Introduction

Emphasis has been placed on health professionals' employment of social and behavioral skills to negotiate complex patient-clinician relationships. One example is a professional's ability to provide culturally appropriate care. This study evaluated the relationship between pharmacy students' cultural awareness, emotional intelligence, and their ability to engage in appropriate cross-cultural interactions as measured by a cultural competency scale.

Methods

A cross-sectional study was conducted in first-year pharmacy students using three distinct survey instruments to measure cultural awareness, emotional intelligence, and cultural competence. Demographic characteristics assessed included gender, race, ethnicity, and previous cultural competency training. Descriptive statistics were used to characterize performance on each survey instrument. Pearson's correlation was used to evaluate the statistical significance of associations observed between the variables measured within the study.

Results

Forty-four students responded, of which 34% had previous cultural competency training. No statistically significant associations were observed between overall cultural competence, emotional intelligence, or cultural awareness. The self-cultural scale (part of the cultural awareness scale) was significantly related to higher overall emotional intelligence scores (P = .02). Previous cultural competency training was associated with significantly higher scores on the cultural competence scale (P = .004). Previous cultural competency training was also associated with enhanced ability to perceive one's own emotions as measured by the emotional intelligence scale (P = .02).

Conclusions

Previous exposure to cultural competency training impacts cultural competence scores most significantly.

中文翻译：

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学生情商、文化能力与文化意识的关系

介绍

重点放在卫生专业人员使用社会和行为技能来协商复杂的患者-临床医生关系上。一个例子是专业人员提供文化上适当的护理的能力。本研究评估了药学学生的文化意识、情商与他们进行适当的跨文化互动的能力之间的关系，这些能力以文化能力量表衡量。

方法

使用三种不同的调查工具对一年级药学学生进行横断面研究，以衡量文化意识、情商和文化能力。评估的人口特征包括性别、种族、民族和以前的文化能力培训。描述性统计用于描述每个调查工具的性能。Pearson 相关性用于评估研究中测量的变量之间观察到的关联的统计显着性。

结果

44 名学生回答，其中 34% 之前接受过文化能力培训。在整体文化能力、情商或文化意识之间没有观察到统计学上的显着关联。自我文化量表（文化意识量表的一部分）与较高的整体情商得分显着相关（P = .02）。先前的文化能力培训与文化能力量表的得分显着较高相关 ( P = .004)。以前的文化能力培训也与通过情商量表衡量的增强感知自己情绪的能力有关 ( P = .02)。

结论

以前接受过文化能力培训对文化能力得分的影响最为显着。