Trialing Virtual Intercultural Learning With Australian and Hong Kong Allied Health Students to Improve Cultural Competency

Abstract

Cultural competency, in increasingly globalized and cosmopolitan societies, is key to allied health graduate employability. Internationalization at Home initiatives that use virtual technologies have potential to facilitate transformative intercultural learning experiences and build cultural competency. The purpose of this study was to trial a virtual intercultural learning activity with Australian and Hong Kong undergraduate occupational therapy and oral health students to explore cultural competency learning. We utilized a mixed methods study design with quantitative pre- and postsurveys and qualitative group interviews. Study findings illustrate how the activity enabled students to practice and learn intercultural communication skills, gain greater awareness and appreciation for diversity at home and abroad, and engage in global citizenship learning. Educators are encouraged to utilize virtual learning spaces for creating meaningful and transformative cultural learning experiences that enhance graduate intercultural capabilities.

An empirical study on using virtual reality for enhancing the youth's intercultural sensitivity in Hong Kong

“…A closer examination of the scores with respect to the cultural differences subscale showed that even before joining the virtual reality enabled learning session, the participants already showed a high level of respect for cultural differences; actually, the mean score on this sub-scale is the highest among all five sub-scales. Other studies that employed similar instruments in Hong Kong (Hyett et al, 2019;Yuen & Grossman, 2009) supported the finding that in general Hong Kong people tend to exhibit relatively high respect to the cultural differences. Such findings helped to increase the external validity of this study.…”

Digital Learning Platforms: An Integrative Review to Support Internationalization of Higher Education

“…Considering the students' experiences using digital learning platforms, the strategies, guidelines or models presented, and the types of learning approaches, four categories were constructed -(i) Student Experiences; (ii) Strategies and Models; (iii) Blended Learning; and (iv) MOOC -as presented in Table 3. GEMMELL et al, 2015;HARRISON et al, 2018;HYETT et al, 2018;MITTELMEIER et al, 2017;POUROMID, 2019;STANWAY et al, 2019;WIHLBORG et al, 2017). (ALTINAY et al, 2019;HOWARD et al, 2017;KENT et al, 2017;KUNG, 2017;MORONG;DESBIENS, 2016).…”

“…It is important to highlight that the cultural competence, in increasingly globalized and cosmopolitan societies, is fundamental to the employability of higher education students. The IaH initiatives, which use digital platforms, have the potential to facilitate transformative intercultural learning experiences and build intellectual and cultural skills (GEMMELL et al, 2015;HYETT et al, 2018). Nonetheless, according to Bruhn (2017), there is a gap in the literature when it comes to conceptualizing a structure that covers the various ways in which ICTs can be used to support IoHE.…”

The need for cultural competence education in nursing degree programmes: comparative perspectives

“…The field of nurs-ing must therefore respond in a timely manner to the global challenges posed by the vulnerability of humankind and the inequalities between people created by social conflicts, demographics and climate change. The concepts and perspectives included in nursing curricula should comprise not only cultural aspects, but also general practical knowledge gleaned from the fields of economics, politics, social structure and demography, and should be aimed towards addressing the needs of people, i.e., patients, in a global sense (Holmgren and Kraft, 2018;Hyett et al, 2018). Introducing such topics, however, is not as simple as it might seem.…”

“…Introducing such topics, however, is not as simple as it might seem. There is a need for new and innovative approaches in education which place an emphasis on internationalisation, thus equipping those entering the labour market with the ability to effectively respond to the diverse needs of individuals of different cultural backgrounds, linguistic groups and worldviews (Campesino, 2008;Hyett et al, 2018). Ignoring cultural diversity and providing nursing care which overlooks the cultural aspect of patient care can result in substandard medical treatment and even endanger patient safety (Jeffreys, 2014b;Sairanen et al, 2013).…”