ABSTRACT
@#The American Academy of Pediatrics describes culturally effective care in a policy statement as the provision of care in the sense of appropriate provider awareness, understanding, and appreciation of cultural differences that contribute to optimal health outcomes. Therefore, clinicians must develop cultural competence to enhance patients' care satisfaction and outcome. Although culturally effective pediatric care has been discussed in the literature, there remains a gap in the process on how an interprofessional health care team can provide culturally congruent care in a pediatric setting. Being part of an interprofessional pediatric care team, nurses hold the responsibility of communication and coordination to ensure culturally competent care by every member of the health care team. Hence, this paper adapts Walker and Avant's (2011) concept analysis process in which the theory, culturally competent pediatric care would be derived. The concept analysis methodology from Walker and Avant (2011) would define the concept, attributes, antecedents, consequences, and cases that would describe culturally competent pediatric care. Cultural diversity and family dynamics are ever-changing. The concept analysis proposes a framework for culturally competent interprofessional care in which culturally competent care is an ongoing team approach. Ultimately, the concept concluded that to provide culturally competent care in pediatric practice, there should be a framework in which the interprofessional team follows, using the principle of cultural humility and illustrating cross-cultural communication to provide culturally appropriate care.
Subject(s)
Culturally Competent CareABSTRACT
Background@#The resulting 5 core competencies that should be common in health professions’ education aAAAAwzzzzere imbedded in the following vision statement from the summit. In our (the authors) roles as clinical educators and health professional education researchers, we often hear clinician colleagues describe interprofessional competencies as “soft skills” and see them as the “poor cousin” to clinical skills.@*Methods@#The survey instrument contained four scales to evaluate faculty attitudes toward IPE and teamwork adapted from the methods of Curran et al (2007) To define the structure clearer, an exploratory factor analysis using varimax rotation was conducted. The level of significance was p<.0001 for all tests.@*Results@#As shown in results mean score was “Attitudes towards health care team” was 3.85, “Attitudes towards interprofessional education” was 4.02, “Attitudes towards interprofessional learning in the academic setting”.was 3.8. The Kaiser–Meyer-Olkin index was 0.735, indicating sampling adequacy, and the Bartlett Sphericity Chi Square index was 357.8 (p <0.0001). Cronbach’s alpha of the 14 items was 0.793, revialing a high rate of internal consistency. The modified ATHCTS questionnaire was categorized into the four factors “Quality of care”, “Team efficiency”, “Patient centred care”, “Negative factors”. @*Conclusions@#Findings suggest that the positive attitude of students towards IPE indicates the need for IPE training.