{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/9248"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/9248","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Cultural competency in respiratory care education programs","abstract":"The education of future health care workers must include interpersonal skills as well as technical expertise. Cultural competency is one of those skills. The purpose of this study was to explore Respiratory Care Education Program's (RCEPs) integration of cultural competency in its curriculum. The population was all Associate's and Bachelor's degree respiratory care programs in the United States as listed on the website of the Committee for Accreditation of Respiratory Care. All 324 programs were surveyed with 160 valid surveys returned for a response rate of 49%. An 11-item Cultural Competency Education Inventory was developed by the investigator to determine Cultural Competency Level (CC Level) of each program as well as demographic data on type of degree offered, geographic setting and geographic region. The difference between program's CC Level by demographic data was determined and no statistically significant differences were found. Additionally, it was found that 91% of the programs responding include at least one cultural competency component in their curriculum. The most common areas of inclusion are patient care, communication, general education, and clinical courses. Of those responding, 50% spent one to five hours on cultural competency and only 12% spent more than 15 hours. Fifty-four percent of the respondents perceived their cultural competency component to be moderately or very adequate. The majority of the program directors responding (52%) felt the clientele served by their clinical affiliates was moderately to very diverse and 62% felt their student body was moderately or very representative.","abstract_html":"The education of future health care workers must include interpersonal skills as well as technical expertise. Cultural competency is one of those skills. The purpose of this study was to explore Respiratory Care Education Program's (RCEPs) integration of cultural competency in its curriculum. The population was all Associate's and Bachelor's degree respiratory care programs in the United States as listed on the website of the Committee for Accreditation of Respiratory Care. All 324 programs were surveyed with 160 valid surveys returned for a response rate of 49%. An 11-item Cultural Competency Education Inventory was developed by the investigator to determine Cultural Competency Level (CC Level) of each program as well as demographic data on type of degree offered, geographic setting and geographic region. The difference between program's CC Level by demographic data was determined and no statistically significant differences were found. Additionally, it was found that 91% of the programs responding include at least one cultural competency component in their curriculum. The most common areas of inclusion are patient care, communication, general education, and clinical courses. Of those responding, 50% spent one to five hours on cultural competency and only 12% spent more than 15 hours. Fifty-four percent of the respondents perceived their cultural competency component to be moderately or very adequate. The majority of the program directors responding (52%) felt the clientele served by their clinical affiliates was moderately to very diverse and 62% felt their student body was moderately or very representative.","abstract_has_math":false,"creators":["Riehl, Gretchen K."],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Health Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Cramer, Barbara"],"committee_members":["Wiginton, Kristin","Ward, Susan"],"year":2002,"date_issued":"5/30/2002","date_published":"5/30/2002","updated_at":"2026-07-24T05:05:09Z","subjects":["Education","Cultural competency","Curricula","Respiratory care"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11274/9248","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Cramer, Barbara"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Wiginton, Kristin","Ward, Susan"]},{"key":"dc:creator","label":"Author","values":["Riehl, Gretchen K."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-03-03T16:55:15Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-03-03T16:55:15Z"]},{"key":"dc:date.issued","label":"Date","values":["5/30/2002"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Health Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Cultural competency","Curricula","Respiratory care"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11274/9248"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The education of future health care workers must include interpersonal skills as well as technical expertise. Cultural competency is one of those skills. The purpose of this study was to explore Respiratory Care Education Program's (RCEPs) integration of cultural competency in its curriculum. The population was all Associate's and Bachelor's degree respiratory care programs in the United States as listed on the website of the Committee for Accreditation of Respiratory Care. All 324 programs were surveyed with 160 valid surveys returned for a response rate of 49%. An 11-item Cultural Competency Education Inventory was developed by the investigator to determine Cultural Competency Level (CC Level) of each program as well as demographic data on type of degree offered, geographic setting and geographic region. The difference between program's CC Level by demographic data was determined and no statistically significant differences were found. Additionally, it was found that 91% of the programs responding include at least one cultural competency component in their curriculum. The most common areas of inclusion are patient care, communication, general education, and clinical courses. Of those responding, 50% spent one to five hours on cultural competency and only 12% spent more than 15 hours. Fifty-four percent of the respondents perceived their cultural competency component to be moderately or very adequate. The majority of the program directors responding (52%) felt the clientele served by their clinical affiliates was moderately to very diverse and 62% felt their student body was moderately or very representative."]},{"key":"dc:title","label":"Title","values":["Cultural competency in respiratory care education programs"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Cramer, Barbara"],"dc:contributor.committeemember":["Wiginton, Kristin","Ward, Susan"],"dc:creator":["Riehl, Gretchen K."],"dc:date.accessioned":["2018-03-03T16:55:15Z"],"dc:date.available":["2018-03-03T16:55:15Z"],"dc:date.issued":["5/30/2002"],"dc:description.abstract":["The education of future health care workers must include interpersonal skills as well as technical expertise. Cultural competency is one of those skills. The purpose of this study was to explore Respiratory Care Education Program's (RCEPs) integration of cultural competency in its curriculum. The population was all Associate's and Bachelor's degree respiratory care programs in the United States as listed on the website of the Committee for Accreditation of Respiratory Care. All 324 programs were surveyed with 160 valid surveys returned for a response rate of 49%. An 11-item Cultural Competency Education Inventory was developed by the investigator to determine Cultural Competency Level (CC Level) of each program as well as demographic data on type of degree offered, geographic setting and geographic region. The difference between program's CC Level by demographic data was determined and no statistically significant differences were found. Additionally, it was found that 91% of the programs responding include at least one cultural competency component in their curriculum. The most common areas of inclusion are patient care, communication, general education, and clinical courses. Of those responding, 50% spent one to five hours on cultural competency and only 12% spent more than 15 hours. Fifty-four percent of the respondents perceived their cultural competency component to be moderately or very adequate. The majority of the program directors responding (52%) felt the clientele served by their clinical affiliates was moderately to very diverse and 62% felt their student body was moderately or very representative."],"dc:identifier.uri":["http://hdl.handle.net/11274/9248"],"dc:language.iso":["en_US"],"dc:subject":["Education","Cultural competency","Curricula","Respiratory care"],"dc:title":["Cultural competency in respiratory care education programs"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Health Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:09Z"}