文化响应性语音语言听力科学教育计划的基础意识形态,理论和设计:系统审查
Reem Khamis1, Jason Rosas1, Lori Caniano2
1Communication Sciences and Disorders, Long Island University, Brooklyn, NY.
American journal of speech-language pathology
|October 8, 2025
概括
语音语言听力科学 (SLHS) 的高等教育课程经常使用文化能力框架,但真正响应的护理提供者需要转向文化谦卑. 本综述综合了文化响应性SLHS教育的框架.
科学领域:
- 语音语言听觉科学 (SLHS) 是一个专业领域.
- 高等教育 高等教育
- 文化上的响应性
背景情况:
- 在美国,文化和语言多样化的人口正在增加.
- 有效的护理需要在文化和语言上接受培训的提供者.
- SLHS 课程对于培养这些必要的提供者技能至关重要.
研究的目的:
- 识别和合成指导高等教育计划设计的基础概念框架.
- 在SLHS中培养文化和语言敏感的护理提供者.
- 弥合当前教育实践与文化响应不断变化的标准之间的差距.
主要方法:
- 对28篇文章进行了系统审查.
- 在国际教育系统审查数据库注册的协议.
- 遵循系统审查和元分析 (PRISMA) 准则的首选报告项目.
主要成果:
- 在SLHS的文化教育计划中,主要利用文化能力框架.
- 审查了28篇文章,包括来自不同背景的1,027名参与者.
- 分析显示,文化能力是当前SLHS课程的主要理论支持.
结论:
- 教育框架必须整合文化谦卑和响应力,以实现真正的文化响应力.
- 许多SLHS课程仍然依赖于过时的文化能力模型,忽视自我反思和权力动态.
- 未来的研究应该集中在经验研究上,评估SLHS文化响应培训的有效性.
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