ABSTRACT
In a health context marked by increasing health inequalities, population ageing, pandemics and migration, the development of competencies for the intercultural encounter between healthcare workers and patients is essential. Tertiary education institutions have a social responsibility to address this issue. Health Science programs are challenged to provide culturally sensitive care to diverse populations. Therefore, it is necessary to reflect upon the models that will guide this process, and to assess undergraduate curricula to determine their appropriateness to address this challenge. This article describes a methodology for assessing the undergraduate curriculum for the development of intercultural competence and presents a strategy for promoting its sustainable development across the curriculum.
Subject(s)
Humans , Students, Nursing , Education, Nursing, Baccalaureate , Aging , Curriculum , Health PromotionABSTRACT
In a health context marked by increasing health inequalities, population ageing, pandemics and migration, the development of competencies for the intercultural encounter between healthcare workers and patients is essential. Tertiary education institutions have a social responsibility to address this issue. Health Science programs are challenged to provide culturally sensitive care to diverse populations. Therefore, it is necessary to reflect upon the models that will guide this process, and to assess undergraduate curricula to determine their appropriateness to address this challenge. This article describes a methodology for assessing the undergraduate curriculum for the development of intercultural competence and presents a strategy for promoting its sustainable development across the curriculum.
