Service-Learning and Pre-Service Educators' Cultural Competence for Teaching: An Exploratory Study

Meaney, Karen S.; Bohler, Heidi; Kopf, Kelcie; Hernandez, Lesley; Scott, LaTosha S.

doi:10.5193/jee.31.2.189

Cited by 41 publications

(30 citation statements)

References 14 publications

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“…Experiential learning has become a common pedagogical approach for disciplines such as education, management, computer science, and medicine (Kolb, Boyatzis, & Mainemelis, 2001). Incorporation in kinesiology has increased in recent years, being most popular in physical education/teacher education programs (Meaney, Bohler, Kopf, Hernandez, & Scott, 2008). Experiential learning activities vary widely from hands-on practice between students during classroom activities (e.g., learning to take accurate blood pressure readings) to collaboration with community or health organizations to provide students with exposure to the range of complexity of pediatric and adult health presentations (e.g., cardiac rehabilitation programs).…”

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confidence: 99%

Experiential Learning in Kinesiology

Groot

Alexander²,

Culp

et al. 2015

Pedagogy in Health Promotion

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Overview Service learning is a form of experiential learning that pairs academic educational experiences and community organizations to promote training, civic engagement, and meaningful service by students to their community. Kinesiology programs have moved toward increasing experiential and service learning options in health promotion for their students, but few have evaluated the student perceptions of these programs. Purpose The purpose of the current study was to conduct a qualitative evaluation of a service learning course for Kinesiology majors located in a low-income urban area. Methods Ten recent graduates of a department of Kinesiology were enrolled in focus groups, stratified by gender, facilitated by a graduate research assistant not affiliated with their school. Focus group discussions were audiotaped, transcribed and analyzed for themes. Results Nine themes were identified including: (1) Personal and professional experience, (2) decision to participate, (3) location decision, (4) self-efficacy, (5) perceptions of program members, (6) social interaction, (7) personal and program communication, (8) physical facilities and (9) program outcomes. Students positively evaluated the learning experience as valuable to their personal and professional development; noted changes in their perceptions of low-income communities and increases to self-efficacy and skill acquisition from the beginning to the end of the course; and observed significant needs and improvements in physical, emotional and social outcomes of community members. Conclusions This study demonstrated multiple and varied benefits of a service learning program for Kinesiology students. On-going evaluation of service learning programs in health promotion is needed to enhance student and community outcomes.

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confidence: 99%

Experiential Learning in Kinesiology

Groot

Alexander²,

Culp

et al. 2015

Pedagogy in Health Promotion

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“…Kültürel yeterlilik, "bireyin kültürler arası durumlarda etkin bir şekilde çalışmasını sağlayan bir dizi uyumlu davranış, tutum, politika ve yapı"dır 24 . Aynı zamanda, bireyin değişik etnik kökenler arasındaki farklılıklara karşı farkındalığını artıran akademik, kişilerarası ve klinik uygulama yeteneklerini içeren kazanılmış bir beceridir 25 27 . Aşağıda kültürel yeterlilik sürecinde yer alan beş yapı ve yaşlı bakımının bu yapılar doğrultusunda planlanması için öneriler tartışılmıştır.…”

Section: Yaşlı Bakımında Kültürel Yeterlilikunclassified

Yaşlı Bakımında Kültürel Yeterlilik Süreci Modelinin Kullanılması

Ilgaz

2020

Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi

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Günümüzün çok kültürlü dünyasında yaşlı sayısının artması yaşlı bakımında kültürel yetkinliğin önemini ve yaşlı bakım ihtiyacını artırmaktadır. Bu bağlamda yaşlılara yeterli, etkili ve kaliteli bir bakım sunmak için kültür de göz önüne alınmalıdır. Kültürü dikkate alarak bakım veren sağlık profesyonelleri yaşlı bireylerin davranışlarını yönlendiren kültürel nedenleri ve sağlık hizmetine başvurma nedenlerini değerlendirir. Yaşlı bireyin kültürünü anlayamama; yaşlılar ile iletişim bozukluklarına, tedaviye uyumun azalmasına, bakıma katılmama, bakımı reddetme gibi sorunlara ve sağlık bakımında eşitsizliklere neden olabilir. Kültürlerarası hemşireliğin temelini oluşturan "Kültürel Yeterlilik Süreci Modeli" ile bu bakımı sunmak ve sağlık bakımı sonuçlarını iyileştirmek mümkün olabilir. Bu model ile sağlık profesyonelleri yaşlı bireylerin kültürel yapısını değerlendirerek bu yapıya uygun olarak bakım verme yeteneğini geliştirebilir, yaşlıların kültürünü daha iyi anlayabilir, kültürel olarak yeterli bir bakımı sağlayabilir. Modelin kullanımı ile güvenilir bir ilişkinin kurulması, yaşlının bakıma katılması, sağlık sonuçlarında iyileşme ve yaşam kalitesinin artması mümkün olabilir. Bu derlemenin amacı yaşlı bireylerin bakımında Kültürel Yeterlilik Süreci Modelini açıklamaktır.

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“…Cultural competence is "a set of congruent behaviors, attitudes, policies, and structures that enable an individual to effectively work in cross cultural situations" (Flaskerud, 2007). It is an acquired skill which includes academic, interpersonal, and clinical skills that raise an individual's awareness to differences among varied ethnicities (Meaney, Bohler, Kopf, Hernandez, & Scott, 2008). Professionals who possess cultural competence are able to provide better services and care to their clients (Lehman, Fenza, & Holliger-Smith, 2012).…”

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confidence: 99%

Using Campinha-Bacote's Framework to Examine Cultural Competence from an Interdisciplinary International Service Learning Program

Wall-Bassett

Hegde

Craft

et al. 2018

jis

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The purpose of this study was to investigate an interdisciplinary international service learning program and its impact on student sense of cultural awareness and competence using the Campinha-Bacote’s (2002) framework of cultural competency model. Seven undergraduate and one graduate student from Human Development and Nutrition Science disciplines participated in the program. Reflections from a synthesis paper post-travel were analyzed using an inductive approach. Six themes emerged from the reflective journals and were applied to Campinha-Bacote’s cultural competency constructs. Participating and learning together while reflecting helped deepen and progress this process for ISL students. Overall, the experience proved to be an effective educational tool for sensitizing students towards cultural competency within interdisciplinary programs.

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Service-Learning and Pre-Service Educators' Cultural Competence for Teaching: An Exploratory Study

Cited by 41 publications

References 14 publications

Experiential Learning in Kinesiology

Experiential Learning in Kinesiology

Yaşlı Bakımında Kültürel Yeterlilik Süreci Modelinin Kullanılması

Using Campinha-Bacote's Framework to Examine Cultural Competence from an Interdisciplinary International Service Learning Program

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