Culturally responsive care in occupational therapy: an entry-level educational model embedded in service-learning

Area of Science:

• Occupational Therapy Education
• Cultural Competency in Healthcare
• Service-Learning Models

Background:

• The need for culturally responsive care in occupational therapy is increasing due to diverse patient populations.
• Existing educational models may not adequately prepare occupational therapy students for cross-cultural encounters.
• Service-learning offers a practical approach to developing cultural responsiveness.

Purpose of the Study:

• To design an entry-level educational model of culturally responsive care in occupational therapy embedded in service-learning (CRCOT-SL).
• To ensure the model is perceived as clear, relevant, evidence-based, and useful by occupational therapy educators.
• To guide occupational therapy educators in teaching students to foster occupational participation and social inclusion in cross-cultural contexts.

Main Methods:

• Model design involved defining key areas and components, and articulating the service-learning process.
• A formative evaluation was conducted using surveys with 30 occupational therapy educators.
• Feedback was collected on the model's clarity, relevance, evidence-based constructs, and usefulness.

Main Results:

• 81.5% of participating occupational therapy educators perceived the CRCOT-SL model as clear, relevant, evidence-based, and useful.
• Minor modifications were made to the model based on educator feedback.
• The model's design and components were validated by the target audience.

Conclusions:

• The CRCOT-SL model is designed to meet the needs of diverse and multicultural practice environments.
• It addresses the future needs of a global community facing complex social, political, economic, and environmental challenges.
• The model aims to enhance students' ability to support occupational participation and social inclusion across cultures.