Examining Cultural Competence in Pediatric Hearing Loss Services: A Survey

Autor/inn/en	Grandpierre, Viviane; Nassrallah, Flora; Potter, Beth K.; Fitzpatrick, Elizabeth M.; Thomas, Roanne; Taylor, Jenn; Sikora, Lindsey
Titel	Examining Cultural Competence in Pediatric Hearing Loss Services: A Survey
Quelle	In: Deafness & Education International, 21 (2019) 4, S.174-194 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2019.1589075
Schlagwörter	Cultural Awareness; Health Services; Pediatrics; Hearing Impairments; Foreign Countries; Audiology; Minority Groups; Content Analysis; Barriers; Health Personnel; Clinical Diagnosis; Language Tests; Intervention; Cultural Differences; Allied Health Personnel; Speech Therapy; Canada + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Health service; Gesundheitsdienst; Gesundheitswesen; Klinische Sozialpädiatrie; Hearing impairment; Hörbehinderung; Ausland; Audiologie; Ethnische Minderheit; Inhaltsanalyse; Medizinisches Personal; Language test; Sprachtest; Kultureller Unterschied; Entwicklungsproximale Sprachtherapie; Logotherapie; Kanada
Abstract	Efforts to improve cultural competence in pediatric hearing loss services should be informed by evidence of how culture can affect services, yet there is a paucity of research in the field of audiology. The aim of this study was to gain insight into practitioners' experiences with offering early hearing loss services to minority culture families. Specifically, the objective was to examine possible barriers and facilitators to improving cultural competence in early hearing loss services by exploring the perspectives of the providers of care from across Canada. A survey, informed by our previous studies, was disseminated to practitioners providing hearing loss services. Responses to all survey questions were analyzed descriptively. Open-ended questions were analyzed with simple content analysis. Results indicate practitioners reported barriers at each stage of service delivery: during diagnoses, amplification discussions, language assessments, and interventions. Practitioners also described various strategies used to facilitate culturally competent care. Findings stemming from this study can be used to inform practitioners seeking to provide culturally competent care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01