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dc.contributorWichita State University. School of Nursingen_US
dc.contributor.authorSmith-Campbell, Bettyen_US
dc.date.accessioned2012-02-28T20:29:12Z
dc.date.available2012-02-28T20:29:12Z
dc.date.issued2005en_US
dc.identifier15839608en_US
dc.identifier0361603en_US
dc.identifier.citationJournal of allied health. 2005 Spring; 34(1): 56-62.en_US
dc.identifier.issn0090-7421en_US
dc.identifier.urihttp://www.ingentaconnect.com/content/asahp/jah/2005/00000034/00000001/art00011en_US
dc.identifier.urihttp://hdl.handle.net/10057/4560
dc.descriptionThe full text of this article is not available in SOAR. WSU users can access the article via commercial databases licensed by University Libraries: http://libcat.wichita.edu/vwebv/holdingsInfo?bibId=1328444. The URL of this article is: http://www.ingentaconnect.com/content/asahp/jah/2005/00000034/00000001/art00011.en_US
dc.description.abstractTo provide quality health care today, practitioners must be culturally competent. Funding sources, such as the federal government, recognize the need to prepare culturally competent clinicians. The mission of the National Health Service Corps (NHSC), a federal program, is to increase access to primary care services and reduce health disparities by assisting in the preparation of community-responsive, culturally competent primary care clinicians. This study evaluated an NHSC program that funded, in part, health professional students' educational programs. Following their participation in an NHSC-supported clinical experience, students were assessed on their cultural competence, perceptions of the poor, and intention of serving in an underserved community. Health professional students completed a survey before and after the clinical practicum. Participants included students who were studying to be physicians, physician assistants, social workers, and nurse practitioners. Results of the study found no change in students' cultural competence after their clinical practicum. Although they remained in the "culturally aware" stage, they were not considered either "culturally proficient" or "culturally competent." However, their attitudes toward those in poverty were more positive than in previous studies of health professionals. The greatest impact from the students' clinical experience was their increased intention to practice in an underserved community following their practicum. They found their experience with the underserved to be rewarding, challenging, and humbling. Documenting the influence that government-funded programs have on health professional students is extremely important in studies such as this.en_US
dc.format.extent56-62en_US
dc.language.isoengen_US
dc.publisherAssociation of Schools of Allied Health Professionsen_US
dc.relation.ispartofseriesJournal of Allied Healthen_US
dc.relation.ispartofseriesJ Allied Healthen_US
dc.sourceNLMen_US
dc.subjectResearch Support, Non-U.S. Gov'ten_US
dc.subject.meshAttitude of Health Personnelen_US
dc.subject.meshCultural Diversityen_US
dc.subject.meshHealth Services Accessibilityen_US
dc.subject.meshHumansen_US
dc.subject.meshMedically Underserved Areaen_US
dc.subject.meshPovertyen_US
dc.subject.meshProfessional Competenceen_US
dc.subject.meshStudents, Health Occupations/psychologyen_US
dc.subject.meshUnited Statesen_US
dc.titleA health professional students' cultural competence and attitudes toward the poor: the influence of a clinical practicum supported by the National Health Service Corpsen_US
dc.typeArticleen_US
dc.coverage.spacialUnited Statesen_US
dc.description.versionpeer revieweden_US
dc.rights.holderCopyright © ASAHPen_US


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