263485 Cultural competence experience enhances organizational cultural competence in health-related academic units

Sunday, October 28, 2012

Alviony Pangloli, MS, MPH , Department of Nutrition, University of Tennesse, Knoxville, Knoxville, TN
Betsy Haughton, EdD, RD, LDN , Nutrition, University of Tenessee, Knoxville, Knoxville, TN
Charles B. Hamilton, DrPH, MPH , MPH Program; Department of Public Health, University of Tennessee, Knoxville, TN
Objective: To describe how health-related post-secondary academic units are applying competencies towards organizational cultural competence maturity. Methods: Administrators from health-related academic units, categorized as community health and physical and mental health, identified how 63 criteria statements from the Dotson model were applied in their units using a 7-point Likert-like scale. Total scores (x±sd) of criteria statements across and within 4 domains were computed for overall cultural competence. Differences in mean total and domain scores were tested with analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA), respectively. Diversity planning, curriculum assessment, and student assessment for cultural competence (yes or planning/developing, and no/don't know) served as organizational cultural competence experience indicators. Organizational experience was further categorized: Yes = programs that do all three organizational cultural competence experience indicators; No = programs that do less. MANOVA tested for differences in domain scores by categorized organizational experience. Results: Based on a 20% response rate (n=85), overall cultural competence score was 286.1±48.6, or 76% of the maximum potential score. MANOVA for domain scores by categorized academic home was significant (p = 0.013). Overall cultural competence score and domain scores were significantly higher for units in the “Yes” organizational experience category (p = 0.005 and p = 0.028, respectively). Bonferroni post-hoc analysis revealed the units scored higher within the organizational accountability (p = 0.003) and communication domains (p = 0.004). Conclusion: Health-related academic units that engage in diversity planning, and curriculum and student assessments have higher levels of organizational cultural competence.

Learning Areas:
Diversity and culture
Public health or related organizational policy, standards, or other guidelines
Public health or related research

Learning Objectives:
Analyze health-related academic units' application of organizational cultural competence.

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am currently an MS-MPH graduate student completing thesis research on assessing organizational cultural competence of post-secondary health-related academic units.
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.