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Cultural Competence Assessment Survey

CULTURAL COMPETENCE ASSESSMENT SURVEY 2

CulturalCompetence Assessment Survey

StudentName’s

CulturalCompetence Assessment Survey

Question1

Culturalcompetence is delineated as the capacity of working in a manner thatrespect and acknowledge behaviors that are founded on culturalpatterns in addition to cultural strength linked with individuals andethnic communication diverse from one’s cultures (Polit &amp Beck,2012). Cultural competence assessment survey is aimed at promotinglinguistic and cultural competence. Cultural competence issignificant in that it assists in preserving the dignity of families,individuals, as well as the community at large (Chamberlain, 2005).It is important for health care providers to be culturally competentconsidering that they deal with different people in a day-to-daybasis. The results of culturally competent medical institutionsencompass improved health outcomes, enhanced diagnostic accurateness,amplified loyalty to suggested treatment, besides being costeffective (Polit &amp Beck, 2012).

Byconsidering the current cultural competence assessment surveyprovided in Appendix 1, there are various things to consider. Forinstance, after taking the survey, a number of things were disclosedand were surprising based on the responses obtained. The survey had anumber of 20 questions. By taking the survey, it is certain that mostof the answers provided by the respondent were the “strongly agree”option. Such responses are surprising considering that an assessmentsurvey should be set in a manner that meets the needs andrequirements of the assessment. Such responses suggest that thequestions set for the assessment were not up to standard andtherefore, may be difficult in meeting the purported need. Besides,analyzing such response may be difficult for the researcher. As aresult, it is important to note that whilst generating questions foran assessment survey, they should be formulated in such a way thatdoes not lead to only one response. This is significant in improvingthe validity of the assessment (Moule, 2012).

Question2

Thereare certain questions which assisted in identifying an area requiringfurther development. These include question seven which talks ofdisregarding physical characteristics whilst interacting with otherpersons and whilst making decisions regarding ability and competence,question eight which talks of being culturally competent, questionnine which talks of being aware of the meaning of culturalcompetence, question ten which talks of knowing the meaning ofcultural proficiency, as well as question eleven which talks of beingculturally proficient. To my understanding, these questions do notadd any value to the current assessment on cultural competence. Thisis based on the reason that such questions are very direct and anyonecould choose the response which favors him or her. Other questionscould have be formulated which could have led to the conclusion ofthe aforementioned questions. With reference to this, such questionsshould be improved in order to enhance the validity of the study.

Question3

Evaluationis defined as the methodical determination of the significance, worthas well as merit of the subject (Potter, 2006). The aspect is guidedby principles administered by a set of values. The main aim ofevaluation entails enabling reflection and assisting in thecategorization of future modifications (House, 1978). In my view, thecurrent assessment tool is average. This is based on the variousissues identified regarding the formulation of the questions in whichsome requires some modifications. Besides, as aforementioned, theresponses obtained from the survey questions tend to lead to oneresponse only and this is not appropriate for such a test.

Question4

Constructvalidity entails the extent to which an assessment survey measuresthat which it maintains or claims to measure (Messick, 1995).Construct validity is described in conjunction with other validitymeasures in the classical model including criterion validity andcontent validity. It is the suitability of deductions generatedfounded on measurements or observations and in particular ifassessment measures the projected construct. As put forth by thetheory of modern validity, construct validity is defined as theoverarching issue of validity studies that includes the entire kindsof validity substantiation (Messick, 1989). Construct are theconcepts which are intentionally generated by investigators with theintention of conceptualizing the dormant variable (Peter, 1981). Thisis deemed to be the foundation of scores on a particular measure inspite of the fact that it is not straightforwardly evident.

Thecurrent assessment tool is purported to measure cultural competenceamong the executive team and management. Based on my understanding oncultural validity, it is true to say that the assessment surveymeasured that which it was intended to measure. This is evidenced bythe manner in which the survey questions were constructed. Byobserving the questions, it is obvious that they touched on the topicof cultural competence in a health care institution. This position issupported by various questions in the assessment survey. Forinstance, question one which talks of displaying posters, pictures,as well as other materials mirroring the ethnic and culturalbackgrounds of patients and clients served, question three whichtalks of avoiding employing language which supports negativestereotypes, as well as question six which talks of assisting novelstaff members, encompassing people of different cultures, ages, aswell as sizes to consider themselves welcomed as well as accepted.

Accordingto Drew and Rosenthal (2003), construct validity scrutinizes thequery on whether the measure acts like the model articulates ameasure of such construct must act. As put forth by Kane (2006),construct validity is significant to the identified general validityof the assessment survey. It is believed to be especially essentialin various fields including psychology, language studies, socialsciences, and psychometrics amongst others.

Question5

Inorder to ensure that the assessment tool measures that which it isintended to measure, it is significant to make some modifications onthe questions asked. In spite of the fact that some questions werewell formulated, others were not up to standard and thus, somemodification is significant. As aforementioned in question two, thereare various questions which assisted the researcher in identifyingthe areas requiring further development. These encompassed questionsseven, eight, nine, ten, and eleven. It can be said that the phrasingof these questions was not up to standard and there are otherquestions which could have been formulated to know for instancewhether someone is culturally competent of culturally proficient. Itgoes without saying that you cannot know whether one is culturallycompetent or proficient by just asking the direct question. Otherobservations require to be made before making conclusions on thesame. Furthermore, the questions should be modified in such as waythat not only one response is obtained throughout the assessment. Bydoing so, this could enhance the validity of the assessment.

References

Polit,D. F. &amp Beck, C. T. (2012). NursingResearch: Generating and Assessing Evidence for Nursing Practice,(9th ed.). Philadelphia: Lippincott Williams &amp Wilkins.

Messick,S. (1989). Validity:Educational Measurement(3rd ed.). New York: American Council on Education/Macmillan.

Messick,S. (1995). Standards of validity and the validity of standards inperformance assessment. EducationalMeasurement: Issues and Practice,14 (4,): 5–8.

Drew,W. &amp Rosenthal, R. (2003). Quantifying construct validity: Twosimple measures. Journalof Personality and Social Psychology84(3): 608-618.

Peter,J. P. (1981). Construct validity: a review of basic issues andmarketing practices. Journalof Marketing Research,133-145.

Potter,C. (2006). Psychology and the art of program evaluation. SouthAfrican journal of psychology 36(1): 82–102.

House,E. R. (1978). Assumptions underlying evaluation models. EducationalResearcher. 7(3), 4-12.

Chamberlain,S. P. (2005). Recognizing and responding to cultural differences inthe education of culturally and linguistically diverse learners.Interventionin School &amp Clinic,40(4), 195-211.

Moule,J. (2012). CulturalCompetence: A primer for educators.New York: Cengage.

Kane,M. T. (2006). Validation.Educational measurement, 4: 17–64.