Dissertation/Thesis Abstract

Structured self-reflection in cultural competency programming for pre-health care professionals: An evaluation of curriculum effectiveness
by McKenzie-Sherrod, Marsha, Ph.D., Union Institute and University, 2016, 187; 10294528
Abstract (Summary)

In the United States, the patient population has substantially grown more ethnically diverse. Many of these patients present with ailments, such as heart disease, diabetes, and stroke, at a higher rate than their Anglo-European counterparts. Subsequent research has established a link between the health disparities of ethnically diverse communities and the lack of culturally competent physicians. Further investigation reveals cultural competency curriculum that omits the course element of self-reflection was less effective in achieving program objectives than those that provide an opportunity to explore one's own cultural background. This study proposes cultural competence curricula that include a structured self-reflective element, or opportunities to revisit past behaviors of one's self within the context of ethnic and cultural diversity, will assist undergraduate healthcare students develop their cultural skill through awareness of their own cultural values, biases, assumptions and belief systems, and how these aspects direct subsequent patient interactions. Pre- and post-course surveys and questionnaires were used to obtain data from 45 undergraduate respondents for this mixed methods study.

The results of this study, as analyzed by the Mann-Whitney U test, were unable to definitively prove that there is a statistically significant difference in the level of cultural competence between those who participate in training that includes a structured self-reflective component and those who do not. However, this research shows there is an observable movement away from 0 on the z-distribution curve, which is closer to the critical threshold, and an increase in the median IDI v3 scores on the cultural competence continuum by participants who enroll in an interpersonal communication course where structured self-reflective activities or opportunities to examine concepts of self are imbedded within the curriculum. Therefore, this study concludes the integration of structured self-reflective activities into intercultural curricula improve cultural competence acquisition. This improved cultural competence can be applied in the delivery of health care to ethnically diverse patient populations. Further investigation about the influences of power and privilege on personal identity, and the effects of time on cultural competence acquisition, will add to the breadth and depth of self-reflection, health care, and leadership studies.

Key words: structured self-reflection, health disparities, health care, leadership, leadership development, ethical leadership, relational leadership, authentic leadership, culture, cultural competence, pre-health care curriculum, education, social justice

Indexing (document details)
Advisor: Whitfield, David
Commitee:
School: Union Institute and University
School Location: United States -- Ohio
Source: DAI-B 78/04(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Multicultural Education, Health sciences
Keywords: Cultural Competent, Health Care, Health Care Education, Health Disparties, Leadership Development, Self-Reflection
Publication Number: 10294528
ISBN: 9781369367966
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