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2.
Gac. méd. espirit ; 22(2): 84-100, mayo.-ago. 2020.
Artigo em Espanhol | LILACS | ID: biblio-1124838

RESUMO

RESUMEN Fundamento: La práctica de la educación intercultural en Cuba es un campo disciplinar que demanda mayor preparación en el modo de actuación profesional de los docentes universitarios. Objetivo: Construir un programa de preparación, centrado en la solución de conflictos, para perfeccionar el modo de actuación profesional de los docentes universitarios para la educación intercultural. Metodología: Se realizó una investigación en la Universidad de Sancti Spíritus José Martí Pérez, en la que se utilizó la metodología cualitativa basada en el estudio de caso del modo de actuación profesional de los docentes para la educación intercultural. Resultados: El diagnóstico pedagógico integral no se tuvo en cuenta para la identificación y solución de los conflictos interculturales, dependiendo del estatus de igualdad grupal alcanzado. La preparación en educación intercultural, centrada en la solución de conflictos, demostró la efectividad de trabajar en correspondencia al sistema de acciones propias de la dirección del proceso pedagógico. Conclusiones: El programa de preparación permitió reconocer la validez de la experiencia pedagógica practicada, así como la pertinencia de otras perspectivas foráneas compatibles y el manejo conceptual de los principios y competencias para la educación intercultural.


ABSTRACT Background: The practice of intercultural education in Cuba is a disciplinary field that requires greater preparation in the professional way of acting of university teachers. Objective: To build a preparation program, focused on conflicts resolution, to improve the professional performance of university teachers for intercultural education. Methodology: An investigation was carried out at the University of Sancti Spíritus José Martí Pérez, using the qualitative methodology based on the case study of the professional performance of teachers for intercultural education. Results: The comprehensive pedagogical diagnosis was not taken into account for the identification and solution of intercultural conflicts, depending on the group equality status achieved. The preparation in intercultural education, focused on conflict resolution, demonstrated the effectiveness of working in correspondence with the system of actions proper to the direction of the pedagogical process. Conclusions: The preparation program allowed to recognize the validity of the pedagogical experience practiced, as well as the relevance of other compatible foreign perspectives and the conceptual handling of the principles and competences for intercultural education.


Assuntos
Competência Profissional , Educação Profissionalizante/métodos , Competência Cultural/educação , Desenvolvimento de Programas , Educação Superior
3.
J Gerontol Soc Work ; 63(5): 464-477, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32449479

RESUMO

Supportive housing later in life tends to be a key concern for lesbian, gay, bisexual, and transgender (LGBT) elders. Most senior care providers are un(der)prepared to meet the needs of older LGBT adults. This study evaluated the efficacy of a 4 hours, face-to-face, research-based, LGBT-diversity training designed to improve senior housing facility staff's cultural competency regarding the needs of LGBT elders. Findings from this study found a significant increase in LGBT content knowledge between pre- and post-intervention assessments and a significant decrease in perceived preparedness when working with LGBT elders. These effects remained significant after controlling for staff designation, religion, educational attainment, and training session. Findings suggest that staff's cultural competence affected their perceived readiness to address LGBT elders' needs. Implications are related to the concept of cultural humility or the lifelong process of understanding others' experiences based on the recognition of lack of un(der)preparedness to create a culturally supportive residential environment.


Assuntos
Competência Cultural/educação , Pessoal de Saúde/educação , Instituições Residenciais , Minorias Sexuais e de Gênero , Idoso , Feminino , Humanos , Masculino , Ohio , Pessoas Transgênero
4.
Nurse Educ Today ; 88: 104385, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-32193070

RESUMO

BACKGROUND: The cultural competence education programme for health professionals aimed to ensure that all people receive effective health care, particularly those from culturally diverse backgrounds. OBJECTIVES: The purpose of this study was to investigate the effect of a cultural competence educational course on nurses' self-assessment of their cultural competence. DESIGN: A single-blind, randomised control trial design was employed. PARTICIPANTS AND SETTINGS: Eligible nurses were recruited from a northern Taiwan medical centre with 2089 beds. METHODS: A permuted block of four was used to randomly assign participants to the experimental (n = 47) and control groups (n = 50). The educational course comprised four units and was conducted once weekly for four weeks, with each session lasting 3 h. RESULTS: A significant group-time interaction was identified regarding self-learning cultural ability, verifying the education intervention's effect on self-learning cultural ability after a two-month intervention. In addition, a significant main effect over time was discovered for total cultural competence; there was no significant interaction effect. CONCLUSIONS: The study provided evidence that an educational programme effectively improved cultural competence in clinical nurses. The results provide a reference for health care providers to design in-service cultural competence education for improving quality of care.


Assuntos
Competência Cultural/educação , Educação Continuada em Enfermagem/estatística & dados numéricos , Adulto , Fatores Etários , Humanos , Aprendizagem , Pessoa de Meia-Idade , Método Simples-Cego , Fatores Socioeconômicos , Taiwan
5.
J Prof Nurs ; 36(1): 28-33, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32044049

RESUMO

As the demographics in the United States continue to change, nurses must deliver care to patients from diverse cultural backgrounds. Cultural humility is a lifelong process of self-reflection which is also defined by that individual. It allows an individual to be open to other people's identities, which is core to the nursing standard of providing holistic care. Embracing and incorporating cultural humility is essential for creating a comprehensive and individualized plan of care. One of the ways to achieve cultural humility in nursing is to train future faculty to become agents of cultural humility. This also helps to create a pipeline of nurses who have respect and empathy for the patients they serve. The aims of this paper include: 1) define cultural humility and its importance to healthcare professionals; 2) explore the intrapersonal, interpersonal, and system levels of cultural humility; 3) provide insight on how to promote cultural humility; 4) reflect on best practices across a variety of healthcare disciplines; and 5) provide suggestions for practice.


Assuntos
Competência Cultural/educação , Assistência à Saúde , Empatia , Estudantes de Enfermagem/psicologia , Humanos , Relações Enfermeiro-Paciente , Estudantes de Ciências da Saúde/psicologia , Estados Unidos
6.
J Nurs Educ ; 59(2): 88-92, 2020 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-32003848

RESUMO

BACKGROUND: Simulation can extend ethics education in undergraduate nursing programs beyond the cognitive domain. However, the degree to which nursing students recognize and respond to microethical dilemmas in simulation is unknown. METHOD: Using a mixed-methods convergent parallel design, 68 third- and fourth-year undergraduate nursing students completed a sensitivity questionnaire. Twelve students also participated in an interview. Data were compared to create meaning. RESULTS: Many students reported having a high level of ethical sensitivity toward microethical dilemmas during simulation. However, some students expressed uncertainty in their ability to identify microethical dilemmas during nurse-patient interactions. Students also reported limited confidence in being able to transfer their ethical knowledge to the practice setting. CONCLUSION: Nurse educators must be moral agents during simulated learning experiences by helping students learn what microethical dilemmas are and strategies to manage them. [J Nurs Educ. 2020;59(2):88-92.].


Assuntos
Competência Cultural/educação , Bacharelado em Enfermagem/métodos , Ética em Enfermagem/educação , Simulação de Paciente , Estudantes de Enfermagem/psicologia , Competência Clínica , Humanos , Princípios Morais , Papel do Profissional de Enfermagem/psicologia , Pesquisa Qualitativa
8.
BMC Pregnancy Childbirth ; 20(1): 118, 2020 Feb 19.
Artigo em Inglês | MEDLINE | ID: mdl-32075593

RESUMO

BACKGROUND: In Denmark, 13% of all children are born by non-Western immigrant women. The public antenatal care has not adapted to this increased diversity of women. Compared to women coming from Western countries, non-Western immigrant women have an increased prevalence of severe maternal morbidity and higher risks of maternal death, stillbirth and infant death. Suboptimal care is a contributing factor to these ethnic disparities, and thus the provision of appropriate antenatal care services is pivotal to reducing these disparities and challenges to public health. Yet, little is known about the targeted interventions which have been developed to reduce these inequities in reproductive health. The MAMAACT intervention, which included a training course for midwives, a leaflet and a mobile application, as well as additional visit time, was developed and tested at a maternity ward to increase responses to pregnancy warning signs among midwives and non-Western immigrant women. AIM: To explore the feasibility and acceptability of the MAMAACT intervention among midwives and identify factors affecting midwives' delivery of the intervention. METHODS: Eight mini-group interviews with midwives (n = 18) were undertaken. Systematic text condensation was used to analyse data. RESULTS: Three main categories were identified, which were 'Challenges of working with non-Western immigrant women', 'Attitudes towards and use of the leaflet and mobile application', and 'Organisational factors affecting the use of the MAMAACT intervention'. CONCLUSIONS: The MAMAACT intervention was found to be feasible as well as acceptable among midwives. Women turning to relatives for pregnancy-related advice, time constraints during midwifery visits, incomplete clinical records and lack of professional interpreter assistance impacted midwives' delivery of the MAMAACT intervention. Midwives displayed a readiness for the MAMAACT intervention; however, there is a need to further examine how contextual factors may impact the use of the intervention in antenatal care. TRIAL REGISTRATION: ClinicalTrials.gov, Retrospective Registration (07/2/2020), registration number NCT04261400.


Assuntos
Emigrantes e Imigrantes , Grupos Étnicos , Disparidades em Assistência à Saúde/etnologia , Enfermeiras Obstétricas/educação , Cuidado Pré-Natal/métodos , Adulto , Competência Cultural/educação , Dinamarca , Estudos de Viabilidade , Feminino , Humanos , Tocologia/educação , Gravidez , Pesquisa Qualitativa
9.
Nurse Educ Today ; 87: 104356, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32058884

RESUMO

BACKGROUND: Cultural diversity is significant in aged care facilities. Registered nurses play a leading role in the care setting. Nurse-led education interventions to improve the cultural competence of aged care workers are in high demand. AIM: The aims of the study were to evaluate the effect of a nurse-led cross-cultural care program on cultural competence of Australian and overseas-born care workers. DESIGN: A pre- and post-evaluation design and a sub-group analysis. SETTINGS AND PARTICIPANTS: This study was undertaken in four large-sized aged care facilities in Australia. Direct care workers were invited to participate in the study. METHODS: The intervention lasted 12 months. Data were collected at baseline, 6 months and 12 months using the Clinical Cultural Competency Questionnaire and site champion reports. One-way ANOVA was applied to determine the changes of outcomes over time for the whole group. A mixed effect linear regression model was applied in the sub-group analyses to compare the differences of outcomes between the Australian-born and overseas-born groups. RESULTS: One hundred and thirteen staff participated in the study including Australian-born (n = 62) and overseas-born (n = 51). Registered nurses were trained as site champions to lead the program. The results showed a statistically significant increase in participants' scores in Knowledge (p = .000), Skills (p = .000), Comfort Level (p = .000), Importance of awareness (p = .01) and Self-Awareness (p = .000) in a 12-month follow-up. The increased scores in the Skills (p = .02) and Comfort Level (p = .001) were higher in the Australian-born group compared to the overseas-born group. The results also showed a statistically significant increase in participants' overall satisfaction scores with the program at 12 months (p = .009). The overseas-born group demonstrated a higher score in Desire to Learn More (p = .016) and Impact of the Program on Practice (p = .014) compared to the Australian-born group. CONCLUSION: A nurse-led cross-cultural care program can improve aged care workers' cultural competence.


Assuntos
Competência Cultural/educação , Assistência à Saúde Culturalmente Competente , Pessoal de Saúde/educação , Papel do Profissional de Enfermagem , Enfermeiras Internacionais/estatística & dados numéricos , Adulto , Idoso , Austrália , Competência Clínica/normas , Avaliação Educacional/estatística & dados numéricos , Feminino , Pessoal de Saúde/estatística & dados numéricos , Humanos , Masculino , Pessoa de Meia-Idade , Satisfação do Paciente , Inquéritos e Questionários
10.
Acad Med ; 95(1): 22-31, 2020 01.
Artigo em Inglês | MEDLINE | ID: mdl-31365394

RESUMO

Medical Spanish (MS) education is in growing demand from U.S. medical students, providers, and health systems, but there are no standard recommendations for how to structure the curricula, evaluate programs, or assess provider performance or linguistic competence. This gap in medical education and assessment jeopardizes health care communication with Hispanic/Latino patients and poses significant quality and safety risks. The National Hispanic Health Foundation and University of Illinois College of Medicine convened a multidisciplinary expert panel in March 2018 to define national standards for the teaching and application of MS skills in patient-physician communication, establish curricular and competency guidelines for MS courses in medical schools, propose best practices for MS skill assessment and certification, and identify next steps needed for the implementation of the proposed national standards. Experts agreed on the following consensus recommendations: (1) create a Medical Spanish Taskforce to, among other things, define educational standards; (2) integrate MS educational initiatives with government-funded research and training efforts as a strategy to improve Hispanic/Latino health; (3) standardize core MS learner competencies; (4) propose a consensus core curricular structure for MS courses in medical schools; (5) assess MS learner skills through standardized patient encounters and develop a national certification exam; and (6) develop standardized evaluation and data collection processes for MS programs. MS education and assessment should be standardized and evaluated with a robust interinstitutional medical education research strategy that includes collaboration with multidisciplinary stakeholders to ensure linguistically appropriate care for the growing Spanish-speaking U.S. population.


Assuntos
Competência Clínica/normas , Educação Médica/normas , Faculdades de Medicina/normas , Consenso , Competência Cultural/educação , Currículo/normas , Educação Médica/tendências , Hispano-Americanos/estatística & dados numéricos , Humanos , Estudos Interdisciplinares , Aprendizagem/fisiologia , Relações Médico-Paciente/ética , Estudantes de Medicina/classificação , Estados Unidos/epidemiologia
11.
Cancer ; 126(1): 112-120, 2020 01 01.
Artigo em Inglês | MEDLINE | ID: mdl-31524952

RESUMO

BACKGROUND: Lesbian, gay, bisexual, and transgender (LGBT) cancer patients experience substantial health disparities, including poorer overall health and lower satisfaction with their cancer care than their heterosexual and cisgender counterparts, which may be due in part to a lack of culturally competent providers. To address these disparities, a web-based LGBT cultural competency training tailored to oncologists was developed by an interdisciplinary team of scientists, LGBT cancer survivors, cultural competency experts, oncologists, a web designer, and an instructional designer. METHODS: Oncologists (n = 44) were recruited from 3 academic cancer centers in Florida. Participants were administered the LGBT cultural competency training Curriculum for Oncologists on LGBT populations to Optimize Relevance and Skills (COLORS) and completed pre- and posttraining measures regarding LGBT-related knowledge, attitudes (including general negative attitudes and health care-related attitudes), and clinical practices. After the training, participants completed training acceptability measures. RESULTS: Of the 44 participants, 33 (75%) completed the COLORS training. Participants were 55% non-Hispanic white, 63% male, and had a mean age of 47 years. Participants demonstrated significant improvements in LGBT-related knowledge (t = -4.9, P < .001), attitudes (Z = -3.0, P = .002; t = -2.5, P = .019), and clinical practices (Z = -3.5, P < .001) after completing the COLORS training (Wilcoxon signed rank tests were used for nonnormally distributed variables). Moreover, training acceptability was high, with 82% of participants rating the training as high quality, and 97% being willing to recommend the training to a colleague. CONCLUSION: The COLORS training is both feasible to administer and acceptable for use with oncologists, and may improve oncologists' LGBT-related knowledge, attitudes, and clinical practices. Larger trials are needed to examine the training's effectiveness in reducing LGBT cancer disparities, as well as its applicability to other types of care providers.


Assuntos
Atitude do Pessoal de Saúde , Competência Cultural/educação , Oncologistas/educação , Comportamento Sexual/psicologia , Bissexualidade/psicologia , Competência Cultural/psicologia , Feminino , Florida/epidemiologia , Homossexualidade Feminina/psicologia , Humanos , Internet , Masculino , Pessoa de Meia-Idade , Oncologistas/psicologia , Minorias Sexuais e de Gênero/psicologia , Pessoas Transgênero/psicologia
12.
Acad Med ; 95(5): 803-813, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-31567169

RESUMO

PURPOSE: To explore best practices for increasing cultural competency and reducing health disparities, the authors conducted a scoping review of the existing literature. METHOD: The review was guided by 2 questions: (1) Are health care professionals and medical students learning about implicit bias, health disparities, advocacy, and the needs of diverse patient populations? (2) What educational strategies are being used to increase student and educator cultural competency? In August 2016 and July 2018, the authors searched 10 databases (including Ovid MEDLINE, Embase, and Scopus) and MedEdPORTAL, respectively, using keywords related to multiple health professions and cultural competency or diversity and inclusion education and training. Publications from 2005 to August 2016 were included. Results were screened using a 2-phase process (title and abstract review followed by full-text review) to determine if articles met the inclusion or exclusion criteria. RESULTS: The search identified 89 articles that specifically related to cultural competency or diversity and inclusion education and training within health care. Interventions ranged from single-day workshops to a 10-year curriculum. Eleven educational strategies used to teach cultural competency and about health disparities were identified. Many studies recommended using multiple educational strategies to develop knowledge, awareness, attitudes, and skills. Less than half of the studies reported favorable outcomes. Multiple studies highlighted the difficulty of implementing curricula without trained and knowledgeable faculty. CONCLUSIONS: For the field to progress in supporting a culturally diverse patient population, comprehensive training of trainers, longitudinal evaluations of interventions, and the identification and establishment of best practices will be imperative.


Assuntos
Competência Cultural/educação , Educação Médica/métodos , Educação Médica/tendências , Humanos
13.
J Vet Med Educ ; 47(1): 2-7, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30920944

RESUMO

Cultural humility, with its concomitant understanding of the importance of the influences of diversity and inclusion, improves health outcomes in the human medical field. Recent changes to the American Veterinary Medical Association Council on Education requirements in veterinary medicine include teaching the impact of implicit bias on the delivery of veterinary medical services. Because overt enhancement of self-awareness is not fodder for traditional veterinary medical education delivery systems, in this article we review existing literature on the impact of recognition of implicit bias on health care and offer insights on ways to help veterinary students learn this skill, drawing on evidence from an inter-professional intervention called WisCARES (Wisconsin Companion Animal Resources, Education, and Social Services).


Assuntos
Viés , Competência Cultural , Diversidade Cultural , Educação Médica , Educação em Veterinária , Guias de Prática Clínica como Assunto , Atitude do Pessoal de Saúde , Conscientização , Competência Cultural/educação , Currículo , Educação em Veterinária/normas , Humanos , Wisconsin
14.
Women Birth ; 33(2): 175-185, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31053464

RESUMO

BACKGROUND: A university educated, First Peoples health workforce is paramount to improving health outcomes for Australia's First Peoples. However, a significant gap exists between the academic success of First Peoples and non-Indigenous students. The facilitation of culturally safe learning and teaching environments by academics is essential to closing this gap. There is little research on midwifery academics' understanding of Cultural Safety and the translation of this understanding in learning and teaching. OBJECTIVES: To explore the influence of yarning circles within a professional development program to enhance midwifery academics' awareness of Cultural Safety. METHODS: A six-month staff development program which consisted of two workshops and a series of yarning circles was offered to all midwifery academics. Eight participants agreed to be interviewed after completion of the program. Interviews were transcribed verbatim, read and re-read, and analysed using a six staged thematic analysis process. RESULTS: Six key themes centred on participants' Sense of Belonging, Sense of Safety, Sense Knowing, Sense of Support, Sense of Difference, and Sense of Challenge were identified. These concepts were supportive of participants' developing awareness of Cultural Safety. CONCLUSION: Yarning circles can encourage midwifery academics' awareness of Cultural Safety. Awareness is the first step towards becoming culturally safe. Yarning provided a safe and supportive space for challenging discussions and reflective learning about racism, white privilege, and difference. Midwifery academics described steps they could take to promote Cultural Safety in the classroom.


Assuntos
Competência Cultural/educação , Tocologia/educação , Estudantes , Austrália , Feminino , Humanos , Aprendizagem , Gravidez , Desenvolvimento de Programas , Gestão da Segurança
15.
Acad Med ; 95(2): 310-319, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31599755

RESUMO

PURPOSE: To examine the ways in which culture is conceptualized in faculty development (FD) in the health professions. METHOD: The authors searched PubMed, Web of Science, ERIC, and CINAHL, as well as the reference lists of identified publications, for articles on culture and FD published between 2006 and 2018. Based on inclusion criteria developed iteratively, they screened all articles. A total of 955 articles were identified, 100 were included in the full-text screen, and 70 met the inclusion criteria. Descriptive and thematic analyses of data extracted from the included articles were conducted. RESULTS: The articles emanated from 20 countries; primarily focused on teaching and learning, cultural competence, and career development; and frequently included multidisciplinary groups of health professionals. Only 1 article evaluated the cultural relevance of an FD program. The thematic analysis yielded 3 main themes: culture was frequently mentioned but not explicated; culture centered on issues of diversity, aiming to promote institutional change; and cultural consideration was not routinely described in international FD. CONCLUSIONS: Culture was frequently mentioned but rarely defined in the FD literature. In programs focused on cultural competence and career development, addressing culture was understood as a way of accounting for racial and socioeconomic disparities. In international FD programs, accommodations for cultural differences were infrequently described, despite authors acknowledging the importance of national norms, values, beliefs, and practices. In a time of increasing international collaboration, an awareness of, and sensitivity to, cultural contexts is needed.


Assuntos
Competência Cultural/educação , Pessoal de Saúde/educação , Desenvolvimento de Pessoal/organização & administração , Competência Clínica , Diversidade Cultural , Educação Médica , Humanos
16.
Patient Educ Couns ; 103(5): 978-987, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-31866197

RESUMO

OBJECTIVES: Lesbian, gay, bisexual, trans and intersex (LGBTI) people experience health inequalities and barriers to accessing healthcare at a greater rate than the general population. This paper aims to present the Health4LGBTI training course for healthcare workers and the results of its pilot implementation. METHODS: Funded by the European Parliament, the training course was developed by a multidisciplinary team including LGBTI organisations as part of the Health4LGBTI Project. 110 healthcare professionals from diverse medical fields attended the pilot training in six European Member States. Knowledge and attitudes were compared on the basis of a pre-post evaluation design utilising an ad hoc questionnaire. RESULTS: Knowledge scores increased after the training, irrespective of age and sexual orientation of participants. Attitudes scores generally improved, particularly in terms of inclusivity and a greater acknowledgement of LGBTI health needs and self-competence. CONCLUSION: The Health4LGBTI training course is both feasible and effective in training healthcare professionals and support staff to improve cultural competence and thereby promoting inclusive healthcare practice. PRACTICE IMPLICATIONS: The Health4LGBTI training course can be implemented in different healthcare contexts. Piloting of the course provided an opportunity for healthcare professionals and for support staff to improve their knowledge of, and attitudes towards, LGBTI people.


Assuntos
Competência Clínica , Competência Cultural/educação , Conhecimentos, Atitudes e Prática em Saúde , Pessoal de Saúde/educação , Sexualidade/psicologia , Sexualidade/estatística & dados numéricos , Adolescente , Adulto , Atitude do Pessoal de Saúde , Discriminação Psicológica , Feminino , Disparidades em Assistência à Saúde , Humanos , Masculino , Pessoa de Meia-Idade , Projetos Piloto , Minorias Sexuais e de Gênero , Estigma Social
17.
Am J Pharm Educ ; 83(8): 7425, 2019 10.
Artigo em Inglês | MEDLINE | ID: mdl-31831909

RESUMO

Cultural diversity training in pharmacy education has evolved from standalone lectures to longitudinal courses, service-learning initiatives, rotation experiences and global health opportunities. Cultural competency frameworks have served as the scaffold for cultural diversity training, yet educators in other health care disciplines have called into question the utility of such frameworks and offered cultural humility as an alternative to foster development and lifelong learning. In order to implement and assess outcomes tied to cultural diversity successfully, this commentary discusses the five elements of culturally responsive teaching that will provide the tools necessary to integrate cultural humility across pharmacy curricula. In addition, we address how to approach faculty development to avoid common maladaptations in pedagogical movements and conclude with addressing the salient objectives to evaluate gains in student, institutional, and societal outcomes.


Assuntos
Competência Cultural/educação , Educação em Farmácia/métodos , Diversidade Cultural , Currículo , Assistência à Saúde/métodos , Docentes , Humanos , Ensino
18.
Curr Pharm Teach Learn ; 11(12): 1254-1258, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31836150

RESUMO

INTRODUCTION: To measure the general perceptions and attitudes of pharmacy students toward transgender patients and health and evaluate students' level of support for receiving education in transgender healthcare. METHODS: This study was a cross-sectional survey delivered online to approximately 60 s-year pharmacy students enrolled in a required pharmacotherapy course at the University of Maryland School of Pharmacy. Students received a survey link, with five questions for completion prior to the "Gender Transition Therapeutics" lecture and a separate link with 11 questions for completion post-lecture. Responses were anonymous with no identifiers collected and multiple-choice, using Likert-scale questions aimed at gathering respondents' perceptions of managing transgender patients and support for receiving additional education in transgender healthcare. RESULTS: Survey results indicated that students' cultural competency and confidence in managing transgender patients increased after lecture, and that they support integrating transgender health into pharmacy education. Significant findings include: 67% of students lacked confidence in their ability to treat transgender patients prior to the lecture while only 20% of students reported this lack after the lecture. 51% of students reported being aware of barriers-to-care experienced by the transgender population compared to 92% of students after the lecture. After the lecture, 87% agree pharmacists need more education in transgender health, and 74% support integrating this education into pharmacy curricula. CONCLUSIONS: Students' confidence in managing transgender health increases after didactic education, and overall, students support integrating transgender health education into pharmacy school curricula.


Assuntos
Competência Cultural/psicologia , Percepção , Estudantes de Farmácia/psicologia , Pessoas Transgênero/educação , Adulto , Atitude do Pessoal de Saúde , Baltimore , Estudos Transversais , Competência Cultural/educação , Educação em Farmácia/métodos , Feminino , Humanos , Masculino , Estudantes de Farmácia/estatística & dados numéricos , Inquéritos e Questionários , Pessoas Transgênero/psicologia
19.
BMJ Open ; 9(12): e031666, 2019 12 17.
Artigo em Inglês | MEDLINE | ID: mdl-31852698

RESUMO

OBJECTIVES: To review effective models of community health worker (CHW) involvement in preventive care for disadvantaged culturally and linguistically diverse (CALD) patients in primary healthcare (PHC) that may be applicable to the Australian context. DESIGN: Systematic scoping review. DATA SOURCES: The studies were gathered through searching Medline, EMBASE, EMCARE, PsycINFO, CINAHL and online portals of relevant organisations. ELIGIBILITY CRITERIA: All selected studies were original research studies which essentially evaluated preventive intervention undertake by CHWs in PHC. The intervened population were adults with or without diagnosed chronic health disease, culturally and linguistically diverse, or vulnerable due to geographic, economic and/or cultural characteristics that impede or compromise their access to healthcare. DATA EXTRACTION AND SYNTHESIS: Data extraction was undertaken systematically in an excel spreadsheet while the findings were synthesised in a narrative manner. The quality appraisal of the selected studies was performed using effective public health practice project quality assessment tool. RESULTS: A total of 1066 articles were identified during the initial search of six bibliographic databases. After screening the title, abstract and full text, 37 articles met the selection and methodological criteria and underwent data extraction. A high-quality evidence-base supporting the positive impact of CHWs supporting patients' access to healthcare and influencing positive behaviour change was found. Positive impacts of CHW interventions included improvements in clinical disease indicators, screening rates and behavioural change. Education-focused interventions were more effective in improving patient behaviour, whereas navigation interventions were most effective in improving access to services. Implementation was enhanced by cultural and linguistic congruence and specific training of CHWs in the intervention but reduced by short duration interventions, dropouts and poor adherence of patients. CONCLUSION: The evidence generated from this systematic scoping review demonstrates the contribution of CHWs to improving access to preventive care for patients from CALD and disadvantaged backgrounds by providing both education and navigational interventions. More research is needed on CHW training and the incorporation of CHWs into primary health care (PHC) teams.


Assuntos
Agentes Comunitários de Saúde/educação , Competência Cultural/educação , Medicina Preventiva/organização & administração , Atenção Primária à Saúde/organização & administração , Populações Vulneráveis/estatística & dados numéricos , Diversidade Cultural , Acesso aos Serviços de Saúde , Humanos , Ensaios Clínicos Controlados Aleatórios como Assunto
20.
Nurse Educ Pract ; 41: 102639, 2019 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-31707146

RESUMO

Growing cultural diversity among immigrants has challenged health care practice in Taiwan. This study used mixed methods to evaluate how the implementation of a course on cultural competence embedded in a nursing course affected nursing students' perceptions of their cultural care competency. An evaluation survey with a quantitative questionnaire comprising pre- and post-test measures of self-perceived cultural care competency was implemented for 48 participants at the commencement and completion of the course. A focus group interview (n = 10) was conducted and a thematic approach applied to analyze qualitative data. The results found a significant improvement in self-perceived cultural care competency (t = 7.15, p < 0.001). Two themes emerged from the qualitative analysis: (1) the thought-provoking nature of the course and (2) appreciation for the multiple learning strategies of the course. The findings suggest that embedding cultural competence education in nursing courses is essential to improving nursing students' perceptions of their cultural care competency.


Assuntos
Competência Cultural/educação , Assistência à Saúde Culturalmente Competente , Estudantes de Enfermagem/psicologia , Adulto , Bacharelado em Enfermagem , Feminino , Grupos Focais , Humanos , Pesquisa em Educação de Enfermagem , Inquéritos e Questionários , Taiwan , Adulto Jovem
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