Suchergebnisse

In the present paper, I aim to shed light on the importance of cultural competence from three perspectives. First, in my capacity as a sociolinguist, I will talk about how Hungarian culture is incorporated in the textbook "Colloquial Hungarian" (Rounds and Sólyom 2011), providing particular examples from various dialogues and cultural notes from the book. I believe that linguistic competence, communicative competence, and cultural competence are equally important parts of foreign language teaching and foreign language learning. Second, as a foreign language instructor at U.S. study abroad programs, I plan to discuss the importance of cultural norms of the speakers of the local language in the host country. Third, as a director of an American cultural and resource center in Budapest, I will talk about the importance of building bridges between two cultures, describing the goals and missions of the center as well as giving specific examples of the activities of the American Corner Budapest.

This textbook is the new edition of Purnell's famous Transcultural Health Care, based on the Purnell twelve-step model and theory of cultural competence. This textbook, an extended version of the recently published Handbook, focuses on specific populations and provides the most recent research and evidence in the field. This new updated edition discusses individual competences and evidence-based practices as well as international standards, organizational cultural competence, and perspectives on health care in a global context. The individual chapters present selected populations, offering a balance of collectivistic and individualistic cultures. Featuring a uniquely comprehensive assessment guide, it is the only book that provides a complete profile of a population group across clinical practice settings. Further, it includes a personal understanding of the traditions and customs of society, offering all health professionals a unique perspective on the implications for patient care.

This article presents an integrative perspective on the role that doctor-patient communication and cultural competency training play in health care disparities. Communication between minority patients and physicians is characterized by doctors' biased expectations, patients' perceptions of discrimination, linguistic asymmetry, and self-fulfilling prophecy spirals. Cultural competency training, which has been put forth as a remedy, is itself a complex construct, and methodological variations in cultural competency research make it difficult to reach simple conclusions about its effects. The authors review and synthesize the cross-disciplinary literature in these areas. They propose several directions for research, emphasizing that new studies can lay the groundwork for more trusting verbal communication between doctors and minority patients.

Abstract
This research examined understandings of cultural competence of social workers in Hong Kong, their needs and challenges in serving culturally diverse groups, and their willingness and receptivity to receive cultural competence training by using constructivist grounded theory. Individual qualitative interviews were conducted with thirteen frontline and managerial practitioners and educators in training institutions in the social work profession. Data were analysed by identifying major themes. The findings show that social workers in Hong Kong tend to encounter language barriers and various forms of cultural shocks in serving ethnoculturally diverse clients. The professional code of practice is not sufficient in promoting culturally competent practice and there are institutional barriers to the enhancement of cultural competence of the social services. Mainstream social work units are generally not well prepared to provide services to non-Chinese communities. In response to these obstacles, professional training should provide future Hong Kong social workers with opportunities to interact with ethnoculturally diverse communities through service-learning. To tackle institutional racism, leaders should have cultural awareness and promote culturally inclusive practices. Inclusion of staff members from diverse cultural backgrounds would increase the capacity of the organisations to better serve clients of diverse needs. Anti-racism training should be made as an essential professional development component for social work students, practicum students, practitioners and managers.

Principals' understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals' diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensitivity (DMIS) offers a powerful theory for understanding how principals may experience and interpret issues of difference and diversity in schools. After highlighting key aspects of the DMIS, hypothetical examples of principal interpretations and actions to a racial/ethnic achievement gap are provided. Finally, implications for principal preparation, practice, and research are discussed.

Since 2013, medical students from the International Medical University (IMU) in Malaysia have been providing primary healthcare services, under the supervision of faculty members, to the indigenous people living in Kampung Sebir. The project has allowed the students to learn experientially within a rural setting. This study aims to examine the cultural competence of IMU medical students through an examination of their perspective of the indigenous people who they serve and the role of this community service in their personal and professional development.

Students who participated in the project were required to complete a questionnaire after each community engagement activity to help them reflect on the above areas. We analysed the responses of students from January to December 2015 using a thematic analysis approach to identify overarching themes in the students' responses.

Students had differing perceptions of culture and worldviews when compared to the indigenous people. However, they lacked the self-reflection skills necessary to understand how such differences can affect their relationship with the indigenous people. Because of this, the basis of their engagement with the indigenous community (as demonstrated by their views of community service) is focused on their agenda of promoting health from a student's perspective rather than connecting and building relationships first. Students also lacked the appreciation that building cultural competency is a continuous process.

The results show that the medical students have a developing cultural competence. The project in Kampung Sebir is an experiential learning platform of great value to provide insights into and develop the cultural competency of participating students. This study also reflects on the project itself, and how the relationship with stakeholders, the competence and diversity of academic staff, and the support of the university can contribute toward training in cultural competence.