| Create
a structure |
Convene
a work group with the sole purpose of determining how
core concepts relating to cultural and linguistic competency
can be integrated into all aspects of the MCH training
program.
This
group will serve as the primary body for conceptualizing,
planning, and framing the way in which this integration
takes place. The work group membership should be diverse
and should include such key stakeholders as faculty,
staff, students, and community partners.
|
| Clarify
values and philosophy |
Each
MCH training program will need to establish its own philosophy
and values of cultural and linguistic competence.
This
approach is essential for creating a shared vision
among faculty and staff to guide all efforts in this
area.
|
| Develop
a logic model for cultural and linguistic competence |
| For
Additional Information |
|
|
There
are numerous concepts and definitions for cultural
and linguistic competence (see Conceptual
Frameworks/Models, Guiding Values and Principles developed
by the NCCC).
Reach
consensus on a definition or framework for cultural
competence and linguistic competence within the context
of the MCH training program and/or department.
The
term logic model refers to a visual schematic that
summarizes the relationship between the resources,
activities, and outcomes of a culturally and linguistically
competent system of care (Santiago, 2003).
|
| Adapt
or create curricula |
The
logic model and framework should be used to guide the adaptation
or creation of curricula that infuse content on principles,
values, and practices of cultural and linguistic competence
that have been determined by the work group. |
| Determine
faculty and staff development needs and interests |
Conduct
an initial assessment of faculty and staff to determine
what they perceive as their training or professional
development needs and interests related to cultural and
linguistic competence.
The
assessment should query faculty and staff on the preferred
methods, approaches, and formats for increasing awareness
and acquiring new skills and areas of knowledge. Such
an assessment should be repeated periodically as the
group acquires knowledge and skills. Ensure that resources
are budgeted to support this effort.
|
| Conduct
faculty and staff development |
Knowledge
of cultural and linguistic competence will vary among
faculty and staff. Assessment results should be used
to inform strategies for faculty and staff development.
Plan
and conduct ongoing faculty and staff development activities
based on individual needs and preferences. Careful
consideration should be given to the fact that faculty
and staff will have different levels of comfort with
this content area.
Appropriate
supports should be provided and may include:
- Provide
opportunities for faculty and staff to meet informally
to share opinions and engage in discussions;
- Create
a book club that is dedicated to exploring themes
and issues of culture, race, and ethnicity that are
often difficult or controversial to discuss solely
on an interpersonal level;
- Convene
facilitated sessions to address major issues or concerns;
and
- Offer
mediation and conflict resolution as warranted by
specific circumstances.
|
| Create
a refuge for sharing and learning |
It
is critical to provide a safe, non-judgmental forum to
explore honestly cultural considerations—their
own and those of the constituency groups they serve.
Creating
such a structure provides a much-needed venue to support
faculty, staff, and students in their journey toward
cultural and linguistic competence.
|
| Conduct
an evaluation |
Develop
an evaluation strategy that measures at a minimum:
- The
extent to which faculty and staff have increased
the incorporation of cultural and linguistic competence
into all aspects of the MCH training program
- The
extent to which students have increased awareness,
knowledge, and skills in cultural and linguistic
competence
- Student
perspectives on the effectiveness of the faculty
and training program in incorporating principles
and practices of cultural and linguistic competence
- The
extent to which key consumers benefit from the culturally
and linguistically competent approaches employed
by the MCH training program
|
