Change in Perception of Cultural Self-Efficacy Among Graduate Students in an Occupational Therapy Academic Program

Le résumé fourni par la source

Culturally responsive care is essential to improving healthcare access and outcomes; however, the extent to which occupational therapy students are prepared to deliver such care remains unclear.Experiential learning embedded within occupational therapy curricula, including fieldwork, is considered a key pathway for developing cultural self-efficacy.This quantitative study examined changes in cultural self-efficacy among graduate occupational therapy students across didactic and experiential learning experiences within a Master of Occupational Therapy program.Using the Multidisciplinary Healthcare Provider version of the Transcultural Self-Efficacy Tool, perceived self-efficacy across the cognitive, practical, and affective domains was assessed across three cohort-based administration periods aligned with three Level I fieldwork rotations.Participants included graduate occupational therapy students at a Midwestern Catholic university.Kruskal-Wallis and post hoc Mann-Whitney U tests revealed statistically significant increases in cognitive and practical self-efficacy across cohorts (p < .0001).No statistically significant changes were observed in the affective domain.Findings suggest that curricular progression supports growth in cultural knowledge and applied skills, while highlighting the need for intentional strategies to promote affective domain development.

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