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Full-Text Articles in Medicine and Health Sciences
Teaching For Cultural Competence In Non-Diverse Environments, Mary L. Romanello, Karen Holtgrefe
Teaching For Cultural Competence In Non-Diverse Environments, Mary L. Romanello, Karen Holtgrefe
Internet Journal of Allied Health Sciences and Practice
Purpose: The purpose of this paper is to present teaching strategies to enhance students’ cultural competence in non-diverse educational settings. Methods: Utilizing Purnell’s cultural competence model and Lattanzi’s cultural ladder the authors describe teaching strategies used to promote students’ understanding of the complex nature of culture and how the multiple layers of culture influence the healthcare professional-client relationship. Teaching strategies and subsequent student reflections are presented. Results: Students adjusted client interventions and plans of care when confronted with various cultural characteristics of their clients. Integrating cultural issues in non-diverse academic settings challenges faculty to create situations that include cultural differences. …
Emotional-Social Intelligence Of Physical Therapy Students During The Initial Academic Component Of Their First Professional Year, Helene Larin, Jean Wessel, Renee Williams
Emotional-Social Intelligence Of Physical Therapy Students During The Initial Academic Component Of Their First Professional Year, Helene Larin, Jean Wessel, Renee Williams
Internet Journal of Allied Health Sciences and Practice
Purpose: To describe and compare the development of emotional-social intelligence (ESI) of physical therapy students from a traditional education program and a problem-based learning (PBL) program during the initial academic component of their first professional year of studies. Methods: At the beginning of their first professional year (time 1), sixty students (39 from the traditional program, 21 from the PBL program) completed the Bar-On Emotional Quotient Inventory Short (EQ-i:S) for ESI. The EQ-i:S provides a total score and five subscale scores (Intrapersonal, Interpersonal, Stress Management, Adaptability, and General Mood). Higher scores mean higher levels of ESI. The students completed the …