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Using a Model to Design Activity-Based Educational Experiences to Improve Cultural Competency among Graduate Students

机译：使用模型设计基于活动的教育体验以提高研究生的文化能力

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To improve the cultural competency of 34 students participating in graduate nutrition counseling classes, the Campinha-Bacote Model of Cultural Competence in the Delivery of Health Care Services was used to design, implement, and evaluate counseling classes. Each assignment and activity addressed one or more of the five constructs of the model, i.e., knowledge, skill, desire, encounters, and awareness. A repeated measure ANOVA evaluated pre- and post-test cultural competence scores (Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals). The overall cultural competence score significantly improved ( p 0.001) from “culturally aware” (68.7 at pre-test) to “culturally competent” (78.7 at post-test). Students significantly improved ( p 0.001) in four constructs of the model including awareness, knowledge, skill, and encounter. Factor analysis indicated that course activities accounted for 83.2% and course assignments accounted for 74.6% of the total variance of cultural competence. An activity-based counseling course encouraging self-evaluation and reflection and addressing Model constructs significantly improved the cultural competence of students. As class activities and assignments aligned well with the Campinha-Bacote Model constructs, the findings of this study can help guide health educators to design effective cultural competence training and education programs.
机译：为了提高参加研究生营养咨询课程的34名学生的文化能力，使用了Campinha-Bacote提供医疗保健服务的文化能力模型来设计，实施和评估咨询课程。每次作业和活动都针对模型的五个结构中的一个或多个，即知识，技能，欲望，遭遇和意识。一项重复测量的方差分析评估了测试前和测试后的文化能力得分（医疗专业人员之间文化能力评估过程的清单）。整体文化能力得分从“了解文化”（测试前为68.7）显着提高（p <0.001）至“文化能力”（测试后为78.7）。在模型的四个构造（包括意识，知识，技能和遭遇）中，学生显着提高了（p <0.001）。因子分析表明，课程活动占文化能力总方差的83.2％，课程分配占总能力的74.6％。以活动为基础的咨询课程，鼓励自我评估和反思，并应对模型的构建，大大提高了学生的文化能力。由于班级活动和作业与Campinha-Bacote模型的构造非常吻合，因此本研究的结果可帮助指导健康教育者设计有效的文化能力培训和教育计划。

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