Agents of Social Change: Developing intercultural competence through fieldwork

Background: Intercultural competence (ICC) is an essential skill for health care professionals. With an increasingly diverse global demographic, along with technology that allows high migration and contact, health care... [ view full abstract ]

Background:
Intercultural competence (ICC) is an essential skill for health care professionals. With an increasingly diverse global demographic, along with technology that allows high migration and contact, health care students and professionals must be equipped with the knowledge and skills to provide culturally sensitive, appropriate and effective care that meets the needs of all. As occupational therapists, we have a responsibility to address the diverse range of needs and client preferences in regards to occupational justice.

Method:
Students do not gain ICC from merely learning foreign languages or being exposed to cultures(1). Guided reflection develops meaning from observations and interactions in order to increase ICC.

Results:
This presentation discusses the processes used to develop an international cultural experience, collaborate with different cultures, and assess learning through qualitative and quantitative data.

Conclusion:
Eight students from a master’s level occupational therapy program in the United States used reflective journaling throughout a 10-day international level 1C fieldwork experience at Diphetogo Preschool in South Africa.

Application to Practice:
Reflective writing in coursework allows the students to critically reflect on the experience and its relationship to personal and professional growth while improving their self-awareness, critical thinking, problem solving, and leadership skills(2).

References
1. Liu, S. (2014) 'Becoming Intercultural: Exposure to Foreign Cultures and Intercultural Competence', China Media Research, 10(3), pp. 7-14.
2. Horton-Deutsch, S., & Sherwood, G. (2008) 'Reflection: An educational strategy to develop emotionally competent nurse leaders', Journal of Nursing Management, 16, pp. 946-954.