| Learning Objective #1: Describe the Process of Cultural Competence Model in the Delivery of Healthcare Services put forth by Campinha-Bacote (1998) | |||
| Learning Objective #2: Discuss the internal consistency reliability of the Inventory to Assess the Process of Cultural Competence Among Healthcare Professionals (IAPCC) instrument in selected populations |
Objective:
The purpose of this study was to determine the change in cultural competence among faculty teaching courses in a School of Health Sciences after a cultural competence workshop.
Design:
A pre-post survey design was used to answer the research questions.
Population, Sample, Setting, Years:
A population of healthcare educators was studied. The sample consisted of 28 health science faculty in a southern university in the U.S. and was conducted during 2001-2002.
Concept or Variables Studied Together or Intervention and Outcome Variable(s):
The concept cultural competence was measured using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals (IAPCC) developed by Campinha-Bacote (1998). The IAPCC, a 20-item instrument, measures the constructs of cultural awareness, cultural knowledge, cultural skill, and cultural encounters. Methods: The IAPCC instrument was administered prior to a cultural competence workshop aimed at providing skills for faculty to better integrate cultural competency within the curriculum and when interacting with students. The instrument was administered again after the workshop on the same day and at 6 months and 12 months. Findings: Internal consistency reliability was established (apha=.87) for the IAPCC in this population of health science faculty. There was a statistical significance (p=.006) in the summated scores of the pre and post administration of the IAPCC instrument and analysis is being conducted on 6 month and 1 year administrations. Conclusions: The IAPCC Cultural competence instrument is a reliable tool to measure cultural competence. Faculty members in this study became more aware of the cultural awareness, knowledge, skill, and encounters.
Implications: Workshops can enhance faculty members’ cultural competency skills that in turn can lead to better understanding and interaction among diverse students. Furthermore, there is the possibility of increasing the diversity of the nursing workforce by retention and graduating diverse students taught by culturally competent faculty.
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Back to 14th International Nursing Research Congress
Sigma Theta Tau International
10-12 July 2003