240448 Organizational cultural competence in post-secondary health-related academic units

Monday, October 31, 2011: 11:24 AM

Laura Dotson, MS-MPH , Health Research and Education Center, Samueli Institute, Alexandria, VA
Paul Campbell Erwin, MD, MPH , Professor and Director, Department of Public Health, University of Tennessee, Knoxville, TN
Betsy Haughton, EdD, RD, LDN , Nutrition, University of Tenessee, Knoxville, Knoxville, TN
     
Objective: To test essential domains for organizational cultural competence of post-secondary health-related academic units. Methods: A web-based survey was developed based on a previous model for organizational competence, which included 12 domains and 74 criteria statements. The survey hyperlink was distributed via 4 emails to 704 administrators and tenured/tenure-track faculty in accredited or member programs in counseling psychology, family medicine, nursing, nutrition, and public health. Respondents rated how essential each criteria statement was for organizational cultural competence using a 7-point Likert-like scale. Demographic and work characteristics, and organizational cultural competence experience were assessed. Principal Component Analysis with VARIMAX rotation was performed to identify factors with highly correlated items (0.500). Final factors were named based on their respective common themes. MANOVA with follow-up tests was used to determine if factor score ratings differed for demographic characteristics, work characteristics, and organizational cultural competence experience. Results: Over 19% (n=135) responded; responses were highest from public health (34.7%), nursing (24.8%), and nutrition (22.8%) programs. Most respondents were professors (44.6%), female (68.3%), white (79.2%), non-Hispanic (94.6%), and averaged 14.7 years in a tenured/tenured-track position. Most had organizational experience with diversity planning (67.3%) and curricular assessment of cultural competence (60.4%). Four essential domains with 63 criteria statements were determined: Organizational Accountability, Stakeholder Diversity, Access, and Communications. Respondents with experience assessing cultural competence of curricula rated the Communications domain more essential than those who did not. Conclusion: Study results provide initial construct validity of a model for organizational cultural competence of post-secondary health-related academic units.

Learning Areas:
Diversity and culture
Public health or related organizational policy, standards, or other guidelines
Systems thinking models (conceptual and theoretical models), applications related to public health

Learning Objectives:
Analyze essential domains for organizational cultural competence of post-secondary health-related academic units.

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have MS-MPH from the University of Tennessee, Knoxville (2010); Research Associate, Health Research and Education Center at Samueli Institute (Present) working on the organizational cultural competence in post secondary health related academic units and how important it is to make material very cultural specific and sensitive.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

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