Conflicting definitions, understanding and consequent limitations in identifying an appropriate body of knowledge present a major problem for educators who wish to define, adopt and teach cultural competence. A standardised meaning of the term enabling specified outcome measures to be identified could assist effective translation and evaluation of its contribution in developing professionalism in undergraduate health care education. In attempting to seek clarity, perception and relevance of cultural competence in a professional undergraduate programme, a review of the literature and a mixed methods case study of a cohort of 63 undergraduate physiotherapists were undertaken. Constructs of cultural competence were elicited using repertory grids and meanings explored with the use of questionnaires, interviews and evaluation in the teaching and learning of the topic. Results gave new insight into undergraduate physiotherapists’ perception of cultural competence vis-a-vis their clinical competence. Interpretations of perception and expressions of cultural competence varied throughout the literature but, despite this, specific learning and resource needs of students studying the topic were identified. Implications of cultural competence in developing professionalism within health care education were highlighted and evaluated. The need for further research into teaching and learning of the topic in physiotherapy education is supported by the study.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:558920 |
| Date | January 2012 |
| Creators | Stewart, Melrose |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/3666/ |
Page generated in 0.0015 seconds