Validity and utility of the Swedish version of the Cultural Competence Assessment Instrument

Abstract

Introduction: Global migration as well as migration to Sweden has increased during the last few decades. A self-rating instrument that measures cultural competence could support occupational therapists' professional knowledge when they encounter clients from different cultural backgrounds. The purpose of this study was to evaluate the content validity and utility of the Swedish version of the Cultural Competence Assessment Instrument among occupational therapists. Nineteen occupational therapists participated in four focus groups. Method: Qualitative analysis was used to evaluate content validity and utility. Results: The results revealed that all 24 items of the Cultural Competence Assessment Instrument were valid, even though six of the items were in need of reformulations and exemplifications. The category Interactions with clients showed that the Cultural Competence Assessment Instrument-Swedish version could be utilised individually to raise awareness on cultural issues in practice. The category Workplace and its organisational support showed that the Cultural Competence Assessment Instrument-Swedish version had potential for use in different workplaces, and indicated the importance of organisational support in the development of communications and cultural competence. Conclusion: The evaluation indicated positive content validity for the Cultural Competence Assessment Instrument-Swedish version, and that it had the potential to be utilised in the Swedish context.

Cultural competence in healthcare professionals, specialised in diabetes, working in primary healthcare—A descriptive study

“…This result strengthens previous studies showing that frequency of caring for clients from different culturally backgrounds improves cultural competence in cultural encounters (Chen et al, 2018;Lin et al, 2015;Repo et al, 2017). The result is also in line with studies reporting that the experience of cultural education is a predictor of cultural competence in healthcare professionals (Holstein et al, 2019) and that there is a need to highlight the importance of cultural competency education in healthcare (Abrishami, 2018;Chae et al, 2020). Thus, it is essential to provide cultural competence training to healthcare professionals at different levels in the healthcare system to increase their awareness of cultural differences (Kaihlanen et al, 2019).…”

“…Only 9% of all healthcare professionals perceived that they received input from supervisors on how to improve their practice skills with clients from different culturally backgrounds. Workplace support has been found to be important tain feedback from colleagues about cultural skills (Holstein et al, 2019). Support from the organisation is also important when defining the capacity of individual healthcare professionals to supply culturally relevant services (Anderson et al, 2003).…”

“…Workplace support has been found to be important in improving cultural competence. One way to feel supported by the workplace is by being given opportunities to learn and to obtain feedback from colleagues about cultural skills (Holstein et al., 2019). Support from the organisation is also important when defining the capacity of individual healthcare professionals to supply culturally relevant services (Anderson et al, 2003).…”

Supporting Self-care in Migrants with Type 2 Diabetes

“…In study II, health care providers received an email containing an encrypted web-based survey provided by Linköping University, and completion of the survey was regarded as implicit consent. When assessing perceived cultural competence in terms of cultural awareness and knowledge, and skills development and organisational support described by 61 , a digital version of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) 68 was used.…”

Translation and cross-cultural adaptation of the performance-based test – Evaluation in Ayres Sensory Integration®

“…The content analysis following the interviews aimed at detecting patterns of cultural difficulties between the translated version of the EASI and the original. Focus group interviews have been used in the earlier stages of the process in other translation studies [36,[38][39][40], and content analysis was conducted in two of them [36,40]. The participants for the expert panel focus groups were chosen mainly for their clinical experience with the EASI target population (children 3-12 years) but also for their interest in ASI.…”