An evaluation of the social cultural competency for success training program for the acquisition of intercultural interpersonal competency skills among health care trainees
Notice bibliographique
Résumé
The purpose of this study was to test the validity and effectiveness of Westwood, Mak, Barker, and Ishiyama's (1995) "Social Cultural Competency for Success" (SCCS) program. The SCCS program is designed to teach specific social cultural competency skills in a group format by means of modeling, coaching, role playing, role rehearsal and constructive feedback. The premise of the SCCS is that successful acquisition and performance of social cultural competency skills will enhance one's sense of competence and self-efficacy. A between subjects before-after research design was utilized. A crosscultural sample of 36 students in the Practical Nursing program at the Vancouver Community College was randomly assignment to an experimental and a control group. The former received the SCCS program for a total of 18 hours over three weeks, while the latter participated in a regular didactic course curriculum. The following pre and post test instruments were administered: (1) Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, & Rogers' (1982) Self-Efficacy Scale; (2)Ishiyama's (1995b) Situational Avoidance Tendency Scale (SAT); and (3) Ishiyama's (1996) Interpersonal Skills Checklist (ISC). As a post only measure, all participants also participated in a role play scenario at the end of the SCCS program which involved the performance of socio-cultural competency skills with independent blind raters who rated participants' performance on the Behavioural Skills Checklist (BSC). An independent samples t test suggested that the experimental group demonstrated superior performance on self reported measures of social cultural competency skills, based on their evaluations on the BSC by independent blind raters, as compared to the control group. Univariate Split-Plot Repeated Measures ANOVA suggested that compared to the control group: (1) the experimental group reported significantly higher level of verbal interaction competency on the ISC; (2) the experimental group reported significantly lower level of situational avoidance tendency on the SAT ; and (3) there were no significant effects of the SCCS program on the general self-efficacy and the social self-efficacy as measured on the Self Efficacy Scale. Further exploratory analysis suggested that immigrant participants demonstrated more improvement than Canada-born participants. The SCCS program may be an effective method for teaching social cultural competency skills as well as for the development of culturally sensitive counselling models and interventions for culturally diverse clients and intercultural counsellor training programs.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».