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Female genital mutilation and cutting (FGM/C) is a serious global public health problem, violating the basic human rights of girls and women. FGM/C is a form of child maltreatment. According to the World Health Organization 200 million girls and women have undergone FGM/C in thirty countries in Africa, the Middle East, and Asia. FGM/C is also a concern in the United States (U.S.). Approximately 513,000 girls and women living in the U.S. are at risk for FGM/C or its consequences, representing a 4-fold increase within a decade. FGM/C places victims at risk for significant physical and psychological trauma and also results in a substantial cost to society. Studies indicate that healthcare professionals, including nurses and advanced practice registered nurses, report a lack of knowledge and comfort related to the identification and clinical management of FGM/C. It is critical that all healthcare professionals, including pediatric nurse practitioners (PNP), possess a thorough understanding of FGM/C and intervene appropriately. This continuing education article will define FGM/C, describe cultural implications, discuss possible short- and long-term consequences, and explore implications for practice. [ABSTRACT FROM AUTHOR]

The Pharmacy Innovation Experience and Research (PIER) program aims to provide student pharmacists with co-curricular experiences that augment their essential soft skill training while recruiting underrepresented minority (URM) high school and undergraduate students to the pharmacy profession. The goal of the PIER mentoring program is to enhance the leadership, professionalism, teaching, and cultural sensitivity skills of student pharmacists through their participation in the program. During this pilot study, student pharmacists were trained to mentor high school and undergraduate students prior to the start of PIER. Pre- and post-program surveys were used to assess the self-perceived benefit PIER had on the soft skill development of student pharmacists. Survey responses were analyzed using unpaired t -tests. There was an observed increase in self-perceived abilities among student pharmacists in mentoring (82% versus 68%), leading a team (94% versus 82%), and teaching (77% versus 64%). In post-program surveys, 90% of the students viewed their experience as useful for their career versus 71% in pre-surveys. While a high percentage felt comfortable interacting with diverse participants (90%) and knowledgeable about diversity issues in healthcare (89%), the data indicated that the PIER program did not have a quantifiable impact on their cultural sensitivity. PIER is a co-curricular program for student pharmacists that enhances self-perception of essential soft skills for their careers. Nevertheless, additional assessment of the skills gained through PIER is needed to verify competency. Other schools of pharmacy should recognize the importance of programs like PIER to both recruit URMs to pharmacy schools and provide current students with a co-curricular experience that will encourage their success. [ABSTRACT FROM AUTHOR]

Background: Nursing programs need to identify creative teaching strategies, guiding students to reflect on individual value systems and consider the values of others as they apply diversity, equity, and inclusion (DEI) in the provision of individualized nursing care. Purpose: The purpose of this project was to develop teaching strategies related to DEI content and examine how first clinical semester, prelicensure baccalaureate nursing students perceived these strategies. Methods: Participants engaged in self-reflection on topics related to DEI, using guided questions in discussion boards, a written paper, and a simulation-based experience. Thirteen students completed an anonymous survey with consideration of these activities and their perceived impact on DEI in their personal nursing practice. Outcomes: Three investigators analyzed survey responses by employing Word Clouds, word counts, and interdependent content analysis and found that using the existing syllabi for the Principles of Nursing course and modifying it to address DEI concepts resulted in perceived increases in awareness, sensitivity, knowledge, competence, and holism. [ABSTRACT FROM AUTHOR]

Background: Family-centered care is founded upon collaboration between parents and healthcare professionals, caring for a child and parents as one entity. The unfamiliar neonatal environment and complexity of care can make family-centered care challenging. Purpose: To explore neonatal nurses' perceptions of family-centered care and parents' cultural needs. Methods: This was a qualitative descriptive study using interviews to gather data from registered nurses, and analyzed using inductive content analysis. Results: Ten neonatal nurses participated in online interviews, lasting an average of 25 minutes. Parents' cultural needs were poorly understood and assumed synonymous with family-centered care. While all acknowledged the importance of family-centered care, most described tasks to parent-infant bonding, rather than a broader embodiment of family-centered care. In time of uncertainty, emergent clinical priorities took priority over a family-centered approach to care. Cultural care was poorly understood, and care tasks associated with supporting parent-infant bonding suggest further work is necessary to promote embodiment of family-centered care beyond individual tasks. While emergent clinical priorities and neonate well-being will always be the priority, finding a way to respond that concords with the ethos of family-centered care is also essential. Implications for Practice and Research: Clear and consistent leadership is needed to demonstrate greater embodiment of family-centered care, which includes cultural care for parents. Strong leadership and targeted education are key to supporting this change. Further research is warranted to examine and observe practice, in particular how parents' cultural needs are assessed and integrated into family-centered care in neonatal settings. [ABSTRACT FROM AUTHOR]

Muslims constitute approximately 20% of the world's population. In South Africa, Muslims constitute just under 2% of the total population. Fasting is one of the mandatory activities of adherents of the Islamic faith, where all healthy adult Muslims abstain from food, drink, and sexual activities between dawn and dusk during the month of Ramadhan. Medical doctors are frequently required to provide advice to their Muslim patients about the safety or other health impacts of this type of fasting. This narrative review provides an overview of research conducted on Muslim populations during the fasting period, with special reference to non-communicable diseases (NCDs) that are prevalent in the Muslim community. In the absence of evidence-based clinical guidelines, this article summarises the latest published research on this topic, providing a resource for clinicians and researchers. This paper provides an evidence summary to clinicians when engaging with their patients who may be engaging in Ramadhan fasting, while also identifying gaps in the body of evidence that could inform future research. [ABSTRACT FROM AUTHOR]

This study investigates how information professionals deliver culturally sensitive services, their experiences in serving patrons from diverse cultural backgrounds, their self-perceived intercultural skills, and their views on addressing cross-cultural challenges in the workplace. The sample, comprised of 125 information professionals representing a range of organizations, including libraries, museums, and archives, reveals a noticeable trend in their perceptions regarding their ability to provide culturally responsive services and their cultural competence skills. These perceptions are significantly influenced by their participation in cultural competence-related educational programs and academic preparation for crosscultural work. The research findings provide fresh insights into the integration of diversity, equity, and inclusion (DEI) principles to enhance the intercultural skills of information professionals within their organizations and professional practices. [ABSTRACT FROM AUTHOR]

While global health education in pharmacy expands, limited research has described the outcome of completing a global health area of concentration on career decisions, perceptions on cultural sensitivity, health disparity awareness, and global health competencies among pharmacists and students. This mixed methods study enrolled 21 graduates and 17 student pharmacists who participated in a global health concentration at one school of pharmacy in the United States. Data sources included graduate interviews and surveys, student pharmacist focus groups, and global health competency self-assessments. Five themes emerged among graduates: (1) skills were applicable to diverse settings, (2) early exposure to underserved care prepared graduates for current practice, (3) participation impacted the lens through which graduates viewed careers, (4) participation influenced patient care in current practice, and (5) graduates gained insight on complex global health issues. Three themes were identified among student pharmacists: (1) the program provided opportunities to personalize education, (2) participants gained insight through hands-on experience, and (3) participants developed new perspectives on approaching underserved care. Many graduates (77.4%) currently practiced in an underserved setting. Graduates and fourth professional year students reported improvement in all seven global health competency domains. A global health concentration in pharmacy curricula can facilitate skills and global health competencies that are applicable across a wide variety of patient care contexts. This concentrated experience provided opportunities to further develop career interests and personalize education, creating a cadre of pharmacists dedicated towards addressing health disparities and serving the underserved. • Skills gained from concentrated global health training apply to diverse settings. • Early hands-on exposure to underserved care prepared graduates for current practice. • Concentrated global health experiences influenced career goals and pursuits. • Personalized education enabled pharmacy students to explore their career interests. • Classroom teaching cannot replicate the insight gained from hands-on patient care. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effects of brief acceptance and commitment training (ACT) on overt values-based behaviors, psychological flexibility, psychological well-being, and parental adherence of four Japanese mothers of children with autism. A non-concurrent multiple baseline design across participants with pre- and post-measures was used in this study. All four participants received five 45–60 min of online ACT sessions. The level of psychological flexibility and psychological well-being were assessed using a 6-PAQ and PWBS-42, respectively. In addition, a social validity questionnaire assessed the feasibility and acceptability of the ACT. To establish clinically significant change, between-case standardized mean differences and non-overlap of all pairs (NAP) were calculated for overt values-based behaviors. Reliable change index was calculated for the reported scores of 6-PAQ and PWBS-42. The NAP analysis demonstrated that three out of four participants showed moderate to strong improvement in overt values-based behaviors and some participants showed a reliable increase in reported scores on psychological well-being. The results suggest that ACT was effective and acceptable for the Japanese population. The paper highlights the importance of cultural variables in designing, implementing, and analyzing data and provides direction for future studies. • ACT increased the values-based behaviors of Japanese mothers. • ACT increased the level of psychological well-being for participants. • Culturally sensitive ACT was acceptable and feasible for Japanese mothers. • Cultural consideration is highly essential for ACT and its data analysis. [ABSTRACT FROM AUTHOR]

Racial and ethnic minorities experience high rates of disease morbidity and mortality. Filipinos in Hawai‘i have the second-highest coronavirus disease 2019 (COVID-19) cases and deaths. This exploratory study examined barriers to compliance with COVID-19 prevention practices for Filipino immigrants residing in O‘ahu and Maui. Cross-sectional data were collected using mixed methods involving surveys and key informant interviews with Filipino community members. Survey responses (n=50) were collected identifying crucial factors to be addressed and preferences for receiving information related to COVID-19. Some Filipino customs and practices were a barrier to complying with COVID-19 prevention practices; nevertheless, cultural sensitivity was stressed for education messaging. In addition, family and community navigators should be equipped with the training and resources to disseminate COVID-19 information within their communities. Attitudinal, cultural, and linguistic barriers to promote health persist for Filipinos in Hawai‘i. The COVID-19 pandemic has exacerbated these barriers due to the circulation of misinformation and lack of information among the Filipino communities of O‘ahu and Maui regarding COVID-19 and local policies. Culturally appropriate support including providing tailored and linguistically appropriate COVID-19 information is recommended. Equipping or training a household member to help navigate COVID-19 policies as they change aligns with this community’s emphasis on familial and social relationships. [ABSTRACT FROM AUTHOR]

Human trafficking in the child and adolescent is a global public health crisis that can be divided into sex trafficking, labor trafficking and organ trafficking. This discussion considers basic terminology in this area, sociodemographic information on these victims, negative effects or repercussions from such egregious actions forced on the victims, issues of screening for healthcare providers based on specific risk factors/indicators, and information regarding screening tools as well as management principles for healthcare professionals. These trafficked persons are seen in varied practice settings such as primary care offices, emergency departments, street medicine operations, and others. Clinicians can approach these victims with targeted training that encourages these pediatric persons to feel safe in healthcare settings, empowering them to help with healing (i.e., trauma-informed care). It is important that those involved in the care of trafficked victims understand the rights of these persons who are essentially hostages that need rescuing, and thus, employ a rights-based approach in dealing with these vulnerable children and youth. Culturally-sensitive concepts of prevention are considered as well to reduce this illegal, inhumane exploitation of our children and adolescents ubiquitously existing throughout the United States and the world. Indeed, there is much that clinicians and society can do to help these unfortunate minors who often feel hopeless and trapped in chaotic circumstances. [ABSTRACT FROM AUTHOR]

This review explores the provider perspectives regarding cultural competency to pinpoint common themes that emerge from the existing literature. Cultural competency is vital in healthcare and remains a burgeoning area of interest in the healthcare landscape. Nevertheless, achieving mastery of these competencies remains challenging as health inequities persist that affect the care received by minority populations. This integrative review analyzed themes of provider perspectives regarding cultural competency. Relevant studies were retrieved from PubMed and CINAHL and other articles were obtained through manual searches. Only articles that explored nurse/ provider perspectives were considered. Four major themes were extracted including culturally sensitive communication perspectives, provider attitudes, identified barriers and recommendations for improvement. Subthemes for culturally sensitive communication perspectives include problematic terminology and overgeneralizations, while subthemes developed for provider attitudes include discomfort, judgment, disbelief, unawareness and awareness. Provider-identified barriers to cultural competency included subthemes of language differences, lack of training, resource constraints and resistance to change. Recommendations for improving cultural competency included recognizing knowledge gaps, developing strategies to increase knowledge and finally obtaining organizational and leadership support. Developing culturally sensitive communication skills is critical to delivering culturally competent care. Provider attitudes are affected by insufficient training, judgment and awareness levels. Negative attitudes could contribute to resistance to change. Provider recommendations to improve cultural competency include the development of a consistent, comprehensive and mandatory training program that identifies specific knowledge gaps. Organizational and leadership support at policy and local levels were necessary to propel meaningful and lasting change. [ABSTRACT FROM AUTHOR]

The following study proposes a new framework for mental health care in the Middle East that incorporates digital innovation along with culturally sensitive models to reduce stigma and improve access to mental health services. This framework will make use of technology and community-based strategies to overcome the region-specific problems in creating a more inclusive and effective mental health system. [ABSTRACT FROM AUTHOR]

Global nursing shortages and increasing cultural diversity in healthcare necessitate the development of culturally sensitive nurses. Intercultural learning and exchange programs have been shown to enhance nursing students' intercultural knowledge, cultural awareness, and sensitivity. However, non-technical skills such as communication, leadership, and teamwork are less emphasized in existing programs, despite their importance in facilitating adaptation to clinical contexts and ensuring patient safety across different ethnic groups. This study aims to evaluate the effectiveness of a Collaborative Learning in a Student-led Global Classroom (CLSGC) program that employs video-based learning and student-led debriefings to enhance non-technical skills, and to explore the experiences of undergraduate nursing student participants from three different regions. Seventy-eight nursing students from the Hong Kong Polytechnic University, Malmo University, and La Trobe University participated in the program. The program included three webinars on teamwork, communication skills, and leadership, facilitated through student-led discussions and video simulations. Data were collected using the Team Strategies and Tools to Enhance Performance and Patient Safety Teamwork Attitudes Questionnaire, and qualitative methods including focus groups and reflective journals. A paired t -test and manifest content analysis were used to analyze the quantitative and qualitative data, respectively. The quantitative results indicated significant improvements in the students' attitudes towards teamwork, communication, and leadership. The qualitative data shed light on the students' learning experiences, highlighting the value of cultural exchanges in exploring the importance of non-technical skills in practice, and the effectiveness of the program structure. The CLSGC program effectively improved nursing students' non-technical skills and enriched their clinical practice. Integrating simulation-based learning and student-led debriefing sessions to enhance nursing students' knowledge and attitudes towards teamwork, communication, and leadership is recommended in nursing education. Continuous exposure to simulation should be part of nursing education to reinforce the significance of non-technical skills in practice. • Non-technical skills such as leadership, teamwork, and communication are less emphasized in existing intercultural programs within nursing education. • Video-based learning and student-led debriefing are essential for integrating non-technical skills into a program. • Non-technical skills should be incorporated into nursing curricula at the early stages of a course. [ABSTRACT FROM AUTHOR]

As an integral and guiding approach, woman centred care is well-grounded as the cornerstone of midwifery training and practice. A previous global review established that the concept, even though acknowledged as pivotal, has limited attention within the professional standards documents that underpin the discipline [1]. Whilst not detracting from the overall importance of woman centred care, it is further suggested that a broader meaning is generally being implied. Whether other related inferences and meanings of the actual term 'woman centred care' are also being utilised, has not yet been established. Therefore, this review of professional documents sought to investigate the occurrence of further depictions of the concept. With an implied and inferred meaning of 'woman centred care' as the focus, a review and synthesis of narrative from a global sample of midwifery professional standards was conducted. The principles of meta-ethnography were utilised to develop a qualitative approach. Rather than the actual words 'woman centred care' further phrases implying or inferring the concept were sought. 'A priori' phrases were developed and narrative and examples were synthesised for each. Standards and governance documents were located from within Australia, the United Kingdom and New Zealand and a further 139 nations. Overall, the seven phrases, each considered as an inference to woman centred care, were all substantiated. As a proportion of all documents, these were collated with the outcomes being a woman's right to choice (89%), being culturally sensitive (80.5%), a woman's voice and right to be heard (78%), the woman as an individual (68%), universal human rights (40%), being holistic (39%) and being self-determined (17.5%). The outcomes of this review demonstrate that woman centred care may be a multidimensional concept. There were occurrences of all seven phrases across a broad scope of global professional midwifery documents, and each can be shown through its meaning to contribute something to an understanding of woman centred care. The creation of a universal meaning is recommended. [ABSTRACT FROM AUTHOR]

Background: South Asian individuals experience a higher burden of chronic diseases and limited access to health care services compared with their Caucasian peers. Digital health interventions can enhance the delivery of health care, minimize health inequities, and consequently improve health status among minority ethnic groups. However, it is unclear how South Asian people view and perceive the use of digital health technologies to support their health needs. Objective: The aim of the review is to identify South Asian individuals' experiences and attitudes of digital health and explore the barriers and facilitators affecting their use of digital health services. Methods: The Arksey and O'Malley methodological framework was used to guide this scoping review. Five electronic databases were examined for pertinent papers, which were augmented by searching bibliographies of the retrieved papers and gray literature. A total of 1328 potentially relevant papers were retrieved from the initial search, and the supplemental search added 7 papers to the final list of potentially included papers. Each paper on the initial inclusion list was independently reviewed, leaving 15 papers to be included in the review. Results: Data were analyzed thematically leading to the development of two overarching themes: (1) barriers to uptake of digital health and (2) facilitators of use of digital health services. There was a general consensus that South Asian communities still struggle with inadequate access to digital health technologies. Some studies suggest multiple initiatives to improve accessibility and acceptability of digital health services within South Asian communities in order to mitigate health disparities and develop a more inclusive health care system. These include the development of multiple-language and culturally sensitive interventions and digital skill development sessions. Most studies were conducted in South Asian countries, focusing on measurable outcomes of digital health interventions. Few explored the experiences and views of South Asian community members residing in the West as a minority ethnic group, for example, British South Asians. Conclusions: Literature mapping proposes that South Asian people frequently struggle with a health care system that may limit their access to digital health services, and sometimes fails to consider social and cultural needs. There is growing evidence that digital health interventions have the potential to facilitate supported self-management, which is part of the plans to adopt person-centered care. These interventions are particularly important for overcoming some of the challenges, for example, time constraints, safety, and gender sensitivity, associated with the delivery of health care interventions in minority ethnic groups such as South Asians in the United Kingdom, and thus to improve minority ethnic groups' access to health care services to support individual health needs, and consequently enhance health status. [ABSTRACT FROM AUTHOR]

This paper connects the ideologies of cultural competence to the diverse business ecosystem. Contributing to the body of knowledge the critical need for cultural competency in business. Providing practical suggestions for leaders to enhance cultural competency within their organization. Written for practitioners to provide an understanding of cultural competency and business ecosystems. It includes business rationales for increasing cultural competency and reducing biases within operations. It is widely regarded that cultural competence is a fundamental requirement for working effectively with diverse people and have both intangible and tangible benefits. This paper discusses the benefits of cultural competence in business ecosystems. [ABSTRACT FROM AUTHOR]

• Diversity, equity, and inclusion are important concepts to imbed in nursing education. • Simulation can allow opportunity for enhancing cultural awareness for students. • Students learn from and with each other in simulation. During the COVID-19 pandemic, students from two schools of nursing, in China and the United States respectively, engaged in a transcultural simulation activity to explore how a global healthcare crisis has been managed within their different cultures. This article describes the development and implementation of the project and evaluates student perspectives on the simulation...s influence on increasing awareness of diversity, equity, and inclusion. Data for this project were collected through student verbal and written reflections and faculty comments. Students reported the virtual simulation positively impacted their learning and enjoyed the opportunity to navigate through a virtual scenario collaboratively while discussing cultural similarities and differences. Faculty noted the simulation was valuable and described challenges faced during the development. Students and faculty found the simulation was a meaningful learning experience. Findings suggests that the transcultural simulation improved student knowledge of cultural competence and understanding of diversity, equity, and inclusion constructs. [ABSTRACT FROM AUTHOR]

To explore whether virtual short term international study experiences (VSTISE) facilitate transformational learning. Transformational learning is recognised as beneficial and desirable for health students to experience. Such learning may contribute to students developing deeper understanding of themselves and of those to whom they provide care. Transformational learning has been demonstrated to increase students' confidence with and empathy for, caring for people from diverse backgrounds, increasing students' knowledge and awareness of social justice and health equity issues. Previously, undergraduate midwifery students at an Australian University have had the opportunity to potentially experience transformational learning through participation in short-term international experiences. Covid-19 resulted in the transitioning from face-to-face international experiences to virtual, online programs. A qualitative research design was informed by transformational learning theory, with a reflexive thematic analysis process. Bachelor of Midwifery students from an Australian University who were participating in the virtual programs were invited to take part. Critical reflective journal entries were guided by prompt questions aligned with a reflective model. Reflective thematic analysis of students' written reflections guided by a transformational learning framework. Ten students consented and shared their critical reflective journal entries. Transformational learning is possible via virtual international study programs, with midwifery students demonstrating such learning in domains such as developing cultural sensitivity, developing insight into privilege and power and increasing recognition of the importance of a global midwifery identity. Virtual programs may increase equitable access to international opportunities while deepening cultural sensitivity, compassion and professional growth of midwifery students. [ABSTRACT FROM AUTHOR]

The importance of cultural sensitivity training in pharmacy education is well-recognized, though best practices are not well described. Traditional teaching approaches such as faculty lectures may result in overgeneralization, lack of nuance, or tokenization. Utilizing patients from diverse special populations as teachers of cultural sensitivity may mitigate these risks. However, faculty must ensure patients feel comfortable, empowered, valuable, and prepared to serve as partners in education. Patients were used as teachers of cultural sensitivity in an interprofessional education panel activity at two colleges of pharmacy over two years. Patient experiences with training and preparation for the activity as well as their perceived benefits of partnering in student education were assessed. Overall, patients reported that training was adequate, and the educational activity provided a sufficient platform for sharing their knowledge with students. Patients felt they provided meaningful contributions to student education, learned valuable information in the process, and formed sincere relationships with each other and faculty. Faculty at other institutions may wish to adapt this activity to meet the needs of their own institution and empower patients to contribute to the education of health professions students. Practical recommendations are provided for promoting a positive patient experience. A comprehensive training program prepared and empowered patients to teach cultural sensitivity principles to an interprofessional group of health care students. [ABSTRACT FROM AUTHOR]

To describe a large-scale, cultural sensitivity-focused interprofessional book club activity that is required in the first-professional year of an accelerated pharmacy curriculum. An interprofessional book club activity, focusing on the need for cultural sensitivity in health care, is conducted annually for students in the acupuncture, pharmacy, physical therapy, physician assistant, and sonography programs. Each year over 400 students are required to attend and are assigned to interprofessional groups to discuss guided questions pertaining to the book written by Anne Fadiman, The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. Pharmacy students complete multiple assignments before and after the activity. Students are administered a post-survey to collect student feedback and self-assessment data. The book club has been run in both synchronous and asynchronous formats. Student survey responses have consistently revealed that the majority of students agreed or strongly agreed that they were better prepared for culturally-diverse patient interactions, the activity allowed for interprofessional learning, and the activity should continue for future students. A book club activity is an effective strategy for delivering content related to cultural sensitivity in an interprofessional format. This activity model can be used to support interactions with multiple professions in different schools within the same university or with multiple professions located at different universities/institutions. • Cultural sensitivity-focused Book Club activity • Interprofessional Book Club activity • Book Club activity in required pharmacy curriculum focusing on cultural sensitivity • Book Club activity offered in synchronous and asynchronous formats [ABSTRACT FROM AUTHOR]

High infant mortality remains a global health problem, particularly in less developed countries. Indonesia has one of the highest infant mortality rates in Southeast Asia. Known factors relate to documented medical conditions and do not necessarily explain their origin. To identify and explore factors that contribute to infant mortality in Papua, Indonesia, through the lens of health workers' perceptions. A qualitative descriptive approach using semi-structured interviews was used. Twelve Indonesian health workers participated. Interviews were audio-recorded and transcribed, and then analysed thematically. Five main themes were generated: beliefs and practices related to pregnancy, birth, and infants; infant health factors; maternal health factors; barriers to seeking, receiving and providing infant health care; and enablers and strategies for improving infant health. Cultural factors were perceived as contributing to poor health outcomes by shaping decisions, help seeking behaviour and health care access. Poverty, health literacy, road access and transport, shortage of health staffing, and health equipment and medicines exacerbate poor health outcomes. Cultural knowledge and sensitivity are central to the provision and acceptance of health care by local families in Papua, Indonesia. Recommendations include: improving cultural sensitivity and cultural safety of service; implementing community health promotion to enhance maternal and infant health; improving community participation in health care planning and delivery; and enhancing collaboration between national, provincial, regency and local governments. [ABSTRACT FROM AUTHOR]

Cultural diversity in Hong Kong has increased dramatically following a series of reforms in population and immigration policies after the unification of Hong Kong in 1997. Since then, intergroup conflict between Hong Kong locals and mainland Chinese people have become one of the major social issues in Hong Kong. Homogenizing and overlooking intergroup clashes contribute to misunderstandings toward different cultures and resolving these clashes through social policies and services. Cultural research indicates that stereotyped beliefs are transmitted intergenerationally. Policy responses seek to nurture a harmonized society where perceived differences are respected and understood, rather than merely acknowledged. This study adopts narrative inquiry to examine the dynamics of acculturation, social identity, and intergroup contact among local and migrant parents and to explore the mechanisms for promoting positive acculturation amid diversity. We observed four parents from mainland China and three local Hong Kong parents with children aged 4–13 who attended two discussion sessions about parenting. The findings revealed that promoting positive acculturation via parent sharing support group is effective in promoting psychological adaptation at the individual level and reducing intergroup stereotypes at a cultural level. Conducive conditions that facilitate positive acculturation and professional group work practices are also discussed in this paper. [ABSTRACT FROM AUTHOR]

Nurses are called to care for patients and families from many backgrounds and cultural groups. This article discusses the key strategies of cultural humility, conscientious practice, and establishing trust that promotes cultural sensitivity as well as congruence with Christian values. When implemented, these strategies can facilitate the provision of quality, culturally sensitive patient care that conforms to a biblical worldview. [ABSTRACT FROM AUTHOR]

This study contributes to the conceptualization of cultural sensitivity in tourism based on an analysis of tourism and social science literatures associated with Indigenous peoples in Canada. The study used a systematic literature review methodology, which consisted of thematically analysing 56 English language, tourism and social science journal articles. Findings indicate that while cultural sensitivity is rarely explicitly defined, several themes are consistently used to illustrate what cultural sensitivity entails or should entail in tourism and other social science encounters. Themes include: (i) respect, (ii) trust, (iii) ethics, (iv) cultural identity, (v) mutual understanding and cultural exchange, (vi) self-determination, governance, and capacity building, and (vii) unique healing, wellness, and spiritual needs. In addition to describing these interrelated themes, the study proposes a definition of cultural sensitivity in tourism tethered to the contexts of Indigenous peoples in Canada. [ABSTRACT FROM AUTHOR]

An integrated, competency-based curriculum that fosters social accountability including cultural sensitivity among graduates is an educational strategy towards producing practice-ready professionals. This study aimed to evaluate pharmacy graduates' perceptions of competency, integration, and social accountability in the undergraduate curriculum of Nigerian schools of pharmacy. A cross-sectional online survey consisting of a 42-item questionnaire was administered to 467 purposively selected pharmacy graduates who completed their undergraduate training between January 2012 and February 2020 from 20 accredited Nigerian pharmacy schools. Mann-Whitney U test was used to determine the differences in the participants' responses on a Likert scale. Of 467 participants, 54.4% felt that the Nigerian undergraduate pharmacy curriculum was not adequate in content, while 54.2% felt the courses in the curriculum were not well integrated to facilitate easy learning by students. About half (50.6%) strongly agreed or agreed that "the basic pharmacy courses are well synchronized with the clinical components" but 28.9% strongly disagreed or disagreed. The majority (88%), with no significant difference between gender (z = −1.615, P =.11), strongly agreed or agreed that they apply knowledge of clients' culture and disparity to deliver pharmaceutical services. Marginally above half of the graduates perceived the Nigerian undergraduate pharmacy curriculum to be deficient in course content. There is evidence of limited integration and social accountability in the curriculum. Cultural sensitivity appears to be a component of the curriculum but this needs to be properly structured. The pedagogy strategy for learning cultural sensitivity should be further interrogated. [ABSTRACT FROM AUTHOR]

The recent murders of Black Americans has forced our society to reevaluate how the various systems in our nation view race and to attempt to dismantle and rebuild the structures that reinforce and perpetuate racial group inequity. Cultural awareness education has been broadly integrated into pharmacy curricula across the country to comply with accreditation standards. Health disparities are currently addressed in the context of race and ethnicity but lack the connection to racism. Cultural awareness education should focus more on racism and its impact on healthcare. In order to properly address racism in cultural awareness education, there has to be a deliberate curricular integration of anti-racism education addressing historical factors that have set the foundation of structural racism in this country. The current manifestations and impact on healthcare can be connected to this history. As a primary influencer of one of the most accessible healthcare professionals, pharmacy educators are at the forefront to educate and equip the next generation to strive for health equity in the context of racism. [ABSTRACT FROM AUTHOR]

This study aimed to compare characteristics of nurse educators, factors related to teaching global nursing, contents of global education and support and the level of burden of global education and factors related to the burden between nurse educators among top nursing universities in Japan and four English-speaking countries. Intercultural sensitivity is the active desire to motivate oneself to understand, appreciate and accept different cultures. Nurse educators need to be culturally sensitive to teach cultural care to nursing students. This is a cross-sectional exploratory international comparative study using an online survey. Participants were nurse educators with a nurse license in the top 20 in Japan and the top 10 universitiesin the United States, Canada, United Kingdom and Australia (hereafter "English-speaking countries"), respectively. The questions in Google form selected participants by the inclusion criteria. Intercultural sensitivity was measured by the Intercultural Sensitivity Scale. Chi-square test, Fisher's exact test, t-test, Mann-Whitney U test and Spearman's correlation coefficients were used for the analyses. Data were collected from October 2023 to January 2024. A total of 144 in Japan (response rate=29.0 %) and 106 educators in English-speaking countries (response rate=2.4 %) were included in the analysis. Nurse educators in Japan had less work experience in foreign countries, had fewer opportunities to take part in cross-cultural interactions and had significantly lower intercultural sensitivity. In both groups, those who had more experience in foreign countries with higher intercultural sensitivity taught global nursing. While in Japan nurse educators who had higher proficiency in non-native languages and those who had more frequently taken part in cross-cultural interactions taught global nursing, in English-speaking countries full-time workers who had attended international academic conferences taught. In Japan, global nursing was a more optional course and the number of contents taught was lower. While participants in Japan had international seminars at universities as support for global nursing education, those in English-speaking countries had faculty members with different cultural backgrounds. Participants in Japan felt more burden for global nursing education. In Japan, more proficient non-native language, more frequent cross-cultural interaction and higher intercultural sensitivities were associated with a lower burden, while teaching other than in their native language, contents taught and performance evaluation were associated with a higher burden in English-speaking countries. Higher intercultural sensitivity, performance evaluation and proficiency in non-native language may be important for nurse educators to teach global nursing and support is necessary to enhance them. [ABSTRACT FROM AUTHOR]

• Limited studies have explored the use of simulation in graduate nursing education with minority ethnic groups or limited English proficiency patients. • This project sought to address this gap as well as the recommendation to enhance cultural sensitivity and empathy of healthcare providers serving rural and underserved populations. • The opportunity to interact with a Spanish-speaking SP and their family during a simulated primary care visit was viewed as a unique, eye-opening, and highly valuable experience. Hispanics in the United States are disproportionately impacted by disparities that negatively impact their health. This project sought to enhance cultural sensitivity, communication, and empathy in nurse practitioner (NP) students through a standardized patient (SP) simulation- based learning experience (SBLE). A quasi-experimental design was used to evaluate the use of a SP-SBLE on NP student empathy, communication, and cultural competence. The SP-SBLE facilitated NP awareness, empathy, and readiness for practice with Hispanic patients with limited English proficiency. This project provides support for the use of simulation as an effective strategy enhancing learning in NP programs. [ABSTRACT FROM AUTHOR]

This mixed-methods study investigates the design and instructional practices of massive open online courses (MOOCs) instructors within the learning environment to address the cultural diversity and learner personalization needs. Leveraging a grounded theory approach, the researchers analyzed two rounds of email interviews (n1= 25; n2=19) with MOOC and open education leaders about cultural sensitivity and personalization in MOOCs. Those interviews led to the formation of a 30-item online questionnaire completed by 152 MOOC instructors. While many of the MOOC instructors within the sample did not fully grasp the complex issues of cultural diversity, most made attempts to modify their instructional practices to accommodate cultural variances. To address cultural and linguistic differences, instructors added subtitles to video content and offered transcripts for video or audio content. Additionally, instructors were careful with language use and hand gestures, used simplified language, slowed their pace of speech, made the course content easy to navigate, limited text by leveraging (multi)media, and encouraged learners to translate and localize content for their peers. Furthermore, many instructors favored collaborative, small group learning; however, instructors could not agree on best practices to establish these groups. Implications and future directions for MOOC instructors and instructional designers are offered. [ABSTRACT FROM AUTHOR]

Simulation is a valuable tool in nursing education, including during preparation for students going on medical mission trips. Faculty assessed the learning and management of expectations of undergraduate nursing students who participated in a simulation prior to an international medical mission experience. Through student focus groups postsimulation and posttrip, faculty discovered three learning themes and student recommendations for future simulation use. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to position the evidence in the history of architectural education, which has contributed to the development of architecture as a discipline. The paper focusses on the transformational stages of architectural education through history. It builds on considering its evolution from informal stages towards formal educational discipline and then standardization as a curriculum-based model in contemporary times. Design/methodology/approach - The research adopts a qualitative approach focussing on epistemological interpretations through triangulation. The qualitative data includes two main categories; first, historical research and second, interviews and focussed group discussions. It then adopts the triangulation method for the analysis of data. The exploration positions historical pieces of evidence encompassing important factors involved in the process that directed the changes while suggesting the modes of training of architects. The interviews and focus groups provide a valuable addition to historical data for connecting it to contemporary times. Significant modes examined include master pupil, apprenticeship and curriculum-based model, in addition to several fundamental skill sets such as drawing, painting and sculptures that remained constant in this process. Findings - The historical pieces of evidence inform that architectural education has been inclusive and considerate towards cultural concerns throughout its developmental stages untill the currently adopted curriculum-based model. It concludes that the development of architecture as a discipline in formal education has been influenced by methods of disseminating knowledge, contents incorporated for teaching architecture, deliberate inclusion of relevant knowledge areas such as arts and cultural integrations of societies. Research limitations/implications - This research is limited to a structured study to explore and position pieces of evidence in the history of architectural education considering its methods and contents. While it signifies the role of culturally sensitive contents in the architectural curricula, the scope of this research is not to focus on the development of any new theory, model or postulate regarding the inclusion of some specific contents. The implications of this research aspire to the best use of methods and contents deeply rooted in the development of the discipline, of architectural curricula in the future. It suggests the negation of possible overlooking of such content in curricula. Originality/value - The study signifies the core argument of the relevance of architectural education to social and cultural concerns as an important facet in the developmental stages in the history of the discipline. The exploration of pieces of evidence is significantly important to avoid the inadvertent overlooking of the culturally sensitive content in architectural education in the future development of architectural curricula that were included purposefully. [ABSTRACT FROM AUTHOR]

The health care decisions of families of children who have life-limiting genetic diseases are impacted by multiple factors including religious and ethical values, education and knowledge, emotional trauma, availability of support, and accessibility of care. Palliative care nurses must practice the highest standards by delivering nonbiased, nonjudgmental support to patients and families; however, nurses may experience moral distress if their personal values conflict with a family's decisions and needs. This case focuses on a family receiving communitybased palliative care for a child with a genetic life-limiting disease. They had a family history of this disease, which had caused the deaths of previous children, and the mother had a current unplanned pregnancy. The care team overcame language barriers and cultural obstacles to establish a trusting relationship with the vulnerable pregnant mother. They were able to support her decision to terminate her pregnancy safely by helping her to navigate a complex health care system. Using 5 crucial pillars to assist health care members with the delivery of nonjudgmental family-centered palliative care is recommended: (1) identification of biases, (2) utilization of a culturally safe approach, (3) effective communication, (4) assessment and support, and (5) knowledge of community resources. [ABSTRACT FROM AUTHOR]

Racial minorities experience a high burden of food insecurity relative to non-Hispanic whites. Government-subsidized nutrition programs can positively impact food insecurity and nutritional risk among older adults. Yet, in New York City, where nearly 60% of people over 65 years are non-white, older minorities participate in government nutrition programs at very low rates. In this commentary, we focus on 2 programs: the Child and Adult Care Food Program and Older Americans Act Nutrition Services Programs. We identify opportunities for strengthening these programs to improve their reach and engagement with diverse older adults in New York City and similarly diverse urban communities. [ABSTRACT FROM AUTHOR]

Adapting an exploratory quantitative approach, this study explores the relationship between dispositional empathy, cultural values, and cultural sensitivity among Iranians, U.S. citizens, and bicultural-Iranian individuals. Using self-reported questionnaires, data were collected from 226 adult participants living in Iran and the U.S. The findings reveal that affective empathy consistently outweighs cognitive empathy across all groups. Bicultural-Iranian individuals demonstrate a unique profile, blending Persian cultural norms with a preference for individualistic values, along with heightened interaction, engagement, and attentiveness. Differences in cultural sensitivity are observed, with bicultural-Iranian individuals exhibiting greater engagement, attentiveness, and adherence to individualistic cultural values compared to U.S. citizens and Iranians. These insights contribute to our understanding of empathy, cultural orientation, and intercultural interactions, emphasizing the complexity of biculturalism and its implications for fostering inclusive and empathetic societies. [ABSTRACT FROM AUTHOR]

It is estimated that 11.1 million people in the United States are living with serious illness, and most people with serious illness need palliative care. Quality palliative care incorporates culturally sensitive care, and with the increasing diversity in the United States, it has become even more critical that nurses and health care professionals be prepared to meet the unique needs of those living within the diverse and underserved populations of this country. Advocating for access to palliative care for the seriously ill, culturally respectful care at the end of life, and honoring values, practices, and beliefs are essential roles of the nurse. This article presents 4 examples of individuals from diverse and potentially vulnerable US populations who face unique challenges as they deal with their life-limiting diseases and face end of life. [ABSTRACT FROM AUTHOR]

The heterogeneous nature of the nursing profession generates encounters between members of different groups. Thus, nursing education should include programs focusing on cultural sensitivity to enhance cultural competence. Due to the ongoing conflict between Arabs and Jews, Israel is an appropriate setting for examining cultural sensitivity programs. This study explores how Jewish-Israeli and Arab-Israeli nursing students studying together perceive their social relations by examining attribution of stereotypes (positive and negative) to members of the other group and willingness to engage in social interactions with individuals from the other group. The Department of Nursing at the Max Stern Yezreel Valley College. 180 Jewish and Arab nursing students at two different points in their studies, beginning students and those at more advanced stages. The students completed questionnaires examining their perceptions of the social relations between the two groups. The questionnaires measured stereotypes and perceptions of social distance regarding members of the other social group. More positive stereotypes and fewer negative stereotypes were found among the Jewish students than among the Arab students. Nevertheless, the Jewish students exhibited less willingness to reduce social distance. No differences were found between beginning students and advanced students with respect to stereotypes, though advanced students expressed greater willingness to reduce social distance than did beginning students. The findings show that perceptions of social relations are influenced by two different contexts: the students' specific context (joint studies and joint work in the future) and the broader general context of relations between the groups. The findings indicate that programs aimed at developing cultural sensitivity and improving relations in a divided society should provide differential responses for each group and should focus on willingness to cooperate and reduce social distance rather than attempting to eliminate stereotypes. [ABSTRACT FROM AUTHOR]

Highlights • Trauma stabilisation is a safe and effective and efficient treatment for traumatized clients. • Trauma stabilisation is flexible in its use and adaptable to culture. • Trauma stabilisation takes the individual context of the client into account. • Trauma stabilisation focuses on resources and coping and prepares for future trauma. • Trauma-Aid Germany is a Trauma Capacity building humanitarian organisation. Abstract Objective Southeast Asia suffers from various forms of natural disasters and interpersonal violence. This creates a large trauma population, while at the same time mental health services in this area are limited. The humanitarian organisation Trauma Aid Germany established trauma capacity building by training 37 local therapists in psycho-traumatology, including trauma stabilisation, in Cambodia, Indonesia and Thailand. This analysis examines the impact of trauma stabilisation as a sole treatment for traumatized clients. Method Clients were screened for PTSD using the Harvard Trauma Questionnaire pre- and post-treatment. Analysis only included clients who had received trauma stabilisation, including psychoeducation, but no confrontation with the traumatic event. Results Trauma stabilisation was highly effective in reducing PTSD symptoms, with high remission from PTSD post-treatment. Trauma stabilisation affected all subscales of PTSD and was effective in clinical as well as subclinical traumatized clients. Conclusion The research supports the notion that trauma stabilisation is a treatment effect for PTSD. It was highly effective in its own in reducing PTSD symptoms. Based on the analysis, trauma stabilisation was a safe, language independent treatment for PTSD sufficiently flexible to be sensitive to the client's context. Therapists can adapt the techniques to the individual client and his cultural, spiritual, developmental, cognitive and situational background. Trauma stabilisation is suitable for implementation in crisis areas. The research has also implications to the potential utilisation of para-professionals. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Society & Social Work is the property of Journal of Society and Social Work and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Understanding a client's culture allows practitioners to consider the planning of intervention and allows for a client centred approach to be provided. During fieldwork education occupational therapy students can face the challenge of other cultural practices, standards, morals and ways of life coming into conflict with their own. Purpose: There is minimal South African literature discussing the challenges and supporting factors that assist students in becoming culturally competent across cross-cultural settings. This article explored occupational therapy students' experiences of culture, and their perceptions of the barriers and enablers that culture presents during fieldwork education. Methods: A qualitative study was conducted with undergraduate occupational therapy students from a university in Cape Town, South Africa. Data were collected using focus groups with each group of students from first to fourth year and were analysed using thematic analysis. Findings: The two main themes that emerged from the analysis, were: 1) "Culture is easily defined but not easily described", which focuses on the students own understandings and interpretations of culture, and 2) "Is there no 'me' in OT?" which specifically describes students' experiences of culture during fieldwork practice. Implications: The findings of this study questioned whether cultural competence is static but determined that exposure to, positive attitudes towards and self-reflection on culturally diverse experiences are the factors that contribute towards developing cultural competence in culturally diverse situations. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Research & Development in Nursing / Hemşirelikte Araştırma Geliştirme Dergisi is the property of Association for Research & Development in Nursing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to investigate the relationship between cultural sensitivity and effectiveness levels among nursing students. The world is changing and globalizing, and societies are becoming increasingly multicultural. Therefore, nurses, who play an important role in health service delivery, are expected to be competent in interacting with patients from different cultures and to develop cultural sensitivity during their education. The design of this study is a prospective descriptive study. The research was conducted with 284 nursing students in the faculty of nursing at a university in Ankara. The data collection process of this study was conducted at the end of the spring semester of the 2019–2020 academic year between 20 and 30 June 2020. The Sociodemographic Characteristics Form, Intercultural Sensitivity Scale, and Intercultural Effectiveness Scale were used to collect data. Descriptive statistics, parametric and nonparametric tests were used for data analysis. The mean age of the students was 20.80 ± 1.64, and 82% of the students were female. The mean scores on the Intercultural Sensitivity and Intercultural Effectiveness Scales were 92.56 ± 11.98 and 53.87 ± 6.28, respectively. A positive, moderate, and statistically significant correlation was found between the scores on the two scales. In the study, it was determined that females have higher cultural sensitivity and cultural effectiveness level than males, and students who could not understand and speak English have lower cultural sensitivity and cultural effectiveness level than students who could understand and speak English. In this study, it was evaluated that the nursing students had high cultural sensitivity and moderate cultural effectiveness levels, and cultural sensitivity levels were found to increase in line with cultural effectiveness levels. It is recommended to review the educational curricula to improve cultural communication competence and organize programs to improve English speaking and conduct more studies examining the cultural effectiveness of students. [ABSTRACT FROM AUTHOR]

Background Cultural humility is endorsed; yet, the state of the science of cultural humility in simulation-based education is unknown. The aim of this integrative review is to provide what is known about cultural competence and cultural humility in simulation-based education to base future efforts in education, research, and policy. Methods Sixteen studies were reviewed and appraised in this integrative review. Results Four themes of learning outcomes from simulation emerged from the studies: (a) cultural sensitivity and cultural competence, (b) insight and understanding, (c) communication, and (d) confidence and comfort. There were no studies that mentioned cultural humility. Conclusions Cultural humility in simulation-based education is lacking, signifying a need for educational reform and research. [ABSTRACT FROM AUTHOR]

Cognitive Behavioral Group Therapy (CBGT), which involves restructuring maladaptive thoughts and exposures in social contexts in a group format, is an empirically supported treatment for social anxiety disorder (SAD). However, research on applying these skills to experiences of discrimination that may contribute to social anxiety in marginalized populations is limited. A case description is presented to demonstrate the ways in which culturally sensitive adaptations of CBGT were applied to treat social anxiety related to issues of discrimination. The case example includes outcome data from one individual diagnosed with SAD who experienced clinical improvement in symptoms of SAD after receiving CBGT as a part of a larger treatment trial for SAD. Specifically, this paper focuses on the way in which SAD manifested for a Latina woman based on a history, and current context of race-based and gender-based discrimination. We present strategies to address SAD related to experiences of discrimination within the context of CBGT as well as clinical implications related to the integration of multicultural principles and traditional cognitive behavioral therapies for SAD more generally. [ABSTRACT FROM AUTHOR]

Information has been presented, which outlines the struggles and strategies utilized in overcoming opportunities to learn to read and write, in general, and acquire the knowledge of higher education, in particular. Also, included is information that has presented a characterization of the qualities and contributions of concerned persons, both black and white, who have aided in the academic improvement of African American students. Finally, information has been presented, which presents the case for the continuation of HBCUs because of their unique contributions in an era of professed color blindness. [ABSTRACT FROM AUTHOR]

Purpose The aim of the study was to report the psychometric properties of the modified ‘Breast Cancer Screening Beliefs Questionnaire’ (BCSBQ) among women living in China. Methods A convenience sample of 494 women was recruited from community centres and out-patient clinics in Foshan city. Cronbach's alpha was used to assess internal consistency reliability. Criterion validity was examined by testing three pre-specified hypotheses and confirmatory factor analysis was conducted to study the factor structure. Results The results indicated that the modified BCSBQ has satisfactory validity and internal consistency. Cronbach's alpha of the three subscales ranged between 0.77 and 0.84. As hypothesized, the frequencies of breast self-examination and clinical breast examination were significantly associated with the subscales' score. Confirmatory factor analysis showed an adequate fit for the hypothesized three-factor structure with our data set. Conclusions The modified BCBSQ is a culturally appropriate, valid and reliable instrument for assessing the beliefs, knowledge and attitudes to breast cancer and breast cancer screening practices among women living in China. It can be used for providing health care professionals with insights into the development of breast cancer screening promotion programs. [ABSTRACT FROM AUTHOR]

According to the Department of Veterans Affairs, there are approximately 23 million veterans living in the United States. In 2012, the Joining Forces initiative highlighted the need to enhance nursing education for the military and veteran population. With the drawdown of 2 long, large-scale conflicts, a young cohort of veterans presented new challenges in health care. Although not necessarily a traditional vulnerable population, given their emergent health care needs, they are vulnerable. Purnell's Model for Cultural Competence provided a framework for th is exploratory descriptive study. A national on-line survey of 123 nursing programs that pledged to support Joining Forces responded as to how they addressed the initiatives, curricular content, and facilitators and barriers to the process. The findings suggest that some schools/colleges of nursing have exceeded the initiative goals, some who have implemented little, whereas most are in the process. Respondents shared approaches used to enhance courses and curricula. Faculty who were veterans were a strength to program enhancement. The majority felt that incorporating this content was important, although lack of time and a content-laden curriculum were common barriers. Nurse educators have an ethical obligation to teach culturally sensitive care. Making the pledge was only the first step. [ABSTRACT FROM AUTHOR]