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Are athletic training students cultu...

Maurer-Starks, Suanne.

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Are athletic training students culturally competent?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Are athletic training students culturally competent?/
作者:	Maurer-Starks, Suanne.
面頁冊數:	117 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1657.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175709
ISBN:	0542147467

Are athletic training students culturally competent?
Maurer-Starks, Suanne.

Are athletic training students culturally competent? - 117 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1657.

Thesis (Ed.D.)--Columbia University Teachers College, 2005.

Athletic trainers today come into contact with students and athletes from various ethnic, religious, socioeconomic, and sexual orientation backgrounds. This research sought to identify the current level of cultural competence of undergraduate athletic training students in Commission on the Accreditation of Allied Health Education Programs (CAAHEP) - Accredited Athletic Training Programs in the Tri-State Area (New York, New Jersey, Connecticut). Cultural competence was identified by total IAPCC (Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals) scores.

ISBN: 0542147467Subjects--Topical Terms:

1017668
Education, Health.

Are athletic training students culturally competent?
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500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1657.
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520 $a Athletic trainers today come into contact with students and athletes from various ethnic, religious, socioeconomic, and sexual orientation backgrounds. This research sought to identify the current level of cultural competence of undergraduate athletic training students in Commission on the Accreditation of Allied Health Education Programs (CAAHEP) - Accredited Athletic Training Programs in the Tri-State Area (New York, New Jersey, Connecticut). Cultural competence was identified by total IAPCC (Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals) scores.
520 $a Correlations were conducted to determine relationships among total IAPCC and IAPCC subscales and descriptive statistics (means, standard deviations, ranges) were calculated. ANOVA and ANCOVA were conducted to determine differences in total IAPCC and IAPCC subscales by students' gender, age, minority status, having lived outside U.S., type of environment in which they grew up (heterogeneity and urbanicity), having minority faculty members teaching core athletic training classes, minority Approved Clinical Instructors, and minority Clinical Supervisors. An alpha level of .05 was used for all statistical tests and r was calculated as the effect size.
520 $a Significant findings conclude that students were culturally incompetent or culturally aware. No students received scores indicating culturally competent or culturally proficient; students raised in heterogeneous neighborhoods scored significantly higher on the total IAPCC; those with minority faculty members, minority Approved Clinical Instructors, and minority Clinical Supervisors scored significantly higher on the total IAPCC; male students scored significantly higher than female students. White male students scored significantly higher white female students; however, nonwhite female students scored significantly higher than nonwhite male students.
520 $a These findings suggest that athletic training educators should recruit students from heterogeneous neighborhoods as these students could act as mentors to other athletic training students by openly facilitating an awareness of diversity issues. Additionally, within the athletic department, they can facilitate an awareness of diversity issues specific to the athletic training population. Diverse faculty and program staff are strongly needed. In their daily interactions with athletic training students, this staff presence may result in making students more aware of individuals different from themselves. Staff can also correct students who express stereotypes and provide misinformation about individuals different from themselves.
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