Cultural Competence And Evaluating Training

Running head: CULTURAL COMPETENCE AND EVALUATING TRAINING 1

Cultural Competence and Evaluating Training

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CULTURAL COMPETENCE AND EVALUATING TRAINING 2

Cultural Competence and Evaluating Training

A significant step for physical therapists in preparing to acquire cultural competence

training is to establish or develop effective understanding and communication skills. The clinical

encounters of a physical therapist entail a high level of cultural diversity because a given culture

has unique primary and secondary characteristics that one cannot change. Having good

communication skills and interpersonal relation will enable the physical therapists to relate

efficiently with the African American, Cape Verdean, and the Hispanic. During the cultural

competence drill or training, the communication skills will assist the physical therapists to

resonate easily with the cultures of the clients or patients.

Proficient communication and interpersonal skills are vital for a physical therapy

professional as he will be able to treat the diverse community effectively. There are often high

chances of lack of understanding and miscommunication between the practitioners and the

clients because of cultural differences. A therapist who is unable to communicate well with the

clients due to lingual differences may not meet the wellness and health needs of the patient hence

providing an ineffective service (Panzarella & Matteliano, 2016). Therefore, the fundamental

step of a physical therapist is to have proper understanding and communication skills in

preparation for a cultural competence training.

Importantly, there exist additional steps that the trainer should take to acquire feedback

from the participants. To get feedback from the physical therapists, the trainer should establish

the whole objective of conducting the training. The instructor needs to describe the intention of

conducting the training. For instance, the objective of the study is to enable the practitioners to

understand the diverse cultures of the clients. The goal of understating the various cultures will

influence the participants to ask any question related to any culture that they do not understand.

CULTURAL COMPETENCE AND EVALUATING TRAINING 3

The trainer will quickly acquire feedback from the clients if they know or do not understand the

objective of the training. The aim of providing quality care to the clients is another way that the

trainer can acquire feedback. The participants can enquire how to be competent in service

delivery and discuss what they have learned from the study. The next step of obtaining feedback

from the participants involves issuing a summary or overview of cultural competence

importance. An overview of the importance of cultural competence will enable the trainer to

know if the participants have fully understood the issue. For example, the participants would

acknowledge the significance of cultural competence and fail to ask any further questions (Rose,

2011).

However, there is a likelihood of the participants to be inquisitive if they do not

understand the importance of cultural competence. Discussion of ethnic and racial differences in

health care in Boston would also enable the trainer to acquire feedback from the participants.

Further, the trainer should define the terminologies relevant to cultural competence. Some of

these terminologies may include ethnicity, cultural sensitivity, linguistic competence,

stereotyping, among others. Physical therapists will conform to the trainer if they understand the

terminologies. Therefore, it is important for instructors to make participants acknowledge the

influence of culture in service delivery hence getting relevant feedbacks from the physical

therapists.

Evaluating training programs play important roles for health professionals. Training

programs boost the performance of the health practitioners. Physical therapists can perform their

jobs effectively because they understand the scope of their practice and any challenges (Rose,

2013). They can know the safety practices and procedures for delivering health care to clients.

That prevents them from having minor injuries and work complications in the diverse

CULTURAL COMPETENCE AND EVALUATING TRAINING 4

community. Training programs also enhance the confidence of the health professionals as they

have a holistic understanding of the healthcare service delivery. The confidence makes the

practitioners perform effectively and generate better ideas that are essential to patient recovery.

The training programs improve the productivity and morale of the clinicians. They can

comfortably undertake their duties without constraint because they understand the context of the

work operations. Importantly, training programs reduce costs or expenses associated with the

losses from poor performance.

Next, evaluating training programs increase the cultural knowledge of health

professionals. Practitioners can easily and efficiently work with client from diverse backgrounds

or cultures. The evaluating training makes the practitioners have more knowledge of the

sociocultural contexts of the clients or patients. They can acquire the sociocultural information of

their clients that will enable them to provide an appropriate care and know what questions to ask.

The training enables the clinicians to understand the ethnographic composition of the community

and the beliefs and behaviors of the patients. Besides, the evaluating training programs allow

health professionals acclimate to diversity. Physical therapists can easily develop interventions

and examination techniques, which makes clients more contented. The evaluating training

programs make health professionals to know the vital needs of the patients hence focusing on the

core areas of service care. Therefore, health professionals can provide care efficiently and

effectively to clients of diverse cultural background without fear of lack of knowledge or

incompetence.

CULTURAL COMPETENCE AND EVALUATING TRAINING 5

References

Panzarella, K.J. & Matteliano, M.A. (2016). A Guide to Cultural Competence in the Curriculum:

Physical Therapy. October 20, 2016.

http://cirrie.buffalo.edu/culture/curriculum/guides/pt.pdf

Rose, P. R. (2011). Cultural competency for health administration and public health. Sudbury,

Mass: Jones and Bartlett.

Rose, P. R. (2013). Cultural competency for the health professional. Burlington, MA: Jones &

Bartlett Learning.

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