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Aim: To examine factors that influence intrapartum health outcomes among Black childbearing persons, including cisgender women, transmasculine and gender‐diverse birthing persons. Background: Black childbearing persons are three to four times (243%) more likely to die while giving birth than any other racial/ethnic group. Black birthing persons are not just dying from complications but also from inequitable care from healthcare providers compared to their white counterparts. Design: Discursive paper. Method: Searching national literature published between 2010 and 2021 in PubMed, CINAHL, Embase and SCOPUS, we explored factors associated with poor intrapartum health outcomes among Black childbearing persons. Discussion Several studies have ruled out social determinants of health as sufficient causative factors for poor intrapartum health outcomes among Black birthing persons. Recent research has shown that discrimination by race heavily influences whether a birthing person dies while childbearing. Conclusions: There is a historical context for obstetric medicine that includes harmful stereotypes, implicit bias and racism, all having a negative impact on intrapartum health outcomes. The existing health disparity among this population is endemic and requires close attention. Impact on Nursing Practice: Nurses and other healthcare professionals must understand their role in establishing unbiased care that promotes respect for diversity, equity and inclusion. No Patient or Public Contribution: There was no patient or public involvement in the design or drafting of this discursive paper. [ABSTRACT FROM AUTHOR]

Perioperative nurses must provide culturally competent care to all surgical patients, and understanding gender identity and gender diversity may be the first step to creating an inclusive perioperative practice for transgender and gender diverse patients. In the nurse--patient relationship, limited exposure to and knowledge of diverse populations may negatively affect the health of this important demographic. When nurses are unaware of how care can be affected by explicit (conscious) or implicit (unconscious) bias, they may use transphobic stereotyping behaviours or act with microaggressions, like using excessive protective attire. Such care may invalidate gender identity and impede trust. In contrast, nurses practising gender-affirming care validate the patient's gender identity and life experiences, which supports autonomy and creates trust. The aim of this paper is to provide perioperative nurses with a deeper understanding of factors that may affect gender diverse patient's perioperative outcomes. In addition, understanding the social determinants of health affecting this demographic may result in better health outcomes. As such, the holistic care of the transgender and gender diverse patient is the optimal goal, with clinicians employing a non-judgemental, sensitive and compassionate attitude. [ABSTRACT FROM AUTHOR]

Introduction: As part of its mission to advance Transcultural Nursing worldwide, the Transcultural Nursing Society Scholars upholds the central role of the discipline and cultural competence in advocacy, empowerment, and transformation of the life conditions of disadvantaged populations. This White Paper affirms the Scholars' core belief in the value of Transcultural Nursing and culturally competent care in addressing social determinants to promote health equity. Methods: The Scholars Education Interest Group proposes recommendations for changes in education, practice, and research undergirding the discipline and expand cultural competence to directly address social structural and historical forces that perpetuate health vulnerability in diverse populations. Results: Collaborative leadership between the TCNS Scholars, Board of Trustess and members should develop initiatives to foster implementation of the recommendations and promote global dissemination of exemplars in education, research and practice. Discussion: Collaborative implementation of recommendations will generate evidence of health equity outcomes through TCN and culturally competent care. [ABSTRACT FROM AUTHOR]

Introduction: Routine medical care in Germany, Austria and Switzerland is being increasingly impacted by the cultural and linguistic diversity of an ever more complex world. Both at home and as part of international student exchanges, medical students are confronted with different ways of thinking and acting in relation to health and disease. Despite an increasing number of courses on cultural competence and global health at German-speaking medical schools, systematic approaches are lacking on how to integrate this topic into medical curricula.Methodological approach: This paper is based on a structured consensus-building process by a multidisciplinary committee composed of faculty and students. In a first step, a qualitative online survey was carried out in order to establish an inventory of definitions and concepts. After the second step, in which a literature search was conducted and definitions of global health and transcultural and intercultural competence were clarified, recommendations were formulated regarding content, teaching and institutional infrastructure. Based on small-group work and large-group discussions, different perspectives and critical issues were compiled using multiple feedback loops that served to ensure quality.Results: An inventory on the national and international level showed that great heterogeneity exists in regard to definitions, teaching strategies, teaching formats and faculty qualification. Definitions and central aspects considered essential to medical education were thus established for the use of the terms “cultural competence” and “global health”. Recommendations are given for implementation, ranging from practical realization to qualification of teaching staff and education research.Outlook: High-quality healthcare as a goal calls for the systematic internationalization of undergraduate medical education. In addition to offering specific courses on cultural competence and global health, synergies would be created through the integration of cultural competence and global health content into the curricula of already existing subject areas. The NKLM (the national competence-based catalogue of learning objectives for undergraduate medical education) would serve as a basis for this.

Introduction: Race and ethnicity along with social determinants of health have been identified as risk factors for COVID-19. The purpose of this clinical paper is to provide an overview of the National Coalition of Ethnic Minority Nurse Associations (NCEMNA), present COVID-19 epidemiological data on five racial–ethnic groups, identify culturally congruent health care strategies for each group, and provide directions for practice and research. Method : NCEMNA collaborated to provide a clinical paper that addresses information about COVID-19 and culturally congruent health care in five racial–ethnic groups. Results : Every organization presented common themes across the different groups and unique perspectives that each group is faced with during this challenge. Discussion : This article provides an introduction to the issues that minority groups are facing. It is imperative that data are collected to determine the extent of the impact of COVID-19 in diverse communities in the country. [ABSTRACT FROM AUTHOR]

As the aging population, including frail older people, continues to grow in Mainland China, quality of life and end-of-life care for frail older people has attracted much attention. Advance care planning is an effective way to improve end-of-life care for people with advanced diseases, and it is widely used in developed countries; however, it is a new concept in Mainland China. The effects of advance care planning and its acceptability in Mainland China are uncertain because of its culture-sensitive characteristics. The objective of this article is to discuss the serious social issue of caring for frail older people and illustrate the possibility of implementing advance care planning in nursing homes in Mainland China through a review of relevant literature, which will focus on legislation, healthcare system engagement, public engagement, and cultural issues. Recommendations to promote and implement advance care planning include choosing nursing homes as a proper setting, establishing an ethical climate, and enhancing public awareness. [ABSTRACT FROM AUTHOR]

International service-learning (ISL) has been attributed to fostering multicultural education outcomes by impacting the understanding of diversity and cultural competence in students. Within engineering education, international service-learning courses are often designed with an emphasis on engineering technical skills development. Despite the expected encounters with cultural differences, learning outcomes addressing these interactions are often an implicit focus. When not addressed, unintended consequences of these encounters can lead to increased prejudice, stereotypes, and other negative behaviors towards outgroup community members in service-learning partnerships. This manuscript presents a systemized literature synthesis of 20 papers from the engineering ISL literature in order to provide researchers and practitioners with a foundational understanding of how cultural differences have been examined or acknowledged in existing ISL work. The literature synthesis revealed the need for 1) further empirical research on encounters with cultural differences in engineering, 2) more qualitative studies exploring student experiences encountering cultural differences, and 3) a theoretical agenda that examines encounters with cultural differences within the context of engineering research and practice. The outcomes of this synthesis provide insights on research and practice that can be used to inform future work for centering encounters with cultural differences in ISL experiences in engineering. [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]

Highlights: [•] An international panel created a position paper for working with multilingual children with speech sound disorders. [•] The 57 international collaborators had worked in 33 countries and spoke 26 languages. [•] Areas addressed include referral, assessment, intervention, cultural competence, and collaboration with communities and professionals. [•] The position paper applied the International Classification of Functioning, Disability and Health: Children and Youth. [Copyright &y& Elsevier]

Purpose: Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts. Design/methodology/approach: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023. Findings: The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs. Originality/value: The study's primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era. [ABSTRACT FROM AUTHOR]

A fundamental element of quality healthcare is that provision is accessible to all users and culturally sensitive to them. However, there is evidence to suggest that there is inequity of provision across all cultures. Furthermore, there is a paucity of published research in the United Kingdom concerning palliative care for minority ethnic families with a life-threatened or life-limited child or young person. The article sets out to discuss the findings of a literature review and, drawing on current work by the Centre for Children and Families Applied Research at Coventry University under the leadership of Professor Jane Coad, to explore the interface between South Asian cultures and the experience of palliative care services of children, young peoples, and families. All families require a broad range of services which are appropriately delivered and accessible throughout the trajectory of their child's illness. The literature review findings reveal that how families understand concepts such as health and disease arise from the complex interaction between personal experience and cultural lifestyle including language, family values, and faith. There is an urgent need to involve South Asian families in research in order to provide a robust evidence-base on which to develop service provision so that care is matched to the unique needs of individuals concerned. [ABSTRACT FROM AUTHOR]

The development of the Diagnostic and Statistical Manual-5 (DSM-5) has been an exhaustive and elaborate exercise involving the review of DSM-IV categories, identifying new evidence and ideas, field testing, and revising issues in order that it is based on the best available evidence. This report of the Task Force of the Indian Psychiatric Society examines the current draft of the DSM-5 and discusses the implications from an Indian perspective. It highlights the issues related to the use of universal categories applied across diverse cultures. It reiterates the evidence for mental disorders commonly seen in India. It emphasizes the need for caution when clinical categories useful to specialists are employed in the contexts of primary care and in community settings. While the DSM-5 is essentially for the membership of the American Psychiatric Association, its impact will be felt far beyond the boundaries of psychiatry and that of the United States of America. However, its atheoretical approach, despite its pretensions, pushes a purely biomedical agenda to the exclusion of other approaches to mental health and illness. Nevertheless, the DSM-5 should serve a gate-keeping function, which intends to set minimum standards. It is work in progress and will continue to evolve with the generation of new evidence. For the DSM-5 to be relevant and useful across the cultures and countries, it needs to be broad-based and consider social and cultural contexts, issues, and phenomena. The convergence and compatibility with International Classification of Diseases-11 is a worthy goal. While the phenomenal effort of the DSM-5 revision is commendable, psychiatry should continue to strive for a more holistic understanding of mental health, illness, and disease. [ABSTRACT FROM AUTHOR]

Background: For the professions of audiology and speech-language therapy (A/SLT), there continues be a dire need for more equitable services. Therefore there is a need to develop emerging practices which have a specific focus on equity as a driving force in shifting practices. This scoping review aimed to synthesise the characteristics of emerging practices in A/SLT clinical practice in relation to equity with an emphasis on communication professions. Methods: This scoping review followed the Joanna Briggs Institute guidelines and aimed to map the emerging practices in A/SLT to identify the ways in which the professions are developing equitable practices. Papers were included if they addressed equity, focused on clinical practice and were situated within A/SLT literature. There were no time or language restrictions. The review included all sources of evidence across PubMed, Scopus, EbscoHost, The Cochrane Library and Dissertation Abstracts International, Education Resource Information Centre from their inception. The review uses PRISMA Extension for scoping reviews and PRISMA-Equity Extension reporting guidelines. Results: The 20 included studies ranged from 1997–2020, spanning over 20 years. There were a variety of papers including empirical studies, commentaries, reviews and research. The results demonstrated that the professions were increasingly considering addressing equity through their practice. However, there was a prominent focus around culturally and linguistically diverse populations, with limited engagement around other intersections of marginalisation. The results also showed that while the majority of contributions to theorising equity are from the Global North with a small cluster from the Global South offering critical contributions considering social categories such as race and class. Collectively the contributions from the Global South remain a very small minority of the professional discourse which have a focus on equity. Conclusion: Over the last eight years, the A/SLT professions are increasingly developing emerging practices to advance equity by engaging with marginalised communities. However, the professions have a long way to go to achieve equitable practice. The decolonial lens acknowledges the impact and influence of colonisation and coloniality in shaping inequity. Using this lens, we argue for the need to consider communication as a key aspect of health necessary to achieve health equity. [ABSTRACT FROM AUTHOR]

Background: It is important to have a pharmacy workforce that is culturally competent to recognise a patient's health beliefs to improve medication adherence and reduce poor treatment outcomes. Aim: This systematic review aimed to identify, critically appraise and summarise how cultural competency is conceptualised, developed and embedded in pre-qualification pharmacy education. Method: Medline, Scopus, PsychInfo, Web of Knowledge, CINAHL, and Embase databases were searched for relevant papers published in English between January 2012 and December 2021, following PRISMA guidelines. Data from included papers were thematically analysed. Educational quality of papers was appraised using the GREET criteria. This systematic review was registered on PROSPERO, CRD42021295875. Results: The review included 47 papers (46 studies) with 18 papers meeting ≥ 9 points on the GREET criteria thus considered of good educational quality. Forty papers focused on educational interventions implemented to pharmacy students only, the remaining included students from different health disciplines. Half of the educational interventions focused on cultural competence in general. Most educational interventions lasted over a week and 21 were compulsory. Cultural competence conceptualisation varied; a focus on knowledge about different cultures or on culturally competent behaviours or a continuum with knowledge at one end and behaviour at the other. Conclusion: There is variation in how cultural competence is embedded in pharmacy programmes, which could be a reflection of the differences in how educators conceptualised cultural competence. Further research is needed to develop a unified understanding of the meaning of cultural competence and how it can be embedded in pharmacy education. [ABSTRACT FROM AUTHOR]

Aim: To describe how clinicians provide culturally responsive care to culturally diverse people with kidney failure in haemodialysis centres. Background: Culturally diverse individuals receiving in‐centre maintenance haemodialysis have unique cultural needs. Unmet cultural needs can impair and profoundly affect their experiences. Given culturally responsive care has the potential to enhance the experiences of culturally diverse people, it is vital to understand how clinicians provide culturally responsive care. Method: A scoping review was undertaken using Arksey and OMalleys framework. Five databases: Medline and CINAHL Complete (EBSCO), PsycINFO, Embase (OVID) and ProQuest Theses and Dissertation databases were searched for research literature published in English between 1990 and 2023. Narrative synthesis was used to synthesise the data. Results: From the 17,271 records screened, 17 papers reporting 14 studies met the inclusion criteria. Narrative synthesis revealed two themes: (i) communication enablers and barriers including linguistic differences, professional and lay interpreter use; and (ii) the importance of culture, which encompassed acknowledging cultural priorities, accommodating cultural food preferences and access to cultural training. Conclusion: While competing priorities associated with haemodialysis may be a challenge for clinicians, recognising the significance of cultural care needs and accommodating them in care is important. Demonstrating respect towards cultural diversity and providing person‐centred care by facilitating the unique cultural needs of people with kidney failure in haemodialysis is imperative. Relevance to Clinical Practice: Culturally responsive care is complex and multidimensional. Individuals' cultural care needs should be acknowledged, respected, and accommodated in care. Patient or Public contribution: No patient or public contribution. The study protocol was registered in the Open Science Framework. https://osf.io/uv8g3. [ABSTRACT FROM AUTHOR]

Higher Education (HE) can play a fundamental role in the achievement of sustainable development, and particularly the Sustainable Development Goals (SDGs) as captured in the Incheon declaration. However, what approach HE should take in this mission is a contested space. In this paper, we interrogate the idea of indigeneity. The pursuit to ascertain how an indigenised approach to internationalisation can support or enhance the contribution of HE curricula towards sustainable development is driven by the understanding that for sustainable development to be achieved at all, the process of knowledge creation must strive to make integral those epistemologies that exist beyond the "West"; an understanding that aligns, in particular, with Target 7 of the United Nations (UN) SDG 4 and seeks to empower victims of epistemic violence. In doing so, we employed a bibliographic research which captured a dual approach consisting of a bibliometric analysis of literature and a review of case studies. The findings from both methods suggest that internationalisation appears in different disciplinary contexts, but these are not always aligned with indigenisation. We maintain that the construct of (inter)culturality can address aspects within the framework of indigeneity to boost the internationalisation of HE curricula and outcomes for sustainable development. Central to this are four factors, namely: the need for effective human engagement with (inter)cultural competence, medium/place of curricula interaction, the initiative form and the reach of the development. [ABSTRACT FROM AUTHOR]

This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students' growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Using a critical ethnography methodology, this paper embraces reflexivity and immersion in the participants' experiences. Verbal and written reflections were collated and analysed through inductive coding. The results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. This paper concludes that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces, and critical discourse in catalysing personal growth. [ABSTRACT FROM AUTHOR]

EMS personnel in the U.S. continue to be overwhelmingly Caucasian and male, with 75% being male and 85% identifying as nonminority. While the population of the United States becomes more diverse in ethnicity, religion, and race, the EMS workforce remains largely homogenous and does not reflect the diversity of the population it serves. Given the growing diversity across the country, EMS personnel will increasingly be responding to calls for service involving patients with different cultural backgrounds than their own. This growing gap between providers and the population they serve may exacerbate already existing disparities in care. [ABSTRACT FROM AUTHOR]

Purpose: Contacts with foreigners and their somewhat different ways of thinking and behavior (often incomprehensible to the Polish society), reaching back to the roots of the culture of a given country, region or community, are becoming an everyday reality nowadays. These processes also affect the change of standards in the field of intercultural competencies of managerial staff. The aim of this paper is to discuss the development of cultural competencies in managers that are necessary in the management of intercultural organizations. Design/methodology/approach: The paper uses the desk research method of analysis. The analysis of available subject literature and data obtained from the websites of six Polish agricultural universities enabled establishment of facts, verification of data and presentation of results. Findings: The considerations presented in the article indicate that the key element of the changes taking place in organizations are intelligent human resources with cultural competencies. International cooperation and foreign contacts are important – whether through participation in common projects, conferences, research or student internships. Joint actions are also required rather than individual actions and the initiatives undertaken are consistent with the concept of the society 5.0. Practical implications: A common space for development, modern technology, creative thinking and joint commitment of the managerial staff and the academic community enable the building of a super-intelligent society and universities fit for the 21st century. Social implications: The advances in technology should always be used with consideration of the needs and the good of people, regardless of cultural differences. The world of people, machines and their surroundings should be interconnected and all these elements should be able to communicate with each other. Originality/value: The article is an original approach to searching for solutions that influence the change of standards in the area of key competencies of managerial staff, including intercultural competencies. [ABSTRACT FROM AUTHOR]

The field of artificial intelligence (AI) is presently having a substantial influence on the advancement of career counseling education by enabling tailored guidance and evidence-based decision-making for learners. This paper aims to provide an overview about the utilization of AI in Bangladesh's early career planning education. The utilization of AI has already been deployed in many first world country, however this is quite new to the third world country like Bangladesh. Significantly, artificial intelligence (AI) has surpassed its traditional function in professional growth and extended its reach to encompass social and emotional education. The examination of AI studies in Bangladesh requires the careful examination of several elements, such as cognitive advancement, parental engagement and oversight, and cultural heritage. This paper reveals overall all the facets of implementing AI in career planning in context of Bangladesh. Although there are several limits associated with the utilization of artificial intelligence for career assessment, it has undeniably yielded a multitude of benefits and discoveries. In the result, the two areas of data-informed making choices and career exploration are where the phenomena mentioned above are most frequently seen. Additionally, there is a growing need for cultural competency in the educational sector for both the delivery of individualized career counseling and AI-assisted employment suggestions. [ABSTRACT FROM AUTHOR]

Providing foreign language students with opportunities to engage in meaningful and purposeful communication and culturally authentic interaction with peers and native speakers is critical to successful second language acquisition and the development of intercultural competence. This paper describes research that investigated how selected native speaker mentors supported foreign language university students as they completed authentic collaborative tasks in an online community of learners. Intermediate and advanced level students of Italian at an Australian university collaborated with each other and with their assigned mentors through online resources provided in the course website. Data were collected and analysed through multi-data sources including online interactions, forum posts and individual and focus group interviews with mentors and students. Findings suggest that native speaker mentors actively supported students' learning and provided effective scaffolding across a number of domains. The paper concludes with specific recommendations to guide mentors and language educators in the process of assisting student collaborative learning. [ABSTRACT FROM AUTHOR]

Background: Cultural competence is considered one of the criteria for high‐quality nursing care. Aim: This study aimed to analyse cultural competence in nursing. Methods: This study was performed using the hybrid concept analysis approach in three phases. In the theoretical phase, literature was reviewed by searching Persian and English language databases, and 94 articles were included. In the second or fieldwork phase, 11 semi‐structured interviews were conducted with purposefully selected nurses. The results of both theoretical and fieldwork phases were analysed using conventional content analysis, and in the final analysis phase, the results of the previous phases were triangulated. Results: The attributes of cultural competence were obtained in the theoretical phase in six and the fieldwork phase in three categories. In the final phase, the categories obtained in both previous phases were triangulated: cultural competence in nursing is a continuous, developmental, flexible, extensive and complex process that is patient‐ and justice‐oriented and emerges through learning and skills acquisition, including cultural knowledge, attitudes and practices. Conclusion: Managers and planners of nursing education can use the results of this study to educate nursing students and nurses and evaluate outcomes as one of the criteria for quality care. Summary statement: What is already known about this topic? There is a concern in nursing that the profession needs a unified definition of cultural competence.What this paper adds? This study showed that cultural competence in nursing is a continuous, developmental, complex, and extensive process that is patient‐ and justice‐orientated and emerges through learning and skills acquisition, including cultural knowledge, attitudes, and practices.The implications of this paper: The findings help identify and present the definition of cultural competence in nursing and be used in the training of nursing students and the continuous education of nurses. [ABSTRACT FROM AUTHOR]

Background: Limited research concerning existing inequities in mental health care and support services in the United Kingdom captures perceptions and lived experiences of the significantly underrepresented Muslim population. Methods: Underpinned by social constructivist theory, we used consultation to facilitate public and patient involvement and engagement (PPIE) to identify inequities in mental health care and support experienced by Muslims from minoritised ethnic communities living in deprived areas in Liverpool, UK. The rationale was to (a) better inform standards and policies in healthcare and (b) provide a psychologically safe space to members of the Muslim community to share perceptions and experiences of mental health care and support services. To ensure trustworthiness of the data, member checking was adopted. This paper describes the procedure to achieving this consultation, including our recruitment strategy, data collection and analysis as well as key findings. Findings: Twenty‐seven consultees attended the women's consultation and eight consultees attended the men's consultation. Consultees were from Yemeni, Somali, Sudanese, Egyptian, Algerian, Pakistani and Moroccan communities and share the Islamic faith. Four key interlinked themes were identified from consultees' narratives: (1) broken cycle of trust; (2) an overmedicalised model of care; (3) community mental health prevention initiatives; and (4) culturally conscious training and education. Conclusions: The Muslim population has identified numerous barriers to accessing mental health support and there is a need to resource activities that would aid deeper understanding of mental health support needs through continuous and meaningful community initiatives. This would afford mental health practitioners and organisations opportunities for developing realistic anti‐racism strategies, effectively adopting social prescription, strengthening partnerships and collaborations aimed at supporting delivery of evidence‐based mental health care provisions to tackle mental health inequities. Patient and Public Involvement: This paper reports on the involvement and engagement of Muslims from minoritised ethnic communities living in the Liverpool city region. [ABSTRACT FROM AUTHOR]

African Americans, Native Americans, and Hispanics face a higher risk of health disparities because of under-representation in the healthcare workforce. Despite the existence of established protection of ethnic groups through political modifications and legal structures, implementation requires deeper enforcement and consistent training to ensure adequate compliance and acceptance. The lack of ethnic representation contributes to the critical importance of multiculturalism in both healthcare delivery and medical education. This paper employs a narrative literature review to address the persistent absence of diversity and cultural competence. This review method allows for a comprehensive and integrative approach to synthesizing current research and identifying gaps, trends, and critical insights pertinent to the research question. The Contact Hypothesis, the Acculturation Theory, and Pluralism were discussed to provide theoretical support for implementing an inclusive environment. Key findings suggest a continuous decline in an inclusive environment towards diverse populations, which leads to increased discrimination, poor communication, and suboptimal patient care. Critical practices to combat health disparities include consistent and comprehensive diversity training with focus on cultural competence and sensitivity that decreases known and unknown biases. Additionally, organizations must establish guidelines promoting equity and inclusion with patient-centered care practices focusing on positive interactions and outcomes. The impact on industries and workplace challenges was also discussed to highlight business strategies that build cohesive teams with employees trained in intercultural competency and high emotional intelligence. A greater understanding of identity dimensions is detected to provide a comprehensive approach to alleviating discriminatory practices. Staff are culturally competent to manage diverse linguistic needs of the patient population at better rates. Such capability is critical for precise diagnoses, accurate treatment adherence, and applicable patient education. Through a comprehensive literature review and specific notations on improving the overall competitive advantage in organizations, this paper not only identifies the challenges but also presents solutions. By promoting multiculturalism within healthcare to address equity and inclusion concerns, organizations can significantly enhance patient care and satisfaction for diverse population. [ABSTRACT FROM AUTHOR]

The formulation of the construct of communicative competence (CC) was the consequence of the perceived "inappropriateness" of the theory of linguistic competence and performance. To obtain a comprehensive understanding of second language (L2) CC, a systematic review of 85 studies was conducted to assess how empirical studies have defined and operationalized the construct in the context of L2 learning and assessment. Four main themes emerged from the papers: (1) beliefs and perceptions about CC, (2) expansion of CC, (3) mixed specifications of CC, and (4) tests and measures of CC and communicative language ability (CLA). The analysis of these themes foregrounded several significant findings. First, the construct of L2 CC was significantly more prevalent in the body of research compared to L2 CLA. Second, CC has been perceived as a multifarious construct that has been researched from varied perspectives. It was found that older studies were more consistent with traditional approaches to defining CC and CLA, while the construct shifted focus to technology and self-appraisals in more recent studies. Third, there is no consensus amongst the reviewed studies about tests and methods of operationalization of CC, suggesting that the evidence provided is sample-specific and non-replicable. Importantly, it was found that over the years, CC has undergone a gradual evolution. With the multimodal and intercultural turn, CC has branched into new concepts namely intercultural and multimodal communicative competencies. Pertaining to these concepts, new notions such as telecollaboration, digital literacies, and multiliteracies have emerged. CC has also been, for long, analogous to performance, proficiency, social rules of language use, rules of appropriateness, willingness to communicate, self-perceptions of CC, and the goal of being a native speaker, which can add to the confusion surrounding the construct. The implications of the present research synthesis are two-fold. It becomes imperative to adapt world language classrooms to the rising trend in intercultural and multimodal communicative competencies. In addition, further replicable investigations should focus on developing optimal methods of operationalization that are in line with the new contemporary theoretical frameworks of language in the age of digital technologies and artificial intelligence. [ABSTRACT FROM AUTHOR]

Communicating in English as a second language spoken inside classroom, among friends and schoolmates, relies on comfort and proficiency. Viewed from an autoethnographic lens, this paper aims to explore and analyze pressing issues besetting a student from communicating fluidly in English as a second language in a classroom context. The methodology of the study consists of the autoethnographer's self-reflections of classroom learning, analyzed using the interpretive paradigm of the self as located within the culture. The paper reveals that speaking in English as a second language largely depends on self-motivation, economic status, social background, and technological capacity. Moreover, self-perceived competence to communicate manifests in a person's readiness and openness to communicate a foreign language that impact one's individual and cultural identity. [ABSTRACT FROM AUTHOR]

Intercultural competence (IC) has been shown to be a critical asset for university graduates to appropriately and effectively perform in work- related settings that have become increasingly more diverse and intercultural. Therefore, it is fundamental to understand what constitutes effective IC development in higher education (HE). Within IC development, a more holistic understanding of IC assessment is needed. Thus, it is essential to comprehend how IC assessments work effectively, and their role in IC development. By reviewing empirical studies on IC development between 2000 and 2022, the particularities of IC assessments concerning administration, methods, and assessed competencies have been examined. Based on 31 papers, this literature review reveals the inconsistency of IC assessments in HE and proposes a holistic approach to IC assessments to bring more clarity to research and practice. [ABSTRACT FROM AUTHOR]

Aim: In the context of widening societal diversity, culturally and linguistically diverse patients continue to experience inequities in healthcare access and deficiencies in standards of nursing care. Re‐framing culturally responsive care as a complex intervention spanning multiple interacting factors at micro, meso and macro levels is an essential prerequisite for addressing knowledge translation gaps into everyday nursing practice. To this end, this paper proposes and explicates the potential of applying synergistic participatory implementation methodologies for developing effective implementation strategies with impact at individual and wider structural levels. Design: Discussion Paper. Data Sources: A co‐design case study is presented as an example of combining normalization process theory and participatory learning and action to investigate and support the implementation of culturally responsive care in general practice nursing. Implications for Nursing: Enacting culturally responsive health care is inherently complex in that it is influenced by multiple interacting factors. Viewing culturally responsive care as a complex intervention and incorporating a synergistic participatory implementation science approach offers possibilities for addressing the documented shortcomings in the implementation of culturally responsive nursing care. Conclusion: There is a need to move away from conventional approaches to conceptualizing and generating evidence on culturally responsive care. Incorporating participatory implementation methodologies can provide a new lens to investigate and support whole system implementation strategies. Impact: The combination of participatory and implementation methodologies is both theoretically and empirically informed. Engaging stakeholders in the co‐design and co‐production of evidence and solutions to long standing problems has the potential to increase the likelihood of influencing iterative and sustainable implementation and changes to clinical practice and systems. Patient or Public Contribution: This work is part of a wider programme of participatory health research on migrant health, partnering with a non‐governmental organization that supports migrants. [ABSTRACT FROM AUTHOR]

Using Chinese language teaching in an engineering department as an example, this paper explores how language teaching can meet the challenges of globalisation and the advancement of technology by fulfilling its educational function as described in Byram's model of intercultural communicative competence. By adapting theories and practices from counselling psychology, the proposed curriculum focuses on emotions to help learners uncover emotional barriers that arise when confronted with differences. It will support learners in raising awareness and developing their capacity to negotiate differences, leading to more effective cooperation with others. The paper discusses the use of experiential exercises in the classroom. They include those developed in Chinese language pedagogy, namely the performed culture approach and those developed in humanistic psychotherapy, such as body psychotherapy. The aim is to help learners notice their own feelings, attitudes, and behaviour as well as the otherness of the other in the classroom. This approach is powerful because it is in the here and now. It utilises movements and different senses as well as cognition. It helps uncover barriers to intercultural communication hidden under the surface by making the unconscious conscious. Reflection is a key part of this process. Learners are expected to reflect on their own thinking and feelings and to make sense of the dynamics in the classroom. Learners are expected to develop reflexivity, subjectivity and intersubjective awareness while acquiring linguistic competency and social cultural rules of use. [ABSTRACT FROM AUTHOR]

This methodological paper offers a five-step model for preparing bilingual data for analysis. The article is guided by research in translating bilingual data into qualitative research. A systematic analysis of the research studies was conducted to identify workable options for preparing bilingual data for analysis. The proposed five-step model is comprised of (1) translator's worldview and professionalism, (2) epistemological, ontological, and methodological considerations, (3) line of translation, (4) responsiveness to cultural terms and (5) eagerness to trustworthiness and reliability of the data. Researcher's worldviews encompass the visibility of translator's positionality for reflexivity, avoidance of biasness, and demonstration of professionalism. The bilingual data needs treatment based on epistemological, ontological, and methodological orientations which the translators need to be mindful of. The researcher must be clear on the line of translation in opting for direct translation, back-translation, single translation, or multiple translations. The translated data must be responsive to the cultural contexts to carry on sense and meaning. Depending on the methodological approaches and contextual requirements, the translation work must meet the needs of trustworthiness and validity. The literature is silent on the translations of non-verbal cues. Therefore, this problem should be dealt with separately in future research endeavors. Similarly, future research on linguistic contexts and translation work in diverse research approaches such as quantitative, qualitative, and mixed methods is needed. [ABSTRACT FROM AUTHOR]

The paper aims to develop a critical sociocultural understanding on the epistemological and historical analysis of evidence-based (EB) paradigm in contemporary psychological knowledge-production (research) and knowledge-application (practice). It firstly retraces the emergence of EB in medical disciplines, its paradigmatic status, and its subsequent adoption by mainstream psychological sciences. The description of EB historical roots and key concepts leads to the second part, where the paper reflects on key epistemological criticalities scholars have raised toward the EB paradigm. Then, we develop our sociocultural perspective to enrich the epistemological analysis and critique of EB. Specifically, we propose a hermeneutic and interpretative understanding which frames EB as a re-enactment of the positivist scientific research ambition to reach for a complete formalization of biological/psychological phenomena (endo-genetical dynamics), and of new socioeconomic, political, and individual needs posed by contemporary Western societal institutions to scientific knowledge (exo-genetical dynamics). Furthermore, building on such understanding, we suggest that EB works as a contemporary epistemic indicator and threshold, serving two functions: selective filtering and exclusion. Finally, we speculate that EB endo-genetical and exo-genetical developmental dynamics can be interpreted as an expression of the contemporary presentist regime of temporality and as a shift towards the regime of performative techniques instead of context-specific and future-oriented relational competences, also tracing a determining factor that has directed, directs and will continue to direct scientific research in psychology. [ABSTRACT FROM AUTHOR]

21st century imposes intercultural communication since citizens live in an increasingly interconnected world. Contemporary and democratic societies necessitate the peaceful coexistence of people of different cultures. In most communities, people encounter individuals of different perspectives and origins daily on the street, at school, or at work. So each individual should get the chance to live peacefully, cooperate and develop a sense of responsibility for the well-being of society. Social Studies course is essential in teaching future citizens knowledge, skills, and values related to cultural differences. This research aims to reveal the attitudes and comprehension of Social Studies teacher candidates (TCs) toward different cultures. The study, carried out with a basic qualitative research design, covers the data collected during the activities designed to improve the attitudes and comprehension of TCs toward intercultural communication. 32 TCs participated in the study. Data collection tools used in the research are individual interviews, focus group interviews and documents. The eight interviews, three focus group interviews, and performance assignments and evaluation papers prepared by the participants were analyzed using the content analysis technique. The results indicate specific patterns in TCs attitudes and comprehension toward different cultures. The paper shows that TCs define culture with its formalistic features, and do not realize that culture may be related to worldview. Also, TCs are insufficient in researching cultural concepts and generalize superficially about culture. [ABSTRACT FROM AUTHOR]

The present issue contains seven papers which deal with diverse aspects of contemporary cognitive linguistics and its interface with other fields of research in language and communication. Beginning at the level of grammar, the analyses address philosophical issues, emotion concepts, translation strategies, metaphor and rhetoric, as well cultural worldviews encoded in language. The paper by Celeste Cetra (Catholic University of Eichstaett-Ingolstadt, Germany) pairs the tenets of cognitive and construction grammar with sociolinguistic criteria in the analysis of multiple marking in New Zealand English/NZE. [Extracted from the article]

This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development in Urban Contexts (ESDUC). This presents a comprehensive view on the interconnected characteristics that facilitate the successful implementation of ESD in urban secondary schools, (1) developing sustainability competences among both students and teachers, encompassing intercultural competences for teachers and self-regulating skills for students, (2) utilizing teaching methods that are both transformative and culturally responsive, (3) engaging the wider community in the educational process, and (4) shifting the school culture toward embracing diversity and adopting a whole-school approach. This study is valuable for researchers and urban secondary schools seeking to effectively integrate ESD into their educational framework. [ABSTRACT FROM AUTHOR]

Within the therapeutic setting there have been few ethical considerations deliberated when examining the language barrier between therapists and Non-Native English-Speaking Immigrant (NNESI) clients. The literature reports NNESIs encounter several challenges such as the migration process, experiencing acculturative stress, discrimination, and racism, which in turn impacts their mental health outcomes. These accrued barriers lead NNESI to seek out mental health services. This paper explores the ethical considerations Native-English Speaking and Bilingual Psychologists must consider when providing counseling services to Non-Native English Speakers. These considerations include Third-Party Services, Informed Consent, Cultural Competency, Boundaries of Competency, and Multiple Relationships. For the purpose of this paper, the terms “bilingual” and “multilingual” will be used interchangeably to refer to a person who speaks another language in conjunction with English. [ABSTRACT FROM AUTHOR]