Developing cultural competence among credentialed nutrition and dietetics practitioners is critical to move toward eliminating disparities in health care. Despite emphasis put forth on culturally competent care by credentialed nutrition and dietetics practitioners, the types, methods, and outcomes of cultural competency training are lacking or inconsistent. In this narrative review, we evaluated studies detailing cultural competency training for content, modes of delivery, and learner outcomes. Main inclusion criteria were students in dietetics or credentialed nutrition and dietetics practitioners engaging in an educational intervention. Exclusion criteria were studies published before 2000 and not published in the English language. Ten studies were reviewed from four health science databases. Our aims were to quantify the literature on cultural competence training in dietetics education and describe the interventions to identify gaps within the field; thus, a quality assessment tool was not utilized. Data were extracted on learner type, number of participants, curriculum content, intervention type, learning outcomes, and outcome evaluation tool. Most studies employed interprofessional education (n=7) and/or service learning (n=6) as interventions types. Quantitative evaluation of learners in the studies reviewed indicated increased knowledge and skill (statistically significant; n=2), whereas qualitative evaluation of learners indicated themes, including curriculum satisfaction, gains in competence, and comfort working with diverse people. Methods of evaluation and delivery were inconsistent, making it difficult to draw larger conclusions about cultural competency training in dietetics. Cultural competence creates opportunities for growth and development of health professionals to serve diverse communities and work environments; future work should include standardizing evaluations of training, specifically to include both qualitative and quantitative methods.

中文翻译：

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饮食教育中的文化能力培训和评估方法：叙述性评论

在有资质的营养和饮食从业者中培养文化能力对于消除医疗保健方面的差异至关重要。尽管有资质的营养和饮食从业者强调文化能力的护理，但文化能力培训的类型、方法和结果缺乏或不一致。在这篇叙述性评论中，我们评估了详细介绍文化能力培训内容、交付方式和学习者成果的研究。主要纳入标准是营养学专业的学生或从事教育干预的有资格的营养学和营养学从业者。排除标准是 2000 年之前发表且未以英文发表的研究。从四个健康科学数据库中审查了十项研究。我们的目标是量化营养学教育中关于文化能力培训的文献，并描述识别该领域差距的干预措施；因此，没有使用质量评估工具。提取关于学习者类型、参与者数量、课程内容、干预类型、学习成果和成果评估工具的数据。大多数研究采用跨专业教育（n=7）和/或服务学习（n=6）作为干预类型。在所审查的研究中，对学习者的定量评估表明知识和技能有所增加（统计显着；n=2），而对学习者的定性评估表明了主题，包括课程满意度、能力的提高以及与不同人合作的舒适度。评估和交付方法不一致，使得很难对营养学的文化能力培训得出更大的结论。文化能力为卫生专业人员的成长和发展创造机会，为不同的社区和工作环境服务；未来的工作应包括培训评估的标准化，特别是包括定性和定量方法。