With the evolution of patient care worldwide nursing education has always been at the forefront of culture and health disparities studies in preparing there student for the real world. Numerous education modules on cultural diversity, cultural sensitivity and cultural competence have emerged within the field in which accredited programs have been able to choose and select from to mold their pupils. In hindsight most of the research related to cultural competence pointed back to Dr. Josepha Campinha-Bacote’s model of cultural competence in health care delivery. This model stresses how “cultural competence is an ongoing process” that healthcare provider should view themselves as not already being culturally competent rather striving to become
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Comparing ATEP’s to some of these other academia such as physical therapy and nursing it is evident that the curriculum for athletic trainers can continue to grow in efforts to help facilitate cultural competence among future clinicians. Some considerations I would suggest to CAATE and NATA is to mimic APTA and mandate that athletic training student get a formal training in culture and health disparities. Although this mandate will not guarantee that every future ATC will be culturally competent, it will help profession create the environment that is needed to help create competent ATC’s. It is without doubt that ATC’s have been known to work in many diverse settings that range from the professional sports, military, to high school athletes and performing arts which provide diverse patients within themselves. It is to the knowledge of this author that very few if not any ATEP’s offer study abroad clinical experiences like some physical therapy programs do. If a program in unable to do a study abroad clinical experience due to lack for resources (financially, contact, or any other mean) then possibly incorporating the Explanatory Models Approach into the curriculum may be an option. According to authors Kleinman and Benson (2006), they discuss the concept behind the Explanatory Model Approach as an interview technique that is taught widely in American medical schools. This interview technique focuses on …show more content…
Typically ten out of the fifty CEU’s required must be Evidence Base Practice (EBP) courses (BOC, n.d.). It is the recommendation of this another recommend that the BOC in similar fashion make a requirement for ATC’s partake in some cultural competence training. This will force those ATC’s who have for years since been practicing outside the academia a chance to be exposed to diverse cultures. This may be done in webinars, conference meeting, or at home case
Comparing ATEP’s to some of these other academia such as physical therapy and nursing it is evident that the curriculum for athletic trainers can continue to grow in efforts to help facilitate cultural competence among future clinicians. Some considerations I would suggest to CAATE and NATA is to mimic APTA and mandate that athletic training student get a formal training in culture and health disparities. Although this mandate will not guarantee that every future ATC will be culturally competent, it will help profession create the environment that is needed to help create competent ATC’s. It is without doubt that ATC’s have been known to work in many diverse settings that range from the professional sports, military, to high school athletes and performing arts which provide diverse patients within themselves. It is to the knowledge of this author that very few if not any ATEP’s offer study abroad clinical experiences like some physical therapy programs do. If a program in unable to do a study abroad clinical experience due to lack for resources (financially, contact, or any other mean) then possibly incorporating the Explanatory Models Approach into the curriculum may be an option. According to authors Kleinman and Benson (2006), they discuss the concept behind the Explanatory Model Approach as an interview technique that is taught widely in American medical schools. This interview technique focuses on …show more content…
Typically ten out of the fifty CEU’s required must be Evidence Base Practice (EBP) courses (BOC, n.d.). It is the recommendation of this another recommend that the BOC in similar fashion make a requirement for ATC’s partake in some cultural competence training. This will force those ATC’s who have for years since been practicing outside the academia a chance to be exposed to diverse cultures. This may be done in webinars, conference meeting, or at home case