Faculty Advisor Name
Dr. Twylla Kirchen, OTR/L
Description
The purpose of this study is to document and statistically analyze a protocol-driven cultural competency training session, combined with hands-on culturally diverse experiences, in order to improve health care students’ cultural competence. This study is focused on undergraduate students at James Madison University who are seniors in the pre occupational therapy major or social work major. There was a total of 27 students involved in this research study, 19 of the students were declared social work majors and 8 were in the pre occupational therapy professional program. 18 of the students were in the experimental group and 9 students were in the control group. All participants were able to choose if they wanted to be assigned to the experimental group or to the control group. The participants were screened for previous hands-on experience with refugees, and had one or less personal interactions with a refugee. All 27 (control and experimental) students that met the criteria to participate began the study by taking a modified, student-applicable version of the Cultural Competence Assessment Instrument. The assessment was administered in-person by the researchers. This provided a baseline measure of cultural competence for each participant. Then, the 18 students who were in the experimental group underwent a four part training seminar taught by the researchers that focused on cultural competency. At the end of the four part training session, the 18 participants took the modified Cultural Competence Assessment Instrument a second time. Finally, all 18 participants in the experimental group completed hands-on activities with families from different cultural backgrounds. The participants chose 4 events to attend. The events included things such as park trips, football game, planetarium, and field days. Refugee families were invited to attend these events, allowing the students to have personal interactions with individuals from diverse cultures. After the participants completed 4 events, they took the modified Cultural Competence Assessment a third and final time. The 9 participants in the control group took the initial assessment at the beginning of the research program and then participated in their class schedules and events as usual, without receiving any other intervention from the researchers. These students then took the Cultural Competence Assessment a second time at the end of the research study. SPSS was used to analyze quantitative data from the Cultural Competence Assessment.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Occupational Therapy Commons
Facilitating Cultural Competence Among Students in Health Care Fields of Study
The purpose of this study is to document and statistically analyze a protocol-driven cultural competency training session, combined with hands-on culturally diverse experiences, in order to improve health care students’ cultural competence. This study is focused on undergraduate students at James Madison University who are seniors in the pre occupational therapy major or social work major. There was a total of 27 students involved in this research study, 19 of the students were declared social work majors and 8 were in the pre occupational therapy professional program. 18 of the students were in the experimental group and 9 students were in the control group. All participants were able to choose if they wanted to be assigned to the experimental group or to the control group. The participants were screened for previous hands-on experience with refugees, and had one or less personal interactions with a refugee. All 27 (control and experimental) students that met the criteria to participate began the study by taking a modified, student-applicable version of the Cultural Competence Assessment Instrument. The assessment was administered in-person by the researchers. This provided a baseline measure of cultural competence for each participant. Then, the 18 students who were in the experimental group underwent a four part training seminar taught by the researchers that focused on cultural competency. At the end of the four part training session, the 18 participants took the modified Cultural Competence Assessment Instrument a second time. Finally, all 18 participants in the experimental group completed hands-on activities with families from different cultural backgrounds. The participants chose 4 events to attend. The events included things such as park trips, football game, planetarium, and field days. Refugee families were invited to attend these events, allowing the students to have personal interactions with individuals from diverse cultures. After the participants completed 4 events, they took the modified Cultural Competence Assessment a third and final time. The 9 participants in the control group took the initial assessment at the beginning of the research program and then participated in their class schedules and events as usual, without receiving any other intervention from the researchers. These students then took the Cultural Competence Assessment a second time at the end of the research study. SPSS was used to analyze quantitative data from the Cultural Competence Assessment.
