Cultural competence: experience and perceptions of occupational therapy students

Globalisation and enlargement of the European Union, and an increase in ethnic minority communities, refugees, economic migrants and asylum seekers, have changed the context of mental health delivery. Black and minority ethnic groups have increased vulnerability towards experiencing mental health problems due to traumatic life events, the asylum process and social exclusion (Office of the Deputy Prime Minister 2004). These changing contexts mean that it is crucial for staff to be culturally competent; however, research shows that cultural needs are not always fully addressed (Kirsh et al 2006, College of Occupational Therapists 2006).Qualitative research was carried out with a sample of 12 occupational therapy students from one UK university using in-depth interviews to explore their understanding of culture and cultural competence from mental health placements and university. Ethical issues such as gaining informed consent, maintaining confidentiality and provision of follow-up support were addressed. Culture was commonly viewed as static and concerning visible differences. Gaps were highlighted between recognition of practice which did not meet cultural needs and knowing how to respond to this. Findings highlight the need for approaches which enable students to explore culture broadly, bridge the theory practice gap and explicitly identify cultural competence as part of lifelong learning rather than an end point. As occupational therapists will work with service users from diverse cultural backgrounds, it is essential to develop cultural awareness, sensitivity and competence to enable clients and communities to engage with services and participate in meaningful occupations which promote their wellbeing