Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #111312

Carolyn M. Tucker, PhD, Tamika R. Bailey, MSEd, Jessica D. Jones, BS, Anca Mirsu-Paun, MS, Jacob Van den Berg, MS, and Lisa A. Ferdinand, MS. Department of Psychology, University of Florida, P.O. BOX 112250, University of Florida, Gainesville, FL 32611, 352-392-0601, ext 260, cmtucker@ufl.edu

Culturally sensitive and competent health care and community-partnered interventions are being called for as part of efforts to reduce health disparities in the U.S. Literature indicates that cultural competence in health care involves having culture-related knowledge, skills, experience, and awareness (Campinha-Bacote, 1994). Furthermore, cultural sensitivity involves communicating or evidencing that one has cultural competence in ways which make patients feel their culture is respected and which makes them feel comfortable with and trusting of the health care they receive (Tucker, 2003). Thus, cultural sensitivity encompasses cultural competence, though the former is patient-focused. Nonetheless, these terms are used interchangeably as it is often assumed that cultural competence implies cultural sensitivity. Accordingly, provider training to reduce health disparities has mainly focused on promoting cultural competence.

The present study's purpose was to determine whether cultural competence and cultural sensitivity are completely overlapping or different constructs. It was hypothesized that these constructs would have a significantly low correlation, which would indicate they are related but different constructs. A total of 93 providers from local community health clinics were administered self-assessment measures of perceived cultural competence and perceived cultural sensitivity. Analyses indicated that perceived cultural sensitivity was significantly correlated with only two [Staffing (r = -.464, p < .05) and Service Delivery and Practice (r = .585, p < .05)] of the eight subscales of the cultural competence measure. A major implication of this research is that provider training needs to include culturally sensitive, in addition to culturally competent, health care training to effectively reduce health disparities.

Learning Objectives: At the conclusion of the session, the participants in this session will be able to

• Define the characteristics of culturally sensitive and culturally competent health care.
• Articulate the differences between culturally sensitive and culturally competent health care.
• Cite research findings that justify the need for culturally sensitive health care training for providers.

Keywords: Cultural Competency, Professional Training

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.