Browsing by Subject "Cultural Competency"

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    The global perspective of nursing students in relation to college peers
    (Canadian Center of Science and Education, 2015) Allam, Eman; Riner, Mary E.; IU School of Nursing
    OBJECTIVE: The purpose of the present study was to assess the nursing students' global perspectives and compare it to a nationally normed reference group. BACKGROUND: An individual's global perspective impacts the extent to which the person perceives and knows the people and cultures within the world. Nursing care is expected to take a holistic perspective in providing care and respond in culturally appropriate ways to a diverse population through understanding the impact of cultural influences. METHODS: Participant nursing students completed the Global Perspective Inventory survey and information about their current global perspective taking and their perceptions of curricular and co-curricular experiences was collected and analyzed. RESULTS: Compared to the nationally normed reference group, nursing students expressed statistically significant lower intrapersonal affect average score. Although higher average scores were detected in most of the other scales, differences were not statistically significant. CONCLUSION: A global perspective approach to intercultural nursing education is an area that needs to be further developed and different options are to be examined.
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    A multicenter, multidisciplinary evaluation of 1701 healthcare professional students’ LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, physician assistant, and social work students
    (Public Library of Science, 2020-08-13) Nowaskie, Dustin Z.; Patel, Anuj U.; Fang, Ryan C.; Psychiatry, School of Medicine
    Background Efforts to characterize healthcare professional students’ lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and physician assistant. Methods Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. Results While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (physician assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). Conclusions Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students’ LGBT cultural competency.