Fostering Cultural Competency, Clinical Reasoning, and Leadership Through International Outreach

Abstract

The Centennial Vision of the American Occupational Therapy Association (AOTA) has called for occupational therapy to be globally connected. Students can gain cultural competency, clinical reasoning, and leadership from attending didactic coursework and participating in discussions and clinical simulations. Immersing oneself in international settings, however, tends to have a greater impact on learning. The authors describe the outcomes of two international outreach programs: China Honors Immersion Program (CHIP) and Institute for Latin American Concern (ILAC). The outcomes of these programs indicate that students believe that such international experiences greatly affect their development, both professionally and personally. Implications of the program outcomes to current professional education are discussed. Future research directions are also proposed.

The Impact of Classroom Instruction on Cultural Awareness and Sensitivity in Occupational Therapy Students

“…Research has indicated that occupational therapy practitioners acknowledge the need to understand and develop cultural awareness and competency as a part of education and clinical practice (Cheung et al, 2002;Kale & Hong, 2007;Mu et al, 2010;Munoz, 2007;Murden et al, 2008;Rasmussen et al, 2005;Whiteford & St-Clair, 2002). Research shows that cultural awareness and competency are an evolving and developing process, yet continues to be "one of the least developed aspects of occupational therapy" (Awaad, 2003, p.358;Black & Wells, 2007).…”

“…Occupational therapists must be aware and sensitive to cultural differences and must be able to consider cultural influences when selecting assessments and occupational interventions to meet the needs of their clients to improve quality of care and avoid any adverse impact (Cheung et al, 2002;Kale & Hong, 2007;Murden et al, 2008;Sood et al, 2014). The inclusion of the concept of culture and the development of cultural awareness in the occupational therapy curriculum is necessary to prepare students for globalization and respond to the demands of today's culturally diverse work settings (Kale & Hong, 2007;Mu et al, 2010).…”

“…The literature has revealed a gap in the cultural competence education for occupational therapy students and has demonstrated the importance of developing a culturally sensitive curriculum that will prepare students for today's work environment (Cheung et al, 2002;Mu et al, 2010;Rasmussen et al, 2005). Kale and Hong (2007) stated that this perceived lack of knowledge and skills demonstrates "the critical need to include issues of cultural sensitivity and awareness within the curriculum in order to equip students with the necessary skills required to work in a multicultural society" (p. 213).…”

“…This study explored the concepts of cultural awareness and sensitivity as a part of developing skills for occupational therapy students towards cultural competence. The development of cultural awareness provides the occupational therapist with the knowledge to develop the skills required to deliver quality care to diverse populations with sensitivity to cultural values, beliefs, and priorities that can affect an individual's health care (MacDonald, 1998;Mu et al, 2010;Munoz, 2007;Rasmussen et al, 2005).…”

“…As the multicultural population of the United States increases, all health care providers must effectively interact with clients from culturally diverse settings (Masin, 2011). Cultural awareness and the development of cultural competency is vital to effective occupational therapy practice and providing services to these diverse populations (Kale & Hong, 2007;Mu, Coppard, Bracciano, Doll, & Matthews, 2010). Occupational therapy practitioners must be aware of and respond to cultural differences that influence clients' occupational performance, assessments, and intervention outcomes (Murden et al, 2008;Rasmussen, Lloyd, & Wielandt, 2005).…”