiva; dificuldades na experiência; habilidades desenvolvidas; e sugestões para o COIL. Além dessas categorias, as oportunidades oferecidas pelo COIL foram especificamente identificadas pelos professores e as estratégias utilizadas para as dificuldades experienciadas foram especificamente identificadas pelos estudantes. Conclusão: O COIL deve ser cuidadosamente planeado e regulado da mesma forma que toda a restante programação de atividades curriculares. É importante considerar os diferentes currículos, fusos horários e horários entre programas educacionais nos diferentes países, Introducción: En un programa "Collaborative Online International Learning" (COIL) se espera que profesores/facilitadores y estudiantes desarrollen una conciencia internacional a través del diálogo con compañeros internacionales. El potencial del COIL para desarrollar perspectivas globales sobre cuestiones profesionales sin viajar al extranjero es único. Objetivo: Identificar los obstáculos y los criterios de éxito experimentados durante el desarrollo de un módulo COIL en la formación de enfermería. Métodos: Se desarrolló un estudio cualitativo con participantes de un módulo COIL. Se incluyeron entrevistas a 11 estudiantes y 8 facilitadores. Se realizó un análisis de contenido del conjunto de los datos. Resultados: Cuatro categorías comunes emergieron de las perspectivas de estudiantes y profesores: experiencia positiva; dificultades experimentadas; habilidades desarrolladas; y sugerencias de COIL. Además, las oportunidades proporcionadas por el COIL fueron específicas para los profesores y las estrategias utilizadas para las dificultades experimentadas fueron específicas para los estudiantes. Conclusión: El COIL debe ser cuidadosamente planificado y regulado de la misma forma que el resto de las actividades curriculares. Es importante tener en cuenta los diferentes planes de estudios, zonas horarias y horarios entre los programas educativos de los distintos países.

Purpose: The purpose of this project was to increase healthcare provider knowledge of evidence-based culturally competent practices specific to transgender individuals in the acute care setting.Background: Transgender individuals often face harassment, discrimination, and violence when seeking healthcare (James et al., 2016). They also encounter providers who lack essential knowledge in care of the transgender individual (Samuels et al., 2017). These issues discourage transgender individuals from seeking care, creating a disparity in health (Samuels et al., 2017). Providers report witnessing discrimination against transgender individuals and lacking knowledge required to provide care for this minority population (Carabez et al., 2016). Methods: An online interactive educational module was created using EdApp for providers to access at their convenience. The material was tailored specifically to acute care providers and was restricted to evidence-based culturally competent practices. The module was paired with a pre- and post-survey powered by Qualtrics to obtain de-identified participant data. Results: Twenty-five participants accessed the pre-survey, five participants participated in the educational module, and three participants completed the post-survey. A majority of participants identified as female, registered nurses, and between the ages of 25-44. The high level of dropout between pre- and post-survey confounded statistical analysis using either a paired t-test or Wilcoxon signed-rank test. Post-survey participants rated themselves as very likely to implement a change to their practice after the training module. Conclusions: While significant limitations were identified in the implementation of this project, it served as an important proof of concept in educating providers on culturally competent practices specific to transgender individuals. Recommendations are made for future researchers.

Humanities discourse forms part of several Australian academic enabling programs, either embedded within the broader curriculum, or as part of a standalone unit. Within Edith Cowan University’s UniPrep course, an introductory Humanities unit is offered to students as one of two electives alongside three other core units. The unit introduces students to key concepts within the Humanities, exploring disciplines such as ethics, philosophy, language, history, religion, politics, law, Indigenous studies and fine arts. In addition to offering students an understanding of these disciplines, studying Humanities within the context of an academic enabling program can provide students with several other benefits. Feedback from students enrolled in the UniPrep Humanities unit indicates that students experience an increased level of cultural competency, an evolution of worldview, and an enhanced level of critical thinking upon completion of the unit. Importantly, these areas align with research conducted into broader academic enabling principles. This article will explore these connections to suggest that the inclusion of Humanities within an academic enabling program can enhance students’ preparedness for undergraduate study and life beyond university on several levels.

This thesis explored how six teachers of mathematics embedded Aboriginal and Torres Strait Islander Peoples’ Histories and Cultures into the core mathematics curriculum. Semi-structured interviews were conducted, then written transcripts were analysed through the use of Bernstein’s Theory of Pedagogic Discourse. Teachers shared their perspectives on how they have developed their cultural capabilities, and how this has informed culturally responsive teaching of mathematics. Recommendations are made for how to support in-service teachers with their personal cultural capabilities to authentically embed Aboriginal and Torres Strait Islander Peoples’ Histories and Cultures in mathematics curriculum.

ObjectiveThis study evaluates the effectiveness of a cultural competence and humility intervention for third-year medical students by assessing changes in clinical evaluation assessments in patient encounters.MethodsThis study examines the effect of a 1-h educational intervention on cultural competence and cultural humility for third-year medical students. Clinical assessments during observed patient encounters are compared in the clerkship before and after the intervention. The intervention adapts a previously studied cultural competence didactic and emphasizes cultural humility practices. Change in scores from the intervention cohort (clinical year 2019-2020) is compared to a pre-intervention cohort (2018-2019).ResultsStudents who completed the intervention demonstrate greater clinical competency in "relating to patients in a respectful, caring, empathetic manner" as assessed by supervising physicians compared with pre-intervention cohort students (2.7% difference in earning top two scores in subsequent clerkship, P value 0.05, Cramer's V 0.04). Greater clinical competencies were also found in the intervention students compared with pre-intervention students in the domains "demonstrates accountability, contribution and commitment to patient care" and "develops insightful, focused, pertinent questions based on clinical scenarios" (3.8% difference in earning top two scores in subsequent clerkship, P value 0.01 and 5.1% difference, P-value 0.003 with Cramer's V of 0.05 and 0.06, respectively).ConclusionsEducational interventions to improve cultural competence and cultural humility are important during clinical years to shape future physicians. Our study suggests that brief interventions may improve medical students' clinical competencies. A future study with a more robust intervention is expected to yield more substantial results.

Background/purpose: Development and acquisition of communication, logical thinking, team-building, critical appraisal, critical thinking and person-centred multi-disciplinary care planning must be considered as skill sets and global core competencies for a dental professional. Therefore, an international online study course to foster undergraduate dental students’ skill sets in these areas was established and this study aimed to report the perceptions of participants. Materials and methods: An international online course consisting of three levels pertaining to the school year was delivered to dental undergraduates of Japan and Thailand from September to December in 2021. An online questionnaire survey was conducted to obtain feedback from the participants and assess the implementation of the course. Results: In total, 64 responses were obtained from students who participated in all the assigned online sessions and completed the questionnaire (a response rate of 88%). More than 95% of students from each level felt that the programme increased their motivation to study clinical dentistry, and was beneficial for their future and made them appreciate the importance of participating in international exchange. The ratio of favourable respondents was more than 90% with a 95% confidence interval. Conclusion: Fostering globally competent dental students is important and the acquisition of necessary skill sets could be enhanced through international virtual team-working, problem-solving and person-centred multi-disciplinary care planning activities. These are beneficial for undergraduate dental student training so that they graduate with a broader global perspective and an appreciation of the importance of delivering person-centred culturally sensitive dental care.

Background: Those who mentor nursing students from diverse backgrounds should be educationally prepared to provide safe, culturally appropriate mentoring in clinical learning environments. Objective: To evaluate the effects of an educational intervention on mentors’ competence in mentoring culturally and linguistically diverse nursing students during clinical placement. Design: Nonrandomised, quasi-experimental study. Settings: The study was conducted at two hospitals located in Finland. Participants: Mentors responsible for mentoring nursing students during clinical placements. Methods: The intervention group (n = 49) completed blended learning mentoring education containing a cultural competence component. The control group (n = 62) completed online mentoring education lacking a cultural competence component. Data were collected from both groups at baseline, immediately after education, and at six-months follow-up using the Mentors’ Competence Instrument and Mentors’ Cultural Competence Instrument. Wilcoxon signed-rank test and Mann-Whitney U test were used to determine differences before and after education. Mixed model for repeated measures was used to compare the differences between the two groups. Results: Pretest-posttest results revealed statistically significant improvements in both groups on general mentoring competences. Both groups evaluated their competence in cultural sensitivity and awareness highly throughout the study period. Following education, competence in cultural interaction and safety and cultural skills increased statistically significantly in the intervention group. The intervention group was statistically significantly more satisfied with mentoring education, and reported that it had statistically significantly higher impact on their ability and willingness to mentor students. Comparison between groups revealed statistically nonsignificant differences in mentors’ competence in mentoring culturally and linguistically diverse nursin

Objective: To recognize compassionate practices and the obstacles to their use by nurse managers in Colombia. Method: This is a mixed cross-sectional, descriptive, exploratory, international study with an online survey administered in 17 countries. Data were extracted from Colombia with a sample of 69 nurse managers. Quantitative data were analyzed with descriptive statistics, and qualitative data were processed using the Nvivo software and thematic analysis. Results: 90 % women, mainly from a hospital setting (40 %). Compassionate practices in administrative nursing involve four categories: Listening; supporting and recognizing staff individuality; defining compassion practices, needs, and benefits; receiving compassion and complementary views of compassion and administration where the influence of cultural and organizational patterns become obstacles to compassion. Conclusion: For nursing, compassion demonstrates the intentional ability to recognize the singularity of someone else's suffering, understand their needs, offer support, and find solutions based on an understanding of what being human means. These aspects require significant changes at the organizational and health legislation levels to mitigate the obstacles to compassion., Objetivo: reconhecer as práticas de compaixão e seus obstáculos por parte de enfermeiras administradoras na Colômbia. Método: estudo misto de tipo transversal, descritivo, exploratório e internacional, com um questionário on-line aplicado em 17 países. Foram extraídos os dados da Colômbia com uma amostra de 69 enfermeiras administradoras. Foram analisados os dados quantitativos com estatística descritiva e os dados qualitativos foram processados com o programa Nvivo e com uma análise temática. Resultados: 90 °/o mulheres, principalmente do ambiente hospitalar (40 °%). A prática da compaixão em enfermeiras administradoras envolve quatro categorias: escutar, defender e reconhecer a individualidade do pessoal; definir a prática da compaixão, as necessidades e as vantagens; receber compaixão e opiniões complementares de compaixão e administração em que a influência de padrões culturais e organizacionais são apresentados como obstáculos para a compaixão. Conclusões: a compaixão para a enfermagem demonstra a capacidade intencional de reconhecer a singularidade do sofrimento do outro, compreender suas necessidades, oferecer suporte e encontrar soluções a partir da compreensão do sentido do humano. Esses aspectos requerem mudanças significativas no âmbito organizacional e legislativo em saúde para amenizar os obstáculos a fim de oferecer compaixão., Objetivo: reconocer las prácticas de compasión y sus obstáculos por parte de enfermeras administrativas en Colombia. Método: estudio mixto de tipo transversal, descriptivo, exploratorio e internacional con una encuesta en línea aplicada en 17 países. Fueron extraídos los datos de Colombia con una muestra de 69 enfermeras administrativas. Se analizaron los datos cuantitativos con estadística descriptiva y los datos cualitativos se procesaron con el programa Nvivo y con un análisis temático. Resultados: 90 % mujeres, principalmente del ámbito hospitalario (40 %). La práctica de la compasión en enfermeras administrativas involucra cuatro categorías: escuchar; defender y reconocer la individualidad del personal; definir la práctica de la compasión, las necesidades y las ventajas; recibir compasión y opiniones complementarias de compasión y administración en las cuales la influencia de patrones culturales y organizacionales se presentan como obstáculos a la compasión. Conclusión: la compasión para enfermería demuestra la capacidad intencional de reconocer la singularidad del sufrimiento del otro, comprender sus necesidades, ofrecer soporte y encontrar soluciones desde la comprensión del sentido de lo humano. Estos aspectos requieren cambios significativos a nivel organizacional y de legislación en salud para mitigar los obstáculos con el fin de ofrecer compasión.

The aim of this study was to develop an educational intervention and evaluate its effects on mentors’ competence in mentoring culturally and linguistically diverse nursing students during clinical placement. The Medical Research Council framework for complex interventions guided the developmental, piloting, evaluation and implementation phases of the study. First, a cross-sectional study was conducted to describe mentors’ (n=323) competence in mentoring diverse nursing students during clinical placement and identify factors that affect mentoring. A systematic review was conducted to identify evidence on educational interventions (n=6) designed to improve nurses’ self-assessed cultural competence and on the effectiveness of these interventions. The identified theory was used as a basis for the development of the educational intervention. Next, the intervention was pilot tested, delivered according to the published study protocol and evaluated for its effects on mentors’ competence in mentoring diverse nursing students during clinical placement. A nonrandomised, quasi-experimental design was used. Participants were mentors employed at two hospitals. The intervention group (n=49) completed newly developed blended learning mentoring education with a cultural competence component and the control group (n=62) online mentoring education without a cultural competence component. Data were collected from both groups at baseline, immediately after the education, and six-months follow-up using the Mentors’ Competence Instrument and Mentors’ Cultural Competence Instrument. Wilcoxon signed-rank test and Mann-Whitney U test were used to find differences before and after education. General mentoring competence areas improved statistically significantly in both groups following education. Competence in cultural interaction and safety and cultural skills improved statistically significantly in the intervention group. Differences between groups were statistically nonsignifica, Tiivistelmä Tarkoituksena oli kehittää koulutusinterventio ja arvioida sen vaikuttavuutta opiskelijaohjaajien osaamiseen ohjata kulttuurisesti ja kielellisesti monimuotoisia sairaanhoitajaopiskelijoita harjoittelun aikana. Tutkimuksen kehittämis-, pilotointi-, arviointi- ja implementointivaiheita ohjasi Medical Research Council:n laatima kehys monimuotoisille interventioille. Tutkimuksen ensimmäisessä vaiheessa toteutettiin poikkileikkaustutkimus, jossa kuvattiin ohjaajien (n=323) osaamista ohjata monimuotoisia sairaanhoitajaopiskelijoita harjoittelun aikana ja selvittää ohjaukseen vaikuttavia tekijöitä. Toteutettiin järjestelmällinen kirjallisuuskatsaus sairaanhoitajien kulttuurista osaamista edistävistä koulutusinterventioista (n=6) ja niiden vaikuttavuudesta. Katsauksessa tunnistettua teoriaa käytettiin intervention kehittämisen perustana. Tutkimuksen seuraavissa vaiheissa interventio pilotoitiin, se toteutettiin tutkimusprotokollan mukaisesti, ja sen vaikutus ohjaajien osaamiseen arvioitiin. Ei-satunnaistettua kvasikokeellista tutkimusasetelmaa käytettiin. Osallistujat koostuivat kahden sairaalan opiskelijaohjaajista. Koeryhmä (n=49) suoritti vasta kehitetyn sulautuvana opetuksena toteutetun opiskelijaohjauskoulutuksen, johon sisältyi kulttuuriseen osaamiseen liittyvä teema. Kontrolliryhmä (n=62) suoritti verkon kautta opiskelijaohjauskoulutuksen, johon ei sisältynyt kulttuuriseen osaamiseen liittyvää teemaa. Aineisto kerättiin molemmilta ryhmiltä lähtötilanteessa, välittömästi koulutuksen jälkeen ja kuuden kuukauden seurantajakson jälkeen käyttämällä Opiskelijaohjausosaamisen sekä Opiskelijaohjaajan kulttuurisen osaamisen kyselyä. Wilcoxon signed rank testiä ja Mann-Whitney U testiä käytettiin erojen löytämiseksi ennen ja jälkeen koulutusta. Yleiset opiskelijaohjausosaamisen alueet kehittyivät tilastollisesti merkitsevästi molemmissa ryhmissä koulutuksen jälkeen. Koeryhmässä osaaminen kulttuurisessa kohtaamisessa ja turvallisuudessa sekä kulttuuritaidoissa kehi

Background/purpose: Development and acquisition of communication, logical thinking, team-building, critical appraisal, critical thinking and person-centred multi-disciplinary care planning must be considered as skill sets and global core competencies for a dental professional. Therefore, an international online study course to foster undergraduate dental students’ skill sets in these areas was established and this study aimed to report the perceptions of participants. Materials and methods: An international online course consisting of three levels pertaining to the school year was delivered to dental undergraduates of Japan and Thailand from September to December in 2021. An online questionnaire survey was conducted to obtain feedback from the participants and assess the implementation of the course. Results: In total, 64 responses were obtained from students who participated in all the assigned online sessions and completed the questionnaire (a response rate of 88%). More than 95% of students from each level felt that the programme increased their motivation to study clinical dentistry, and was beneficial for their future and made them appreciate the importance of participating in international exchange. The ratio of favourable respondents was more than 90% with a 95% confidence interval. Conclusion: Fostering globally competent dental students is important and the acquisition of necessary skill sets could be enhanced through international virtual team-working, problem-solving and person-centred multi-disciplinary care planning activities. These are beneficial for undergraduate dental student training so that they graduate with a broader global perspective and an appreciation of the importance of delivering person-centred culturally sensitive dental care.

Introduction: Mental and behavioral health professional organizations use their governing documents to set expectations of provider competence in working with LGBTQ+ clients. Method: The codes of ethics and training program accreditation guidelines of nine mental and behavioral health disciplines (n=16) were analyzed using template analysis. Results: Coding resulted in fives themes: mission and values, direct practice, clinician education, culturally competent professional development, and advocacy. Expectations for provider competency vary greatly across disciplines. Conclusion: Having a mental and behavioral health workforce that is uniformly competent in meeting the unique needs of LGBTQ populations is key for supporting the mental and behavioral health of LGBTQ persons.

The constantly evolving language, understanding, and cultural context regarding the mental health of lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse individuals (LGBTQ+) require mental health providers to obtain LGBTQ+ cultural competency training to be affirmative and effective with this population. Unfortunately, many providers are not obtaining this ongoing training and mental health disparities continue to plague LGBTQ+ populations. Guided by the Consolidation Framework for Implementation Research (CFIR), we conducted eight focus groups with community mental and behavioral health organization (MBHO) administrators (e.g., directors, clinical supervisors) and therapists to explore what factors facilitated or inhibited their adoption and implementation of a multicomponent LGBTQ+ cultural competency training program that required administrator and therapist participation in multiple learning sessions over several months (i.e., workshop, clinical consultation, and organizational technical assistance). Results from template analysis supported CFIR-aligned themes, including characteristics of individuals, inner setting, outer setting, and process, and two additional codes—marketing and other/previous training opportunities—emerged from the focus group data. Findings suggest that therapists are motivated to engage in such a program because they want to feel more efficacious, and administrators see the benefits of LGBTQ+ training programs for their clientele and marketing. Barriers to adoption and implementation include cost and personnel resistance, although participants believed these barriers were surmountable. Emphasizing therapist efficacy, clientele need, and benefits for marketing mental and behavioral health services could motivate MBHOs’ and therapists’ adoption and implementation of LGBTQ+ cultural competency training.

Introduction: Mental and behavioral health professional organizations use their governing documents to set expectations of provider competence in working with LGBTQ+ clients. Method: The codes of ethics and training program accreditation guidelines of nine mental and behavioral health disciplines (n=16) were analyzed using template analysis. Results: Coding resulted in fives themes: mission and values, direct practice, clinician education, culturally competent professional development, and advocacy. Expectations for provider competency vary greatly across disciplines. Conclusion: Having a mental and behavioral health workforce that is uniformly competent in meeting the unique needs of LGBTQ populations is key for supporting the mental and behavioral health of LGBTQ persons.

The constantly evolving language, understanding, and cultural context regarding the mental health of lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse individuals (LGBTQ+) require mental health providers to obtain LGBTQ+ cultural competency training to be affirmative and effective with this population. Unfortunately, many providers are not obtaining this ongoing training and mental health disparities continue to plague LGBTQ+ populations. Guided by the Consolidation Framework for Implementation Research (CFIR), we conducted eight focus groups with community mental and behavioral health organization (MBHO) administrators (e.g., directors, clinical supervisors) and therapists to explore what factors facilitated or inhibited their adoption and implementation of a multicomponent LGBTQ+ cultural competency training program that required administrator and therapist participation in multiple learning sessions over several months (i.e., workshop, clinical consultation, and organizational technical assistance). Results from template analysis supported CFIR-aligned themes, including characteristics of individuals, inner setting, outer setting, and process, and two additional codes—marketing and other/previous training opportunities—emerged from the focus group data. Findings suggest that therapists are motivated to engage in such a program because they want to feel more efficacious, and administrators see the benefits of LGBTQ+ training programs for their clientele and marketing. Barriers to adoption and implementation include cost and personnel resistance, although participants believed these barriers were surmountable. Emphasizing therapist efficacy, clientele need, and benefits for marketing mental and behavioral health services could motivate MBHOs’ and therapists’ adoption and implementation of LGBTQ+ cultural competency training.

Humanities discourse forms part of several Australian academic enabling programs, either embedded within the broader curriculum, or as part of a standalone unit. Within Edith Cowan University’s UniPrep course, an introductory Humanities unit is offered to students as one of two electives alongside three other core units. The unit introduces students to key concepts within the Humanities, exploring disciplines such as ethics, philosophy, language, history, religion, politics, law, Indigenous studies and fine arts. In addition to offering students an understanding of these disciplines, studying Humanities within the context of an academic enabling program can provide students with several other benefits. Feedback from students enrolled in the UniPrep Humanities unit indicates that students experience an increased level of cultural competency, an evolution of worldview, and an enhanced level of critical thinking upon completion of the unit. Importantly, these areas align with research conducted into broader academic enabling principles. This article will explore these connections to suggest that the inclusion of Humanities within an academic enabling program can enhance students’ preparedness for undergraduate study and life beyond university on several levels.

Collaboration is vital to promote international understanding, raise cultural awareness and competency, and cultivate an environment of vibrant inclusion. A successful example of this intercultural collaboration is One World, One Purdue (OWOP), a series of events organized every November to support International Education Week (IEW). OWOP was conceptualized by the International Student Peer Coaching (ISPC) Program and the Global Engineering Programs and Partnerships (GEPP) of the College of Engineering in 2017, and expanded in 2019 with the participation of Cultural Catalysts, Purdue Fulbright Association (PFA), and the Environmental and Ecological Engineering Graduate Student Organization. Planning for OWOP 2019 began with the realization that many organizations, especially cultural organizations, work independently in silos creating, at times, repetitive or conflicting events. We made this observation by documenting all the cultural events at Purdue every week for posting in the Cultural Catalysts (now OWOP) Facebook page and attending most of them. OWOP’s first role was to bring all these organizations into one common classroom and enable them to believe in a common goal of cultural celebration. While OWOP is a vision shared by organizations whose missions are to celebrate culture, OWOP 2019 was a year-long effort to achieve that vision. Many initiatives were made possible through the team’s personal networks, resources, and collaboration. As a testament to its success, OWOP 2019 was named Co-Sponsorship/Collaboration of the Year, awarded to a collective effort for the betterment of campus, students and Purdue University by Purdue Student Life and the Student Activities and Organizations Office. One of the key reasons for the success of OWOP 2019 is its collaborative efforts. The OWOP 2019 organizing committee quickly realized that to provide undergrads with maximum cultural exposure during a short time, OWOP would need the help of cultural organizations and prog

IntroductionAlthough dementia risk factors are elevated in lesbian, gay, bisexual, and transgender (LGBT) older adults and are perpetuated by a lack of cultural competency, no known studies have quantified LGBT cultural competency among dementia care providers.MethodsDementia care providers (N = 105) across the United States completed a survey consisting of the 7-point Likert LGBT-Development of Clinical Skills Scale.ResultsDementia care providers reported very high affirming attitudes (M = 6.67, standard deviation [SD] = 0.71), moderate knowledge (M = 5.32, SD = 1.25), and moderate clinical preparedness (M = 4.93, SD = 1.23). Compared to previously published data, they reported significantly lower knowledge than medical students. There were no differences compared to psychiatry residents.DiscussionThe current state of dementia care providers' LGBT cultural competency has significant, yet modifiable, gaps. Better education, including more LGBT patient exposure, is necessary to improve the care being provided to members of the LGBT community impacted by dementia illness.

Newcomers experience a variety of barriers to healthcare services. The study objective is to identify newcomers’ healthcare barriers. During 2014-2015, we conducted in-depth interviews with service providers, and newcomer parents who had been in Saskatchewan for under 5 years. Primary themes include: 1) navigation difficulty, 2) limited awareness, 3) language, 4) interpretation and translation, 5) health benefits, 6) service limitations and stigma, 7) gender and cultural concerns, 8) health attitudes and beliefs, and 9) work demands. The results exposed service gaps and suggest options to improve access to healthcare. Consideration should be given to the development of formal processes to ensure the provision of information concerning healthcare and health benefit programs, as well as responsive healthcare services, including convenient primary healthcare sites that offer comprehensive care in a culturally responsive manner with embedded interpretation services to ensure that the Saskatchewan healthcare system does not perpetuate or create health disparities.

Newcomers experience a variety of barriers to healthcare services. The study objective is to identify newcomers’ healthcare barriers. During 2014-2015, we conducted in-depth interviews with service providers, and newcomer parents who had been in Saskatchewan for under 5 years. Primary themes include: 1) navigation difficulty, 2) limited awareness, 3) language, 4) interpretation and translation, 5) health benefits, 6) service limitations and stigma, 7) gender and cultural concerns, 8) health attitudes and beliefs, and 9) work demands. The results exposed service gaps and suggest options to improve access to healthcare. Consideration should be given to the development of formal processes to ensure the provision of information concerning healthcare and health benefit programs, as well as responsive healthcare services, including convenient primary healthcare sites that offer comprehensive care in a culturally responsive manner with embedded interpretation services to ensure that the Saskatchewan healthcare system does not perpetuate or create health disparities.

This study explored how organizations that offer programming and services in northern Indigenous communities could inform, adapt, and improve their evaluation approaches to involve an Indigenous perspective. Without this research, program evaluation may continue to be conducted within a Western perspective, a view that does not consider an Indigenous paradigm or cultural considerations. To examine Indigenous perspectives in program evaluation, the researcher conducted a scoping literature review using 15 secondary sources from Australia, Canada, and the United States of America published from 2010-2020. Through a decolonized methodology, the researcher sorted the data into themes according to the core values of an Indigenous Evaluation Framework. The findings contributed to the literature by addressing the gaps of decolonizing program evaluation, integrating cultural approaches, and instilling an Indigenous paradigm. Relevant to organizations that work with Indigenous communities, the research generated wise practices to engage program evaluation in a culturally appropriate manner. Building from this study, ongoing research is needed to support Indigenous perspectives in program evaluation.

IntroductionAlthough dementia risk factors are elevated in lesbian, gay, bisexual, and transgender (LGBT) older adults and are perpetuated by a lack of cultural competency, no known studies have quantified LGBT cultural competency among dementia care providers.MethodsDementia care providers (N = 105) across the United States completed a survey consisting of the 7-point Likert LGBT-Development of Clinical Skills Scale.ResultsDementia care providers reported very high affirming attitudes (M = 6.67, standard deviation [SD] = 0.71), moderate knowledge (M = 5.32, SD = 1.25), and moderate clinical preparedness (M = 4.93, SD = 1.23). Compared to previously published data, they reported significantly lower knowledge than medical students. There were no differences compared to psychiatry residents.DiscussionThe current state of dementia care providers' LGBT cultural competency has significant, yet modifiable, gaps. Better education, including more LGBT patient exposure, is necessary to improve the care being provided to members of the LGBT community impacted by dementia illness.

One of the most persistent health disparities is the underutilization of mental health services by people of color. Neither evidence-based treatments (universal focus) nor culturally adapted treatments (group focus) have reduced these disparities. We propose the personal relevance of psychotherapy (PROP) model, which integrates universal, group, and individual dimensions to determine the personal relevance of interventions. A cultural example of personal relevance among people of East Asian ancestry involves "face" (i.e., one's prestige and position in society), which may moderate treatment outcomes. Pragmatic intervention approaches focused on helping individuals cope with specific external problems, compared to managing a "personal" disease, can effectively "restore" face. Thus, social problem-solving interventions may be more personally relevant to many people of East Asian ancestry than are approaches that are internally focused. In addition, we posit that social neuroscience can offer unique opportunities above and beyond self-report measures when assessing the impact of PROP and the personal relevance of interventions for diverse populations. Our preliminary evidence upon testing this hypothesis indicated that among Asian Americans, exposure to problem-solving therapy content elicited significantly greater neural activity in brain areas associated with personal relevance compared to exposure to cognitive-behavioral therapy content. Identifying personally relevant interventions has the potential to reduce mental health disparities by increasing engagement with mental health services for diverse groups. The increased client engagement produced by personally relevant interventions also has the potential to make mental health services more effective for diverse groups. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Objective: To describe the family and social characteristics of patients hospitalized in the Instituto Nacional de Salud del Niño San Borja from April to December 2018. Materials and methods: A descriptive, observational and analytical research. Probability sampling was used in a study population of 4,383 patients. The sample consisted of 573 patients, with a 96 % confidence level and a 4 % margin of error. A data collection sheet included in the medical record was used as instrument. The data was processed using the IBM SPSS Statistics statistical software. Results: Forty-seven point one two percent (47.12 %) of the patients came from Lima Metropolitan Area, 2.97 % from the Constitutional Province of Callao, and 49.91 % from inland, including Lima Province. Seventy-three point six five percent (73.65 %) of the patients lived in poverty, 24.26 % lived in extreme poverty, and only 2.09 % were not considered poor. Forty point four nine percent (40.49 %) of the patients lived in unsuitable housing conditions. Most study subjects were holders of the Comprehensive Health Insurance (SIS) (94.24 %). Regarding the mothers’ and fathers’ educational level, 1.92 % and 0.52 % received no education, and 7.68 % and 4.19 % did not finish primary school, respectively. Forty-three point one one percent (43.11 %) of the mothers and 39.3 % of the fathers finished the regular basic education (EBR). Nine point seven seven percent (9.77 %) of the fathers and only 6.63 % of the mothers had higher technical education. Conclusions: The study enabled us to take a close look to the patients’ socioeconomic conditions, which definitely affect their health. It showed that most patients live in poverty and extreme poverty. A significant percentage of the patients come from the different departments of Peru. This situation reflects the centralism prevailing in the specialized pediatric centers and demonstrates the importance of the intercultural approach in health. The type of insurance is related, Objetivo: Describir las características familiares y sociales de los pacientes hospitalizados en el Instituto Nacional de Salud del Niño San Borja durante los meses de abril a diciembre de 2018. Materiales y métodos: Investigación descriptiva, observacional y analítica. La selección de la muestra fue probabilística de un universo de 4383 pacientes. La muestra fue de 573 pacientes, con un nivel de confianza de 96 %, y un margen de error de 4,00 %. El instrumento empleado fue la ficha de recolección de datos de la historia clínica. La información se procesó con el paquete estadístico SPSS. Resultados: El 47,12 % de los pacientes proceden de Lima Metropolitana; el 2,97 %, de la Provincia Constitucional del Callao, y el 49,91 % del interior del país, lo que incluye Lima Provincia. El 73,65 % de pacientes vive en condición de pobreza; el 24,26 % tiene condición de pobreza extrema; y solo el 2,09 % son considerados no pobres. El 40,49 % de pacientes habita en viviendas en condiciones inadecuadas. La mayoría de los participantes son beneficiarios del Seguro Integral de Salud (SIS) (94,24 %). Respecto al nivel educativo de las madres, el 1,92 % no tiene instrucción y el 7,68 % no concluyeron los estudios primarios. El 0,52 % de los padres no tienen instrucción, y el 4,19 % tienen estudios primarios incompletos. En cuanto a la educación básica regular (EBR), 43,11 % de las madres y 39,3 % de los padres la concluyeron; mientras que solo 9,77 % del grupo masculino y 6,63 % del femenino cuentan con educación superior técnica. Conclusiones: El estudio permitió un acercamiento a las condiciones socioeconómicas de los pacientes, en tanto determinantes de la salud. Se evidencia que la mayoría de pacientes viven en condición de pobreza y pobreza extrema. Un porcentaje significativo procede de los diferentes departamentos del país, lo que refleja el centralismo nacional en cuanto a los centros pediátricos especializados y, a la vez, evidencia la importancia del enfoque de intercultur

This study aimed to synthesize the findings of studies evaluating educational programs providing curricular transcultural nursing education., info:eu-repo/semantics/published

This study explored how organizations that offer programming and services in northern Indigenous communities could inform, adapt, and improve their evaluation approaches to involve an Indigenous perspective. Without this research, program evaluation may continue to be conducted within a Western perspective, a view that does not consider an Indigenous paradigm or cultural considerations. To examine Indigenous perspectives in program evaluation, the researcher conducted a scoping literature review using 15 secondary sources from Australia, Canada, and the United States of America published from 2010-2020. Through a decolonized methodology, the researcher sorted the data into themes according to the core values of an Indigenous Evaluation Framework. The findings contributed to the literature by addressing the gaps of decolonizing program evaluation, integrating cultural approaches, and instilling an Indigenous paradigm. Relevant to organizations that work with Indigenous communities, the research generated wise practices to engage program evaluation in a culturally appropriate manner. Building from this study, ongoing research is needed to support Indigenous perspectives in program evaluation.

Newcomers experience a variety of barriers to healthcare services. The study objective is to identify newcomers’ healthcare barriers. During 2014-2015, we conducted in-depth interviews with service providers, and newcomer parents who had been in Saskatchewan for under 5 years. Primary themes include: 1) navigation difficulty, 2) limited awareness, 3) language, 4) interpretation and translation, 5) health benefits, 6) service limitations and stigma, 7) gender and cultural concerns, 8) health attitudes and beliefs, and 9) work demands. The results exposed service gaps and suggest options to improve access to healthcare. Consideration should be given to the development of formal processes to ensure the provision of information concerning healthcare and health benefit programs, as well as responsive healthcare services, including convenient primary healthcare sites that offer comprehensive care in a culturally responsive manner with embedded interpretation services to ensure that the Saskatchewan healthcare system does not perpetuate or create health disparities.

Newcomers experience a variety of barriers to healthcare services. The study objective is to identify newcomers’ healthcare barriers. During 2014-2015, we conducted in-depth interviews with service providers, and newcomer parents who had been in Saskatchewan for under 5 years. Primary themes include: 1) navigation difficulty, 2) limited awareness, 3) language, 4) interpretation and translation, 5) health benefits, 6) service limitations and stigma, 7) gender and cultural concerns, 8) health attitudes and beliefs, and 9) work demands. The results exposed service gaps and suggest options to improve access to healthcare. Consideration should be given to the development of formal processes to ensure the provision of information concerning healthcare and health benefit programs, as well as responsive healthcare services, including convenient primary healthcare sites that offer comprehensive care in a culturally responsive manner with embedded interpretation services to ensure that the Saskatchewan healthcare system does not perpetuate or create health disparities.

Introduction: Student outbound mobility is a major element in internationalization of medical education and global health education. However, this approach is often criticized, as it is inherently inequitable. Internationalization at home is a newer concept that aims to provide students with international skills and experiences without exchange travel. We report detailed outcomes of an international online program during the COVID-19 pandemic, which aimed to include acquisition of cultural awareness and competency—similar to what the students would have obtained if they had travelled abroad. Method: Sixty-eight students from 12 international universities participated in international small peer group collaborative work, and online networking. Perceived improvement of cultural competency using Likert scale and open-ended questions was used as a measure of success. Furthermore, students’ definition of cultural competency in the different countries was obtained. Results: Students improved their cultural competency skills. Data analysis supported statistically significant improvement of the above skills after the program, in comparison to the start of the program. Discussion: Internationalization of medical education can be achieved at home—via structured online peer exchanges—and can provide students with intercultural skills and networking opportunities that are typically achieved via international in-person travel. The above represents a socially just and equitable way to reach all students and can result in improvement of their cultural competency, preparing them for their work in global health, and thereby resulting in improvement of global health.

Collaboration is vital to promote international understanding, raise cultural awareness and competency, and cultivate an environment of vibrant inclusion. A successful example of this intercultural collaboration is One World, One Purdue (OWOP), a series of events organized every November to support International Education Week (IEW). OWOP was conceptualized by the International Student Peer Coaching (ISPC) Program and the Global Engineering Programs and Partnerships (GEPP) of the College of Engineering in 2017, and expanded in 2019 with the participation of Cultural Catalysts, Purdue Fulbright Association (PFA), and the Environmental and Ecological Engineering Graduate Student Organization. Planning for OWOP 2019 began with the realization that many organizations, especially cultural organizations, work independently in silos creating, at times, repetitive or conflicting events. We made this observation by documenting all the cultural events at Purdue every week for posting in the Cultural Catalysts (now OWOP) Facebook page and attending most of them. OWOP’s first role was to bring all these organizations into one common classroom and enable them to believe in a common goal of cultural celebration. While OWOP is a vision shared by organizations whose missions are to celebrate culture, OWOP 2019 was a year-long effort to achieve that vision. Many initiatives were made possible through the team’s personal networks, resources, and collaboration. As a testament to its success, OWOP 2019 was named Co-Sponsorship/Collaboration of the Year, awarded to a collective effort for the betterment of campus, students and Purdue University by Purdue Student Life and the Student Activities and Organizations Office. One of the key reasons for the success of OWOP 2019 is its collaborative efforts. The OWOP 2019 organizing committee quickly realized that to provide undergrads with maximum cultural exposure during a short time, OWOP would need the help of cultural organizations and prog

IntroductionResearch on disparities in health and health care has demonstrated that social, economic, and political factors are key drivers of poor health outcomes. Yet the role of such structural forces on health and health care has been incorporated unevenly into medical training. The framework of structural competency offers a paradigm for training health professionals to recognize and respond to the impact of upstream, structural factors on patient health and health care.MethodsWe report on a brief, interprofessional structural competency curriculum implemented in 32 distinct instances between 2015 and 2017 throughout the San Francisco Bay Area. In consultation with medical and interprofessional education experts, we developed open-ended, written-response surveys to qualitatively evaluate this curriculum's impact on participants. Qualitative data from 15 iterations were analyzed via directed thematic analysis, coding language, and concepts to identify key themes.ResultsThree core themes emerged from analysis of participants' comments. First, participants valued the curriculum's focus on the application of the structural competency framework in real-world clinical, community, and policy contexts. Second, participants with clinical experience (residents, fellows, and faculty) reported that the curriculum helped them reframe how they thought about patients. Third, participants reported feeling reconnected to their original motivations for entering the health professions.DiscussionThis structural competency curriculum fills a gap in health professional education by equipping learners to understand and respond to the role that social, economic, and political structural factors play in patient and community health.

Pain is a common symptom among cancer survivors, yet is rarely talked about by American Indians. Understanding the reasons for reduced communication by American Indian cancer survivors is important for healthcare providers, family members, and others providing treatment and support for cancer symptoms. Thirteen focus groups with Southwest American Indian adult cancer survivors were audiotaped and transcribed as part of a randomized intervention to remove barriers to cancer symptom management. Constant comparative methods were employed in the data analysis, topic categories were grouped for comparison, and final assessment followed Grounded Theory methods. Findings were categorized into two major groupings: communication with family members and communication with health care providers. Within these two groupings, three themes emerged to describe cancer pain experiences and communication barriers: (1) We don't talk about it, (2) Respect for healthcare providers; and (3) Culturally prohibitive topics on death and pain experiences. Not talking about their cancer diagnosis and cancer-related pain leaves many American Indian cancer survivors without much-needed social support, contributing to reduced treatment compliance and access to healthcare. Findings have implications for educational interventions and quality of life improvement for American Indian and other underrepresented communities.

A growing Muslim population in the UK suggests the need for healthcare professionals (HCPs) to gain a better understanding of how the Islamic faith influences health related perceptions and healthcare seeking behaviour. Although some researchers have explored the experiences of Muslim women as recipients of healthcare, little attention has been paid to the challenges HCPs face as service providers on a day-to-day basis whilst caring for Muslim women. The aim of this study was to investigate HPCs lived experiences of providing maternity care for Muslim women.

Bakgrund Idag beräknas 200 miljoner flickor och kvinnor världen över ha utsatts för könsstympning. Det utövas med hänvisning till kultur men fyller inget medicinskt syfte utan orsakar somatiska såväl som psykiska komplikationer och kan i värsta fall leda till död. Övergreppet står i kontrast med mänskliga rättigheter. I dagens globaliserade värld sker transkulturella möten och som sjuksköterska världen över finns en sannolikhet att möta kvinnor som utsatts för könsstympning. Större förståelse och respekt för kulturella skillnader hos sjuksköterskan skulle kunna öka upplevelsen av en god och trygg vård. Sjuksköterskan har möjlighet att uppfylla patienternas behov genom ett transkulturellt omvårdnadsperspektiv och därav finns intresse att belysa vad som har betydelse för att transkulturell omvårdnad ska kunna genomföras för kvinnor som har utsatts för könsstympning. Syfte Syftet var att belysa vad som har betydelse för att transkulturell omvårdnad ska kunna genomföras för kvinnor som har utsatts för könsstympning. Metod I förevarande studie har en icke-systematisk litteraturöversikt genomförts med sökningar i databaserna PubMed och CINAHL. De 17 artiklar som inkluderades i resultatet har kvalitetsgranskats enligt Sophiahemmets bedömningsunderlag och analyserats genom en integrerad analysprocess. Både kvantitativa och kvalitativa vetenskapliga artiklar inkluderades. Resultat Huvudfynden var att bristande kunskap förekom kring kvinnlig könsstympning och förståelse för kulturella aspekter, att relationen var ett viktigt verktyg för att kunna ge en kulturell och individanpassad omvårdnad, kommunikation behövdes för att etablera god relation och kunna identifiera omvårdnadsbehov, och delaktighet kunde bidra till att kvinnorna kände sig trygga inför omvårdnaden. Slutsats Den slutsats som kunde dras baserat på resultaten var att sjuksköterskan kan applicera studiens huvudfynd för att möjliggöra en god transkulturell omvårdnad för kvinnor som utsatts för könsstympning.

El mundo globalizado actual expresa importantes desafíos para el cuidado de enfermería, de manera que se reconozca y alivie el sufrimiento teniendo en cuenta la cultura del sujeto de cuidado. Objetivo: Describir los hallazgos de investigaciones sobre experiencias de enfermeras de hospitalización con respecto a la compasión y el cuidado a personas culturalmente diversas. Método. Revisión sistematizada. Las búsquedas fueron realizadas en: Web of Science, CINAHL, OVID Nursing, Evidence Based Medicine Reviews, Medline (PubMed), PsycARTICLES, Biblioteca Virtual en Salud, CUIDEN Plus, TripDatabase, Epistemonikos y el Descubridor de la Universidad Nacional de Colombia. Se ejecutaron 83 búsquedas con términos MeSH, DeCS y lenguaje natural, incluyendo artículos de investigación o revisión con abordajes cualitativos, publicados en español, inglés o portugués. Resultados: Se incluyeron 42 estudios, con predominio de diseños fenomenológicos, etnográficos y de teoría fundamentada. Estos reflejan el vínculo entre compasión y el cuidado a personas culturalmente diversas, desarrollado a través de tres temas y 14 subtemas. Conclusión. Las experiencias de enfermeras y pacientes son diversas, pero es visible la conexión entre compasión y competencia cultural en el cuidado de enfermería en el ámbito clínico. Esta sistematización muestra necesidades de formación y entrenamiento, refleja tensiones entre cultura personal, profesional e institucional., Introduction. The current globalized world expresses important challenges for nursing care, so that the suffering is recognized and relieved taking into account the patient’s culture. Objective. To describe the findings of research into experiences of hospital nurses about compassion and care to culturally diverse people. Method. Systematic review. The searches were conducted in: Web of Science, CINAHL, OVID Nursing, Evidence Based Medicine Reviews, Medline (PubMed), PsycARTICLES, Virtual Health Library, CUIDEN Plus, TripDatabase, Epistemonikos and Descubridor de la Universidad Nacional de Colombia. A total of 83 searches were conducted with MeSH, DeCS and natural language terms, including research or review articles with qualitative approaches, published in Spanish, English or Portuguese. Results. 42 papers were included, with a predominance of phenomenological, ethnographic and grounded theory designs. These reflect the link between compassion and care for culturally diverse people, developed through three themes, and 14 sub-themes. Conclusion. The experiences of nurses and patients are diverse, but the connection between compassion and cultural competence in nursing care in the clinical setting is visible. This systematization shows educational and training needs, demonstrates the tensions between personal, professional and institutional culture., Introdução. O mundo globalizado atual expressa desafios importantes para o cuidado de enfermagem, para que o sofrimento seja reconhecido e aliviado levando em consideração a cultura do paciente. Objetivo. Descrever os resultados de pesquisas sobre experiências de enfermeiros de hospitalização em relação à compaixão e ao cuidado de pessoas culturalmente diversas. Método. Revisão sistemática. As pesquisas foram realizadas em: Web of Science, CINAHL, OVID Nursing, Revisões de Medicina Baseada em Evidências, Medline (PubMed), PsycARTICLES, Biblioteca Virtual em Saúde, CUIDEN Plus, TripDatabase, Epistemonikos e o Descubridor de la Universidad Nacional de Colombia. Foram realizadas 83 pesquisas com termos MeSH, DeCS e idioma natural, incluindo artigos de pesquisa ou revisão com abordagens qualitativas, publicados em espanhol, inglês ou português. Resultados: Foram incluídos 42 estudos, publicados entre 1998 e 2018, com predominância de desenhos fenomenológicos, etnográficos e de teoria fundamentada. Estes refletem o vínculo entre compaixão e cuidado de pessoas culturalmente diversas, desenvolvidas por meio de três temas e 14 subtemas. Conclusão. As experiências de enfermeiros e pacientes são diversas, mas é visível a conexão entre compaixão e competência cultural no cuidado de enfermagem no ambiente clínico. Essa sistematização mostra as necessidades de educação e treinamento, demonstra as tensões entre a cultura pessoal, profissional e institucional e a necessidade de reorientar as políticas de assistência à saúde e de gestão de equipes de enfermagem nas instituições de saúde.

Being culturally competent means being able to understand your own personal biases to avoid behaviors that may be considered discriminatory. In healthcare, it also means treating patients with respect and providing optimal care regardless of their background. If patients lack the care that they need or are provided with less than optimal care, then health care disparities arise, increasing the inequalities that are already present within the health care system. At the center of this care are the nurses who interact with patients the most during their clinical session. Thus, it is vital for nurses to be culturally competent and this training should be provided at the undergraduate level to ensure that they are well-prepared when entering the workforce. This thesis highlights the methods and techniques available for optimal training and provides a new teaching model, the Culturally Connected Model of Care, that considers not only the patient’s background but the nurse's background as well.

Background: Most pharmacists have not received formal training or education in the provision of care for transgender patients. Nonetheless, pharmacists have the potential to be valuable partners in the care of transgender patients, and a continuing education course might be valuable in addressing this knowledge gap. Objective: The aim of this study was to examine the impact of a three-hour continuing education course in improving the knowledge of pharmacists to provide pharmaceutical care for transgender patients. Methods: A quasi-experimental, one-group pre-test/post-test study design was used to measure the impact of a three-hour continuing pharmacy education course on the knowledge of pharmacists on transgender care. The course was divided into three units: (1) Transgender Patient Care Introduction, (2) General Health Issues of Transgender Patients, and (3) Gender Affirming Hormone Therapy. A total of 68 pharmacists participated in the study, of which 54 completed both the pre- and post-test. An ANOVA was used to compare differences in knowledge in the group before and after the educational intervention. Results: The majority of the participating pharmacists were cisgender, heterosexual women who had not received any formal training related to transgender care. Participants demonstrated the largest increase in execution score in the third unit, with a percent improvement of 25.22% (pre-test 45.06%, post-test 70.28%; p<0.001). The average total execution score was 52.15% in the pre-test and 72.89% (p< 0.001) in the post-test. Conclusions: Pharmacists benefited from a three-hour continuing education course with an increase in knowledge regarding transgender patient care and hormone therapy for gender affirmation. As this study only evaluated the effect in short term memory, further studies are needed to assess long term impact of the continuing education course on transgender care knowledge.

Pain is a common symptom among cancer survivors, yet is rarely talked about by American Indians. Understanding the reasons for reduced communication by American Indian cancer survivors is important for healthcare providers, family members, and others providing treatment and support for cancer symptoms. Thirteen focus groups with Southwest American Indian adult cancer survivors were audiotaped and transcribed as part of a randomized intervention to remove barriers to cancer symptom management. Constant comparative methods were employed in the data analysis, topic categories were grouped for comparison, and final assessment followed Grounded Theory methods. Findings were categorized into two major groupings: communication with family members and communication with health care providers. Within these two groupings, three themes emerged to describe cancer pain experiences and communication barriers: (1) We don't talk about it, (2) Respect for healthcare providers; and (3) Culturally prohibitive topics on death and pain experiences. Not talking about their cancer diagnosis and cancer-related pain leaves many American Indian cancer survivors without much-needed social support, contributing to reduced treatment compliance and access to healthcare. Findings have implications for educational interventions and quality of life improvement for American Indian and other underrepresented communities.

IntroductionResearch on disparities in health and health care has demonstrated that social, economic, and political factors are key drivers of poor health outcomes. Yet the role of such structural forces on health and health care has been incorporated unevenly into medical training. The framework of structural competency offers a paradigm for training health professionals to recognize and respond to the impact of upstream, structural factors on patient health and health care.MethodsWe report on a brief, interprofessional structural competency curriculum implemented in 32 distinct instances between 2015 and 2017 throughout the San Francisco Bay Area. In consultation with medical and interprofessional education experts, we developed open-ended, written-response surveys to qualitatively evaluate this curriculum's impact on participants. Qualitative data from 15 iterations were analyzed via directed thematic analysis, coding language, and concepts to identify key themes.ResultsThree core themes emerged from analysis of participants' comments. First, participants valued the curriculum's focus on the application of the structural competency framework in real-world clinical, community, and policy contexts. Second, participants with clinical experience (residents, fellows, and faculty) reported that the curriculum helped them reframe how they thought about patients. Third, participants reported feeling reconnected to their original motivations for entering the health professions.DiscussionThis structural competency curriculum fills a gap in health professional education by equipping learners to understand and respond to the role that social, economic, and political structural factors play in patient and community health.