Long-Term Impact of International Service Learning: Cultural Competence Revisited
As cultural diversity continues to rise globally, there is an evident need for culturally competent care, especially within the client-centered field of occupational therapy. Previous research has shown that occupational therapy doctoral (OTD) students who participated in international service-learn...
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Eastern Kentucky University
2020-01-01
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Online Access: | https://doi.org/10.26681/jote.2020.040109 |
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doaj-5a1b9ce0588b407e99bcc55bbef2bde12020-11-25T01:36:01ZengEastern Kentucky UniversityJournal of Occupational Therapy Education2573-13782573-13782020-01-014110.26681/jote.2020.040109Long-Term Impact of International Service Learning: Cultural Competence RevisitedNathan Short0Heather Y.Z. St. Peters1Thomas Almonroeder2Grace Bolomope3Kelli Daller4Kayla Deaton5Madeline Kreill6Huntington UniversityHuntington UniversityUniversity of Wisconsin-La CrosseHuntington UniversityHuntington UniversityHuntington UniversityHuntington UniversityAs cultural diversity continues to rise globally, there is an evident need for culturally competent care, especially within the client-centered field of occupational therapy. Previous research has shown that occupational therapy doctoral (OTD) students who participated in international service-learning demonstrated an immediate positive impact on their cultural competence. The current study revisits these same doctoral students to examine the long-term impact of international service-learning experiences at six-month, one-year, two-year, and three-year intervals following the initial experience. The researchers conducted a mixed methods study with a pre-test post-test design, utilizing the Cultural Intelligence Scale (CQS), as well as qualitative responses in the form of written reflection. Results emphasized the significant short-term impact on the CQS, with the entire sample (<em>N=</em>40) demonstrating statistically significant results immediately after the experience on all four factors: metacognition, cognition, motivational, and behavioral. Metacognition demonstrated significant long-term impact at the three-year and one-year intervals. Other factors of the CQS remained above baseline levels, however, were not statistically significant. It appears international service-learning has an immediate impact but does “decay” over time, encouraging additional experience to solidify change. Implications and limitations are presented.https://doi.org/10.26681/jote.2020.040109cultural competencepedagogyservice learning |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Nathan Short Heather Y.Z. St. Peters Thomas Almonroeder Grace Bolomope Kelli Daller Kayla Deaton Madeline Kreill |
spellingShingle |
Nathan Short Heather Y.Z. St. Peters Thomas Almonroeder Grace Bolomope Kelli Daller Kayla Deaton Madeline Kreill Long-Term Impact of International Service Learning: Cultural Competence Revisited Journal of Occupational Therapy Education cultural competence pedagogy service learning |
author_facet |
Nathan Short Heather Y.Z. St. Peters Thomas Almonroeder Grace Bolomope Kelli Daller Kayla Deaton Madeline Kreill |
author_sort |
Nathan Short |
title |
Long-Term Impact of International Service Learning: Cultural Competence Revisited |
title_short |
Long-Term Impact of International Service Learning: Cultural Competence Revisited |
title_full |
Long-Term Impact of International Service Learning: Cultural Competence Revisited |
title_fullStr |
Long-Term Impact of International Service Learning: Cultural Competence Revisited |
title_full_unstemmed |
Long-Term Impact of International Service Learning: Cultural Competence Revisited |
title_sort |
long-term impact of international service learning: cultural competence revisited |
publisher |
Eastern Kentucky University |
series |
Journal of Occupational Therapy Education |
issn |
2573-1378 2573-1378 |
publishDate |
2020-01-01 |
description |
As cultural diversity continues to rise globally, there is an evident need for culturally competent care, especially within the client-centered field of occupational therapy. Previous research has shown that occupational therapy doctoral (OTD) students who participated in international service-learning demonstrated an immediate positive impact on their cultural competence. The current study revisits these same doctoral students to examine the long-term impact of international service-learning experiences at six-month, one-year, two-year, and three-year intervals following the initial experience. The researchers conducted a mixed methods study with a pre-test post-test design, utilizing the Cultural Intelligence Scale (CQS), as well as qualitative responses in the form of written reflection. Results emphasized the significant short-term impact on the CQS, with the entire sample (<em>N=</em>40) demonstrating statistically significant results immediately after the experience on all four factors: metacognition, cognition, motivational, and behavioral. Metacognition demonstrated significant long-term impact at the three-year and one-year intervals. Other factors of the CQS remained above baseline levels, however, were not statistically significant. It appears international service-learning has an immediate impact but does “decay” over time, encouraging additional experience to solidify change. Implications and limitations are presented. |
topic |
cultural competence pedagogy service learning |
url |
https://doi.org/10.26681/jote.2020.040109 |
work_keys_str_mv |
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