物理治疗师对毕业后参与文化能力实践的准备程度的看法:一种定性研究研究
1Emily Schubbe is the assistant professor in the Department of Physical Therapy, Herbert H. and Grace A. Dow College of Health Professions at the Central Michigan University, 1280 East Campus Drive, Health Professions Building #1234, Mount Pleasant, MI 48858 (schub3e@cmich.edu). Please address all correspondence to Emily Schubbe.
物理治疗师 (PT) 教育需要改善文化能力培训. 临床经验和实践学习比目前的课程更有影响力,用于培养具有文化能力的物理治疗师 (PT).
科学领域:
- 物理治疗教育教育 物理治疗教育
- 医疗保健中的文化能力.
- 健康 公平 卫生 公平
背景情况:
- 物理治疗 (DPT) 博士的入门级毕业生与美国人口相比缺乏人口多样性.
- 目前的DPT课程可能没有充分准备物理治疗师 (PTs) 具有文化能力的实践.
- 关于实践培训师对文化能力教育有效性的看法的研究有限.
研究的目的:
- 检查新手/高级初学者和经验丰富的PTs在接受培训后感觉如何准备好提供具有文化能力的护理.
- 为了比较不同文化能力教育方法的有效性,PTs.
- 为了告知DPT文化能力课程标准的潜在修订.
主要方法:
- 进行了一项定性,现象学研究.
- 13名执照的物理治疗师参加了半结构化采访.
- 数据使用常量比较方法进行分析.
主要成果:
- 临床实践和生活经验显著影响了PTs对准备的看法.
- 参与者提出了改善文化能力课程的建议.
- 经验式学习被高度重视,被视为发展文化能力实践的关键.
结论:
- DPT计划应该在课程的早期整合多样化的患者暴露,社区外展和互动学习.
- 结合各种社会,文化和种族群体的经验,可以提高人们对准备的感知.
- 临床教师对发展DPT学生的文化能力的影响需要进一步研究.
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