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Identifying key elements of cultural competence to incorporate into a New Zealand undergraduate pharmacy curriculum

Trudi Aspden, Rachael Butler, Friederike Heinrich, Matire Harwood, Janie Sheridan

Abstract

Background: Culturally competent practice is now mandatory for New Zealand (NZ) pharmacists.

Aims: This research sought the opinions of those with expertise in different facets of cultural competence, to inform the content and teaching strategies for this subject within a pharmacy undergraduate programme in NZ.

Methods: An exploratory, qualitative study design analysing the transcriptions of nineteen audio-recorded, semi- structured interviews was used. Prior to the interviews, participants received a copy of the Revised Tool for Assessing Cultural Competence Training (TACCT-R).

Results: Seven main themes were identified: teaching challenges; curriculum content; content positioning; teaching delivery; teaching staff; assessment of student learning; and positioning Māori (the indigenous peoples of NZ) health in cultural competence. Challenges included the topic broadness and sensitivity. With modifications, the TACCT-R was found to have a scope relevant to the NZ pharmacy environment.

Conclusions: The findings reveal similarities with previous research but also tensions including the place of Hauora Māori and cultural experiences. 


Keywords

Cultural competence, New Zealand, pharmacy, qualitative, TACCT-R


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