Cultural Competency and Identity: Exploring the Role and Impact of Cultural Competency Education on Personal and Professional Identity Among Undergraduate Nursing and Medical Students

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dc.contributor.advisorKawalilak, Colleen
dc.contributor.authorAntepim, Benedicta
dc.contributor.committeememberRoy, Sylvie
dc.contributor.committeememberWinchester, Ian
dc.date2022-02-14
dc.date.accessioned2022-01-18T16:02:33Z
dc.date.available2022-01-18T16:02:33Z
dc.date.issued2022-01-14
dc.description.abstractThere has been an effort by both healthcare and educational institutions over the last several decades to train students and professionals in cultural competency. Previous research assessing these interventions have found that many programs do result in a moderate or significant increase in measures of cultural competency. These studies tend to evaluate outcomes through assessing factors such as cultural knowledge, attitude, and skills, with very few additions to the literature that expand or refocus assessment to understand the meaning and impact of this education on learners. This research aimed to explore the role and impact of cultural competencies on personal identity, professional identity, and future practice. Using qualitative description as the driving methodology, nine senior undergraduate medical and nursing students participated in semi-structured interviews. The interviews were analyzed using thematic analysis. The findings demonstrated that personal identity and lived experiences are motivating factors for students to engage in cultural competency. The impact of utilizing multiple learning contexts in developing cultural competencies was also a significant finding. From these findings emerged three key themes: the impact of lived experience, the role of stories and storytelling in cultural competency education, and how personal agency drives engagement in cultural competency. Educators and faculty leaders should strive to include learner and community voices in course development, standardize relevant clinical experience and prioritize cultural competency education within the curriculum.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39520
dc.identifier.urihttp://hdl.handle.net/1880/114305
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectMedical Educationen_US
dc.subjectNursing Educationen_US
dc.subjectCultural Competencyen_US
dc.subjectPersonal Identityen_US
dc.subjectPractice Intentionsen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.titleCultural Competency and Identity: Exploring the Role and Impact of Cultural Competency Education on Personal and Professional Identity Among Undergraduate Nursing and Medical Studentsen_US
dc.typemaster thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Arts (MA)en_US
ucalgary.item.requestcopytrueen_US
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