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Purpose: This study aimed to determine the validity and reliability of the electronic Compassion Competence Scale (e-CCS). Methods: A cross-sectional, randomized, two-period crossover design was used. Nursing students from four South Korean universities were surveyed between June 2017 and April 2018. The participants were randomly assigned to one of three groups-paper/paper, electronic/electronic, and paper/electronic or electronic/paper-and a test-retest procedure was implemented. The reliability and validity of the e-CCS were evaluated using linear weighted kappa coefficients and intraclass correlation coefficients (ICCs). Internal consistency reliability was verified using linear weighted kappa coefficients and ICCs. Pearson's correlation coefficients between the initial test and retest scores were all statistically significant. Results: The newly developed e-CCS was found to have good reliability and validity. We suggest that future research should increase sample heterogeneity by recruiting diverse age groups, nurses working in different nursing fields, and students from multiple colleges. Conclusion: This electronic instrument will help determine the differences in the level of compassion competence and devise interventions to improve compassion competence in nurses and nursing students. Further studies on enhancing compassion competence among nurses and nursing students may rely on the use of this electronic format. [ABSTRACT FROM AUTHOR]

Background and objectives With an increasing number of racial/ethnic minorities in the U.S., nursing research frequently involves the use of multiple languages, especially to promote the understanding of educational materials related to nursing care. Furthermore, with a recent emphasis on innovation in health-related research, the use of technology is prominent in nursing research. However, practical issues in the use of multiple languages, especially in technology-based intervention studies, have rarely been reported and/or discussed in nursing literature. The purpose of this paper is to identify practical issues in conducting a technology-based intervention study using multiple languages among Asian American breast cancer survivors. Methods In a large-scale technology-based breast cancer intervention study, research team members wrote memos on issues in translation process and plausible reasons for the issues. Then, the memos and written records were analyzed using a content analysis. By using individual words as the unit of analysis, line-by-line coding was done, and idea categories representing practical issues were extracted from the codes. Results Six themes representing the practical issues were extracted. Issues were found in recruiting and retaining bilingual research team members; maintaining consistency in translation process; keeping cultural and conceptual equivalence; repeating IRB protocol modifications; finding and using existing translated versions; and arranging technological aspects related to electronic multiple-language versions. Conclusion The use of multiple languages in a technology-based intervention study is feasible. However, it is necessary to effectively manage unforeseen challenges through various strategies. [ABSTRACT FROM AUTHOR]

Aim(s): To synthesise the literature about transgender and non‐binary people's experiences of cervical cancer screening and identify ways to improve screening. Background: Transgender people often face barriers to accessing health services including cervical screening, where transgender people have a lower uptake than cisgender women. Design: A scoping review was undertaken following the Arksey and O'Malley (2005) framework and the PRISMA‐ScR checklist. Following database searching of Medline via PubMed, Web of Science, Scopus and CINHAL, 23 papers published between 2008 and 2003 were included. Papers were included if they shared trans and non‐binary people's experiences of cervical screening and were written in English. There were no date or geographical data restrictions due to the paucity of research. Results: Transgender people experience barriers to cervical screening including gender dysphoria, a history of sexual trauma, and mistrust in health professionals or health services, which can result in having negative experiences of screening or avoiding screening. Health professionals can help to create a positive experience by informing themselves about best practices for trans+ health. Conclusion: Changes are required to improve transgender people's experiences and uptake of cervical screening. Improving medical education about trans health and updating health systems would help to combat issues discussed. Implications for the Profession and/or Patient Care: Having an understanding of the reasons why accessing health services can be more difficult for transgender people will help health professionals to provide appropriate care for transgender patients. This paper details this in the context of cervical cancer screening and can be applied to other areas of healthcare. Reporting Method: We have adhered to relevant EQUATOR guidelines and used the PRISMA‐ScR reporting method. No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Teaching can be challenging, especially when teachers are under-prepared to enter a workforce with a constantly changing landscape. Preparing teachers for STEM content has generated multiple approaches from varying perspectives. While some scholars advocate for content expertise, others promote pedagogy or social context as approaches for translating STEM content for students. Yet, many contend that teachers must be culturally knowledgeable to respond to student diversity effectively. While these arguments are valuable and needed, many have not considered the interconnectedness of these approaches, often used in silos. This conceptual paper unpacks some of these arguments using the social constructivism theory of learning as the epistemic lens to examine and interpret what STEM teacher knowledge should encompass in the 21st-century diversified classroom. After thoroughly evaluating the core elements of three commonly used teacher constructs, this paper presents an integrative, holistic teacher knowledge—culturally responsive pedagogical knowledge (CRPK) framework that considers the necessary qualities that teachers must possess that are functional, content-focused, and pedagogically inclusive. The proposed CRPK construct would be a valuable programmatic tool for teacher preparation, curriculum development, and classroom praxis. [ABSTRACT FROM AUTHOR]

Simple Summary: This paper delves into the persistent issue of unequal access to medical imaging, with a particular focus on breast cancer screening and its impact on marginalized communities and racial/ethnic minorities. Central to our discussion is the role of scientific mobility among radiologists in fostering healthcare policy changes that promote diversity and cultural competence. We propose various strategies to bridge this gap, including cultural education, sensitivity training, and diversifying the radiology workforce. These measures aim to improve communication with diverse patient groups and reduce healthcare disparities. Additionally, we explore the challenges and advantages of teleradiology as a means to extend medical imaging services to underserved areas. In the context of artificial intelligence, we emphasize the critical need to validate algorithms across diverse populations to ensure unbiased and equitable healthcare outcomes. Overall, this paper underscores the importance of international collaboration in addressing global access barriers, presenting it as a key to mitigating disparities in medical imaging access and contributing to the pursuit of equitable healthcare. Access to medical imaging is pivotal in healthcare, playing a crucial role in the prevention, diagnosis, and management of diseases. However, disparities persist in this scenario, disproportionately affecting marginalized communities, racial and ethnic minorities, and individuals facing linguistic or cultural barriers. This paper critically assesses methods to mitigate these disparities, with a focus on breast cancer screening. We underscore scientific mobility as a vital tool for radiologists to advocate for healthcare policy changes: it not only enhances diversity and cultural competence within the radiology community but also fosters international cooperation and knowledge exchange among healthcare institutions. Efforts to ensure cultural competency among radiologists are discussed, including ongoing cultural education, sensitivity training, and workforce diversification. These initiatives are key to improving patient communication and reducing healthcare disparities. This paper also highlights the crucial role of policy changes and legislation in promoting equal access to essential screening services like mammography. We explore the challenges and potential of teleradiology in improving access to medical imaging in remote and underserved areas. In the era of artificial intelligence, this paper emphasizes the necessity of validating its models across a spectrum of populations to prevent bias and achieve equitable healthcare outcomes. Finally, the importance of international collaboration is illustrated, showcasing its role in sharing insights and strategies to overcome global access barriers in medical imaging. Overall, this paper offers a comprehensive overview of the challenges related to disparities in medical imaging access and proposes actionable strategies to address these challenges, aiming for equitable healthcare delivery. [ABSTRACT FROM AUTHOR]

Background : This paper emphasizes the importance of diversity intelligence (DQ) in leadership coaching to promote workplace diversity awareness and operationalize diversity within organizations, guiding thoughts and actions. Purpose : The paper outlines and synthesizes leadership development, coaching, and diversity intelligence concepts, providing recommendations for optimal diversity intelligent coaching programs for organizational development. Research Design : Using a conceptual approach, the paper draws insights from academic sources on leadership, coaching, and diversity intelligence. Results : It presents a comprehensive overview, emphasizing designing, implementing, and evaluating diversity intelligent leadership coaching programs to foster diversity-aware leaders and inclusive workplaces. Conclusions : Incorporating DQ principles enhances coaching effectiveness, fostering inclusive leadership and diverse, equitable workplaces. Recommendations guide decision-makers in designing tailored coaching programs. [ABSTRACT FROM AUTHOR]

This paper reviews the legislative history and application of the Criminal Code's definition of terrorist activity to trace how the "motive clause" reinforces systemic racism within Canada's criminal justice system. By outlining this process, this paper argues that the motive clause contributes to a dynamic that racializes terror offences as a specific type of criminal offence committed by racialized individuals--marking terrorism as a unique social characteristic of racialized communities. This occurs mainly due to the legislative requirement to prosecute the ideas of accused persons, which, in practice, has increased the likelihood of courts admitting otherwise prejudicial evidence against the accused and the problematic ways in which expert evidence has (or has not) been used in terrorism trials. Although discrimination may not be an inevitable or intended outcome of the drafted legislation, it creates a framework that encourages discriminatory prosecutorial strategies, facilitates bias in the admission and treatment of some evidence, and potentially contributes to the exclusive use of the provisions against racialized communities specifically. [ABSTRACT FROM AUTHOR]

While the health of and healthcare use by migrants has received significant scholarly and policy attention in Australia, current debates highlight that a critical examination of the theoretical underpinnings of these inquiries and responses is needed. We conducted a systematic review and critical interpretive synthesis (CIS) to critically examine how the policy and scholarly literature conceptualises migrants' interactions with and experiences of the Australian health system. Guided by PRISMA, we searched for literature without imposing any limits. We also searched key State and Federal Government websites for relevant policy documents. Our initially broad inclusion criteria became refined as the CIS progressed. We prioritised the likely relevance and theoretical contribution of the papers to our inquiry over methodological quality. The CIS of 104 papers revealed that the Australian scholarly literature and policy documents consistently homogenise and reduce migrants according to an assumed, (1) cultural identity, (2) linguistic affiliation, and/or (3) broad geographic origin. Based on these three critiques and drawing on the theoretical literature, we propose a synthesising argument on how the Australian literature could better conceptualise migrants' experiences of the Australian health system. We contend that both research and policy should explicitly recognise and engage with the multifaceted and shifting ways that migrants define themselves, generally, and during their encounters with destination country health systems. Engagement with this notion is necessary for also understanding how aspects of migrants' identities are dynamically co-constructed during their interactions with the health system. These understandings have implications for improving the design and implementation of policies and programs directed at improving the responsiveness of Australia's health system to the needs and expectations of migrant communities specifically, and destination countries broadly. [ABSTRACT FROM AUTHOR]

This review aims to identify healthcare providers' (HCPs) experiences with issues related to the quality use of medicines among culturally and linguistically diverse (CALD) patients, the underlying factors, and the enablers of and barriers to providing culturally safe care to promote quality use of medicines. The searched databases were Scopus, Web of Science, Academic search complete, CINHAL-Plus, Google Scholar and PubMed/Medline. The initial search returned 643 articles, of which 14 papers were included. HCPs reported that CALD patients were more likely to face challenges in accessing treatment and sufficient information about treatment. According to the theoretical domains framework, determinants such as social influences due to cultural and religious factors, lack of appropriate resources about health information and cultural needs, lack of physical and psychological capabilities such as lack of knowledge and skills, and lack of motivation could impede HCPs' abilities to provide culturally safe care. Future interventions should deploy multilevel interventions, such as education, training, and organisation structural reforms. [ABSTRACT FROM AUTHOR]

Introduction: First Nations, Inuit, and Métis (FNIM) peoples experience systemic health disparities within Ontario's healthcare system. Learning health systems (LHS) is a rapidly growing interdisciplinary area with the potential to address these inequitable health outcomes through a comprehensive health system that draws on science, informatics, incentives, and culture for ongoing innovation and improvement. However, global literature is in its infancy with grounding theories and principles still emerging. In addition, there is inadequate information on LHS within Ontario's health care context. Methods: We conducted an environmental scan between January and April 2021 and again in June 2022 to identify existing frameworks, guidelines, and tools for designing, developing, implementing, and evaluating an LHS. Results: We found 37 relevant sources. This paper maps the literature and identifies gaps in knowledge based on five key pillars: (a) data and evidence‐driven, (b) patient‐centeredness, (c) system‐supported, (d) cultural competencies enabled, and (e) the learning health system. Conclusion: We provide recommendations for implementation accordingly. The literature on LHS provides a starting point to address the health disparities of FNIM peoples within the healthcare system but Indigenous community partnerships in LHS development and operation will be key to success. [ABSTRACT FROM AUTHOR]

The health of Indigenous peoples across Canada continues to be significantly impacted by experiences of racism when seeking healthcare. Implementing cultural safety was identified by the Truth and Reconciliation Commission of Canada as a critical way to mitigate these negative health consequences. This systematic review aims to outline cultural safety and its associated derivatives in academia, what cultural safety is, and why it is important in the context of indigenous healthcare. A systematic search of PubMed was carried out refining searches to Canadian contexts, published after December of 2015, and limited to peer-reviewed reviews and systematic reviews. A thematic review of the articles identified four central ideas of importance regarding the information presented in the papers; definitions of cultural safety and associated derivatives, the importance of including culture in healthcare, recommendations to healthcare settings, and evaluation methods of cultural safety initiatives. It is clear that there is a need for an explicit and consistent definition of cultural safety with the inclusion of Indigenous peoples in the creation of this definition. To determine effectiveness, gaps and areas for improvement, evaluation methods inclusive of the unique Indigenous worldviews are imperative to develop culturally safe healthcare practices and institutions. [ABSTRACT FROM AUTHOR]

Aim: The purpose of this project was to examine the role of cultural differences in shaping the management of diabetes among Ethiopian immigrants living in Israel. Methods: A qualitative, in‐depth study involved semistructured interviews with 16 Ethiopian immigrants with diabetes living in Israel. The interviews were audio‐recorded, transcribed and translated into Hebrew, if necessary. The authors each identified themes in the responses and then through discussion came to a consensus about the most significant ones and how to categorize them. Results: A main theme was revealed structuring the participants' perception of diabetes: an oscillation between a familiar narrative, associated with traditional life in Ethiopia, and a foreign one. Five additional subthemes were also identified as an oscillation about the causes of disease, between collectivism and individualism, between accessible food and a balanced diet, between relying on bodily sensations and prescribed treatment and between culturally oriented and translated knowledge. Conclusion: The participants understood that they could be adversely affected both by the changes in lifestyle following their move and by adhering to the traditional norms. They agreed that professional liaisons and peers who have successfully managed their diabetes could help provide a bridge between the narratives. Summary statement: What is already known about this topic? Diabetes is a worldwide epidemic where immigrant populations are more likely to suffer from it.Language and cultural barriers pose a challenge to immigrants when accessing healthcare.Among immigrants, diabetes‐related distress is often accompanied by distress due to the challenges of immigration and acculturation.What this paper adds? Among Ethiopian immigrants, there exists a division between two main narratives about their illness and the way it is treated: the familiar and the foreign.Ethiopian communities play an important role in the treatment of an individual's illness, for better or worse.Translation alone is not sufficient to make language accessible; it must be combined with a medically‐culturally tailored approach.The implications of this paper: An understanding of the oscillations between narratives that Ethiopian immigrants experience is important for promoting person‐centred care for this population.During individual and group training, nurses should include Ethiopian immigrants who have successfully managed their diabetes.Nurse managers should ensure that their clinic has professional liaisons not only for translation but also for the provision of culture‐based health care. [ABSTRACT FROM AUTHOR]

Copyright of Disasters is the property of Wiley-Blackwell 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.)

Culturally and racially responsive practice continues to be a common challenge among Mental Health Practitioners (MHPs). To the authors' knowledge, this systematic review was the first to collate and synthesize clients' perspectives of MHPs' cultural and racial awareness and responsiveness from around the world. Original studies that were published between 2010 and 2021 reporting on qualitative data about clients' perspectives regarding MHPs' cultural-racial awareness and responsiveness were included in the review. The studies' key findings that addressed this review's question were synthesized and analyzed using reflexive thematic analysis. This review found 48 papers that met inclusion criteria, which represented the views of 652 clients across 10 countries. Three major themes and eight subthemes were established that concerned characteristics of the MHP, the client, and the therapeutic alliance. The results of this review indicate individual and systemic factors that influence mental health access for people from culturally and racially marginalized groups. Ongoing training of MHPs, increased racial and cultural representation among MHPs, inclusive physical settings, and reduced discrimination by MHPs are among the key findings and directions based on the results of this review. [ABSTRACT FROM AUTHOR]

Objective Design Setting Participants Results Conclusion There is a shortage of nurses, Aboriginal Health Practitioners, GPs and other staff in remote Australian health clinics. There is also high turnover of staff, leading to questions of ‘who’ is appropriate for remote First Nations practice? The aim of this paper was to identify the characteristics of staff who are likely to work well in remote First Nations settings, from the perspectives of remote health practitioners.This is a qualitative study involving content analysis of interviews.The study is conducted in and with 11 Aboriginal Community Controlled Health Services across northern and central Australia.Eighty‐four staff working in these clinics who spoke about staff qualities suited to remote practice.Participants identified a range of qualities desirable in remote practitioners, which were grouped into three topics: (1) professional qualifications and experience, including cultural skills; (2) ways of working, including holisitic approach, resilience, competence, and being a team player, approachable, flexible and hard‐working; and (3) specific community needs, namely the need for local First Nations staff, male practitioners and returning short‐term staff. The combination of experiences, ways of working, and fit to both the team and community were emphasised.Identifying the characteristics of staff who are likely to work well in these settings can inform recruitment strategies. This study found that a combination of professional qualifications, skills and experience as well as ways of working, individual characteristics and needs of communities are desirable for working in remote, First Nations settings. [ABSTRACT FROM AUTHOR]

Lesbian, gay, bisexual, transgender, queer, and other sexual orientation and gender minority (LGBTQ+) youth and families have been under a social and legislative attack in the United States in recent years, marked by a stark increase in gender‐affirming care bans and religious rights cases before the U.S. Supreme Court. LGBTQ+ graduate students in mental health fields—particularly those who seek to work in family court settings—have specific needs that are often unmet in their educational and clinical training environments. Furthermore, the over‐representation of LGBTQ+ youth in the child welfare and juvenile justice systems necessitates specialized knowledge and skills that many clinicians and educators are currently lacking. This paper discusses the unique challenges facing LGBTQ+ graduate students and provides research‐based suggestions for professors, administrators, and supervising clinicians who seek to provide a holistic and humanizing educational experience that produces clinicians who can respond to the evolving needs of LGBTQ+ individuals in family court settings and beyond. Key points for the family court community: LGBTQ+ individuals experience unique stressors stemming from identity‐related stigma, prejudice, and discrimination, which can negatively affect their health and success in educational and work settings.Familiarity with this minority stress may motivate LGBTQ+ individuals to pursue careers in mental health, particularly in family court settings.LGBTQ+ graduate students often lack professors and clinical supervisors who are knowledgeable about working with LGBTQ+ individuals, leading to inadequate training and experiences that negatively impact their functioning across domains.Research highlights the need for more culturally responsive and affirming classroom and field training environments to support LGBTQ+ graduate mental health students who seek to make a difference in the legal system. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell 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.)

Relationship interventions, including healthy relationship education, couple therapy, and dyadic approaches to treating mental and physical health issues, hold promise for promoting relationship and individual health among sexual and gender minority (SGM) populations. Because SGM couples live within a context of societal stigma against their minority identities and relationships, they are likely to be best served by targeted, culturally sensitive relationship interventions that are affirming, free of hetero‐ and cis‐normativity, and address the unique stigma‐based challenges that they face. Therefore, a key goal for the field today is to conduct research evaluating and refining newly developed relationship interventions designed specifically for SGM couples. In this paper, we offer recommendations for effectively recruiting and retaining large, diverse samples of SGM couples for clinical trials of tailored relationship interventions, grounded in guidelines for psychological practice and conducting research with SGM populations. Throughout, we offer examples and lessons learned from our experiences conducting clinical trials of tailored SGM relationship education programs. We encourage the use of recruitment and retention strategies that involve members of the target SGM community from the outset, are informed by knowledge about SGM individuals and relationships, use currently preferred language for individual identities and relationships, attend to issues of confidentiality regarding sexual/gender identity or relationship involvement, and adhere to the norms of the particular community and recruitment venue. [ABSTRACT FROM AUTHOR]

The delivery of effective healthcare entails the configuration and resourcing of health economies to address the burden of disease, including acute and chronic heart failure, that affects local populations. Increasing migration is leading to more multicultural and ethnically diverse societies worldwide, with migration research suggesting that minority populations are often subject to discrimination, socio‐economic disadvantage, and inequity of access to optimal clinical support. Within these contexts, the provision of person‐centred care requires medical and nursing staff to be aware of and become adept in navigating the nuances of cultural diversity, and how that can impact some individuals and families entrusted to their care. This paper will examine current evidence, provide practical guidance, and signpost professionals on developing cultural competence within the setting of patients with advanced heart failure who may benefit from palliative care. [ABSTRACT FROM AUTHOR]

The aim of this paper is to relay the reflections of my experience as a Latinx school social worker and about my work with children and families identifying as rural and migrant. A de-identified real-life mental health crisis case scenario is provided. The case scenario contains the voices of a child and a parent living in a rural migrant camp. The content of the voices was paraphrased from the school social workers' post-crisis contact with a high school student and her mother. Professional first-person content is the voice of the social worker, Rosario. The case vignette is followed by a combination of the social worker's observations and information drawn from the professional literature about challenges and opportunities for rural schools to provide culturally sensitive practices for migrant children and families. Specific practice recommendations are offered for working with rural, migrant youth, particularly pertaining to child mental health per the case scenario. [ABSTRACT FROM AUTHOR]

This paper will discuss disability as a neglected aspect of cultural competency in the diversity literature and among social work colleagues. It identifies some of the unconscious intrapsychic and sociocultural concepts that contribute to the avoidance of and malaise around people with disabilities in the community at large as well as in the social work community. Personal and cultural aspects of unanalyzed countertransference and transference are examined. The impact of those internalized sociocultural concepts and projections among colleagues will also be explored. Through anecdote, parallel processing, and the literature, it will be shown how some of the transference issues toward the disabled clinician can become assets in the therapeutic alliance, and how colleagues can become more at ease with differently abled peers particularly through the use of an embodied sense of compassion, greater self-awareness and wisdom. [ABSTRACT FROM AUTHOR]

Research indicates that health problems are becoming increasingly complex and prevalent among college students, while largely going without recognition or treatment. Low-income racial minority students may have additional personal and academic issues associated with demonstrating grit and overcoming barriers to entry (i.e. institutional racism) over the course of their lives. When the campus environment is not socially or culturally supportive of racial minority and first-generation college students, there is an added risk of mental health deterioration stemming from isolation for these students. The struggle to persist in college, and do so alone, can lead many to experience symptoms of impending "burnout," or disengagement from academic settings. Drawing from a sample of interviews with low-income racial minority strivers—students who were once highly engaged—this paper offers insight into both causes and solutions for college burnout. Findings suggest that it is important to understand how experiences of isolation manifest to better support minority student populations and foster their academic reengagement to achieve at high levels. This paper outlines recommendations for improving the college experiences of racial minority and first-generation students, including examples of resources and recommendations to improve the higher education landscape towards more inclusivity and equity. [ABSTRACT FROM AUTHOR]

Research demonstrates ongoing health inequities for those from the most marginalized communities. To address these health inequities, medical educators have attempted to incorporate education that targets cultural competence of providers. Over the last decade, increasing evidence has demonstrated limitations to a competency-based approach. In this paper, we outline how utilizing critical reflection strategies in clinical supervision can be a long-term, sustainable approach for addressing health inequities, while improving the existing cultural competency model. We begin by demonstrating how existing ideas of critical reflection can be adopted to enhance learning within supervision by encouraging providers to evaluate and re-evaluate existing beliefs and biases. We then propose how an existing approach to treatment (i.e., Metacognitive Reflection and Insight Therapy) may serve as an example for how to activate critical reflection in supervision using three essential factors. Finally, we propose three clinical implications for providers that may work to dismantle existing healthcare inequities including: an increased comfort in feedback seeking, improved confidence working with diverse populations, and increased insight into how inequities emerge in clinical practice and how best to respond when they do. [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]

Art teacher educators have obligations to prepare preservice art teachers and researchers to be culturally competent, to understand how to respectfully and knowledgeably include silenced voices into the classroom. Through this paper, we share a collaborative project we engaged with two arts-based researcher student groups toward approaching art learning from an anti-racist perspective using the lens of an Indigenous Pedagogy We demonstrate an Anti-Racist teaching cycle we applied that begins with cultural competency and leads to cultural relevancy. The project culminated with the development of anti-racist lesson plans toward a museum exhibition that utilized recommendations shared by four contemporary Native American Artists. Our purpose was to explore a method for changing the narrative by inserting multiple Indigenous artists' voices into the classroom conversation. [ABSTRACT FROM AUTHOR]

There is abundant literature that teaches social work graduates to be culturally competent and critically reflective on issues of cultural diversity. However, it is evident that many competency based approaches do not effectively address issues of privilege, power and diversity. Such approaches can fail to challenge entrenched and/or unconscious biases concerning other cultures. This paper argues we need to move away from over-prioritizing the teaching and use of competency based models for dealing with diversity in disciplines such as Social Work. Using Sara Ahmed's work on diversity and critical reflection, we present the findings from a survey of social work students. The positive news is that students' reflections in critical essays and their responses to the learnings they achieved from a unit on race, suggested they were becoming more aware of how privilege and power worked in everyday interactions as well as professional interactions. The other side of the coin was their understanding of the social, political and ethical grounding of values was limited. Students tended to focus more on declaring their allegiance to social work values of 'honesty, integrity or social justice' to the point they were mere declarations or saying which become substitutes for actions. [ABSTRACT FROM AUTHOR]

Background: In this two-part paper, critical race theory is used as an analytic tool to examine how anti-Blackness, anti-Indigenous colonial relations and Orientalism have and continue to influence the ways in which occupational therapy is taught and practised in Canada. Purpose: The purpose of this paper is to incite reflection on the ongoing oppressive narratives that pervade occupational therapy education and support culturally unsafe practices. Methods: Through the lenses of liberal multiculturalism, liberal recognition politics and neoliberal capitalism, the author demonstrates how notions of 'cultural competency' are the logical product of an institutionalised racism that functions as a tool for the reproduction of White supremacy and racism in healthcare and healthcare education. Conclusions: Findings challenge the ongoing use of cultural competency frameworks in healthcare systems and education and propose a radical shift towards critical and structural frameworks. [ABSTRACT FROM AUTHOR]

Responsible gambling codes of practice and guidelines exist in most regulated gambling environments around the world, however, the extent to which they acknowledge and engage with concepts of cultural and linguistic diversity is significantly lacking, and in many cases, completely absent. If ‘responsible gambling’ is defined as the provision of safe, socially responsible and supportive gambling environments where the potential for harm is minimised, then acknowledgement and engagement with cultural diversity is critical to ‘responsible gambling’ practice. This paper will relate to the Australian context and analyse the extent to which state and territory responsible gambling codes of practice and legislation engage with concepts of cultural diversity. Cultural competency frameworks and strategies have developed internationally in response to the research evidence suggesting the need for culturally responsive services and practices to improve outcomes for culturally diverse groups in society. Cultural competency frameworks suggest that in order for a ‘system’ to be culturally competent it begins at the systemic level, that is, recognising that culturally competent behaviour and practice needs to have policy objectives, procedural requirements, monitoring mechanisms and resource capacity to be achieved. This paper will present a framework for culturally competent responsible gambling practice in Australia that can be implemented at the systemic level. Without a culturally competent ‘system’ the ability of people from culturally diverse backgrounds to make informed choices with respect to their gambling and to minimise harm from gambling in culturally diverse communities is greatly reduced. [ABSTRACT FROM PUBLISHER]

Various studies have revealed a disproportionately low representation of skin of color (SOC) dermatology in the medical education system of the United States. This disparity contributes to adverse experiences, missed and/or delayed diagnoses, and overall health inequities for individuals of color. The lack of sufficient SOC education begins at the medical school level and continues throughout residency, fellowship, and beyond formal training. This lack of education can be seen in the dearth of images of common and uncommon skin conditions in darker skin in widely used textbooks and educational resources as well as in the lack of formal training in SOC in many residency programs. Thus far, there have been valuable strides to make dermatologic education more inclusive of all skin colors, but there remains significant work to be done. With the population of the United States expected to continue to diversify and with the expectation that SOC will be a trait of over half of the population of the United States by 2050, it is important to strive for health equity by ensuring that comprehensive and inclusive medical training incorporates SOC. This paper will explore the issue of gaps in medical education in SOC dermatology at all levels and offer a strategic call to action to aid in rectifying this situation. [ABSTRACT FROM AUTHOR]

Introduction: Healthcare organisations serve clients from diverse Indigenous and other ethnic and racial groups on a daily basis, and require appropriate client-centred systems and services for provision of optimal healthcare. Despite advocacy for systems-level approaches to cultural competence, the primary focus in the literature remains on competency strategies aimed at health promotion initiatives, workforce development and student education. This paper aims to bridge the gap in available evidence about systems approaches to cultural competence by systematically mapping key concepts, types of evidence, and gaps in research. Methods: A literature search was completed as part of a larger systematic search of evaluations and measures of cultural competence interventions in health care in Canada, the United States, Australia and New Zealand. Seventeen peer-reviewed databases, 13 websites and clearinghouses, and 11 literature reviews were searched from 2002 to 2015. Overall, 109 studies were found, with 15 evaluating systems-level interventions or describing measurements. Thematic analysis was used to identify key implementation principles, intervention strategies and outcomes reported. Results: Twelve intervention and three measurement studies met our inclusion criteria. Key principles for implementing systems approaches were: user engagement, organisational readiness, and delivery across multiple sites. Two key types of intervention strategies to embed cultural competence within health systems were: audit and quality improvement approaches and service-level policies or strategies. Outcomes were found for organisational systems, the client/practitioner encounter, health, and at national policy level. Discussion and implications: We could not determine the overall effectiveness of systems-level interventions to reform health systems because interventions were context-specific, there were too few comparative studies and studies did not use the same outcome measures. However, examined together, the intervention and measurement principles, strategies and outcomes provide a preliminary framework for implementation and evaluation of systems-level interventions to improve cultural competence. Identified gaps in the literature included a need for cost and effectiveness studies of systems approaches and explication of the effects of cultural competence on client experience. Further research is needed to explore the extent to which cultural competence improves health outcomes and reduces ethnic and racially-based healthcare disparities. [ABSTRACT FROM AUTHOR]

Culture can broadly be defined as "the values, norms, and assumptions that guide human action" (Wilson 2008, 14). In contrast with the broader civilian society, the experiences and environments within the military community create a unique cultural subset. The United States armed forces are unified by their primary mission to provide external defense, security, and protection, and each branch (Army, Navy, Marine Corp, Air Force, Coast Guard and National Guard) shares a unique core set of values and norms. Because this culture is so complex and unique, it can sometimes be a challenge for many civilian professionals to work with this community, so having a strong competency in understanding military culture, as well as knowledge of specific conflicts and wars, one is not only able to begin to understand the lives and personalities of our soldiers but also able to recognize that this culture aids in survival. This paper will demonstrate and discuss the importance of competency in military culture when practicing music therapy or other interdisciplinary approaches within the process of group therapy with veterans. Other topics covered will include: issues of social transmission as it relates to transitioning into civilian society; the importance of being a witness to veterans' stories; and facilitators' ethical responsibilities when working with this population. [ABSTRACT FROM AUTHOR]

Summary: This study reviews two different types of frontline social services for unaccompanied young adult refugees participating in an intensive Social Support Programme implemented in 2016–2019 by a local municipality. More specifically, the study took a phenomenological research approach to review the impact of intensive case management and specialised educational/occupational orientation services on young refugees' capabilities and agency to reach aspired life goals. The capability approach has been applied as a theoretical framework for identifying opportunities and challenges in this regard. The paper covers a mixed-method design that includes qualitative and quantitative data. The qualitative data are drawn from 42 in-depth interviews with 24 young refugees and one interview and three focus group discussions with 10 service providers. The article also includes a limited amount of longitudinal statistics on the aspirations of 31 young refugees upon entering and exiting the support programme. Findings: This article shows theoretical and empirical evidence for utilising the capability approach to review social services for young refugees. Findings suggest that social workers and refugees face intersecting structural and interpersonal tensions that counteract with the expansion of young refugees' capabilities and agency to reach their aspired life goals. Specific strategies are suggested to diminish described challenges. Applications: Social work with unaccompanied young adult refugees should shift its attention from integrating these young individuals into the dominant social order, to prioritising their human development. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to familiarize managers with alternative social media applications of cross-cultural training approaches. Design/methodology/approach – This paper provides an overview of the current state of social media-based cross-cultural training and its trajectory. Findings – Social media is increasingly an integral part of contemporary communication. This paper shows how training technologies engaging to the born-digital generation have multiple advantages and unique deployment opportunities for cross-cultural know-how development. Originality/value – This paper provides a technological reframing of intercultural training that better aligns with the practices of the millennial generation, who are ready to embrace the accoutrements of international business and global networks. Readers will be sensitized to the advantages and disadvantages of new social media for intercultural training and education. [ABSTRACT FROM AUTHOR]

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Summary: Interdisciplinary contributions to social work have supported the profession's development as a helping profession. Indeed, drawing from other disciplines has been a way to hone intervention approaches. This article analyzes the history of social work's use of anthropological theory about "culture" in order to critically examine the profession's positioning as a "recipient" of theories. At a time when evidence-based practice is a dominant ideal, this paper offers an opportunity to step back and interrogate a key concept, culture, that is often evoked as interventions are tailored for various populations. Findings: While social work has substantially debated and revised how it approaches culture difference, the core conceptualization of culture as a relatively static set of shared values and traits remains ill-suited to the complex negotiation of diversity in social work practice. The limitations of the culture concept are symptomatic of an exchange relationship with anthropology that positions social work practitioners primarily as recipients of concepts, rather than as interlocutors. Application: By treating intervention as an opportunity for theory revision, anthropologists and social workers can better account for the hybridity, change, and contestation of difference in social work practice. As the social work profession expands globally, a more dialogical engagement with anthropological theories about culture and other key concepts may prove fruitful. [ABSTRACT FROM AUTHOR]

Abstract While the health of and healthcare use by migrants has received significant scholarly and policy attention in Australia, current debates highlight that a critical examination of the theoretical underpinnings of these inquiries and responses is needed. We conducted a systematic review and critical interpretive synthesis (CIS) to critically examine how the policy and scholarly literature conceptualises migrants’ interactions with and experiences of the Australian health system. Guided by PRISMA, we searched for literature without imposing any limits. We also searched key State and Federal Government websites for relevant policy documents. Our initially broad inclusion criteria became refined as the CIS progressed. We prioritised the likely relevance and theoretical contribution of the papers to our inquiry over methodological quality. The CIS of 104 papers revealed that the Australian scholarly literature and policy documents consistently homogenise and reduce migrants according to an assumed, (1) cultural identity, (2) linguistic affiliation, and/or (3) broad geographic origin. Based on these three critiques and drawing on the theoretical literature, we propose a synthesising argument on how the Australian literature could better conceptualise migrants’ experiences of the Australian health system. We contend that both research and policy should explicitly recognise and engage with the multifaceted and shifting ways that migrants define themselves, generally, and during their encounters with destination country health systems. Engagement with this notion is necessary for also understanding how aspects of migrants’ identities are dynamically co-constructed during their interactions with the health system. These understandings have implications for improving the design and implementation of policies and programs directed at improving the responsiveness of Australia’s health system to the needs and expectations of migrant communities specifically, and destination countries broadly.

Teaching can be challenging, especially when teachers are under-prepared to enter a workforce with a constantly changing landscape. Preparing teachers for STEM content has generated multiple approaches from varying perspectives. While some scholars advocate for content expertise, others promote pedagogy or social context as approaches for translating STEM content for students. Yet, many contend that teachers must be culturally knowledgeable to respond to student diversity effectively. While these arguments are valuable and needed, many have not considered the interconnectedness of these approaches, often used in silos. This conceptual paper unpacks some of these arguments using the social constructivism theory of learning as the epistemic lens to examine and interpret what STEM teacher knowledge should encompass in the 21st-century diversified classroom. After thoroughly evaluating the core elements of three commonly used teacher constructs, this paper presents an integrative, holistic teacher knowledge—culturally responsive pedagogical knowledge (CRPK) framework that considers the necessary qualities that teachers must possess that are functional, content-focused, and pedagogically inclusive. The proposed CRPK construct would be a valuable programmatic tool for teacher preparation, curriculum development, and classroom praxis.

This paper investigates how courses and topics about diversity and inclusion are being integrated into the Library and Information Science (LIS) curriculum among selected library schools in the member countries of the Association of Southeast Asian Nations (ASEAN). It also examines the characteristics and roles of culturally responsive LIS faculty in teaching cultural diversity-related issues. In addition, it discusses the approaches, challenges and barriers in advancing cultural competencies of LIS graduates. This study used a mix of qualitative survey research and content analysis of LIS course offerings. Findings show that ASEAN LIS education is inadequate in terms of integration of diversity and inclusion in core courses. Teaching cultural competence and diversity is a lifelong learning process of understanding and appreciating cultural similarities and differences. LIS students may develop their cultural competence through personal experience by engaging in library internship with all library types, community immersion and collaborative group work with diverse members. Infusing diversity-related issues and the principle of inclusion into the LIS curriculum is not easy, yet important and necessary. [ABSTRACT FROM AUTHOR]

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

Summary: An evolution of thought and practice regarding the relationship of racism to well-being, healing, and trauma continues within social work and the helping professions. Additionally, empirical research on colorism as a key dimension of racism suggests that colorism negatively impacts the psychological and physical well-being of African Americans. However, few studies have examined well-being among African Americans in the context of historical trauma, through the lens of colorism. In this paper, the intersectionality of colorism and historical trauma is explored to inform culturally responsive social work education, practice, and research regarding African American well-being. It is the first step toward developing a colorist-historical trauma framework. The impact of colorism as a function of historical trauma response transmission among African Americans is presented. Findings: Advances in culturally responsive practice in social work address the impact of social determinants of health, such as racism. However, the impact of colorism within systemic racism is often unacknowledged. The authors assert that social work practice must attune to the differentiated socioemotional, political, and economic needs that exist among African Americans due to the impact of colorism and historical trauma. An intersectional lens, such as the colorist-historical trauma framework, is essential for culturally responsive practice. Applications: The colorist-historical trauma framework contributes to the professional social work discourse aimed at strengthening effective micro-, meso-, and macro-level practice with African Americans for well-being. Implications for social work practice, research, and education are presented. [ABSTRACT FROM AUTHOR]