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Census Bureau. Accessed Nov. Sex, Race, and Ethnic Diversity of U. Health Occupations , Rockville, MD; Accessed Oct. Association of Schools and Colleges of Optometry. Table 1.
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Click to enlarge. The case for increasing diversity in the healthcare workforce has been adequately documented by the U. Culture is not a singular attribute, but a composite of demographics, value systems and learned behaviors that can create multiple cultural identities.
According to Cross et al. A failure to recognize and address its relevance to health care can lead to a poor quality of care. Cultural beliefs, customs, values, attitudes, perspectives, expectations, preferences, experiences, assumptions, fears and practices across diverse populations help form and influence variations in health understanding and behavior.
Factors ranging from effective communication and engagement to issues of trust and compliance to decision-making and overall satisfaction can be positively or negatively impacted by the intercultural dynamics within the patient-provider encounter. Betancourt et al. The cultural competency discussion has never been more important than today as the healthcare professions look to redefine excellence in the context of a diverse and multicultural society.
In , the U. Department of Education as the accrediting authority for programs leading to the MD degree, established cultural competence standards in The school also offers cultural competence workshops on a variety of topics, such as cultural differences and mistrust, intercultural communication, diversity, health disparities and implicit bias.
In , the Association of Schools of Public Health set forth a baseline of skills in the domain of diversity and culture that MPH students should master prior to graduation. Figure 1. The participants explored mechanisms for implementing the objectives and approaches outlined in the ASCO diversity road map.
The objective of the plan was to make diversity and multiculturalism core values within the academic culture of the ASCO schools and colleges of optometry. The plan also included a focus on increased student diversity, realizing that students at more diverse schools tend to have higher self-assessments of cultural competence and are better prepared to address the needs of a multicultural population.
Professional actors staged a series of theatrical sketches to illustrate the interpersonal faux pas from cultural blindness in a mock optometric office. The interactive sessions at the conference in Atlanta portrayed how certain conscious and unconscious actions could be influenced by cultural differences and how they might impact clinical care.
The proposal stressed the importance of a culturally competent optometric workforce in meeting the quality of care demands of a diverse society. The funding was split into two phases.
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Phase 1 funding supported the convening of a group of experts to develop the cultural competency curriculum model; phase 2 funding supported a training workshop on the cultural competency curriculum for faculty and administrators. The institute was designed to promote leadership and continuous improvement of cultural competence education in health professions institutions. It consisted of interactive exercises, clinical cases and vignettes that focused on the knowledge, attitudes, behaviors and skills necessary for integrating cultural competence education into the curricula of the health professions schools.
TACCT is a self-administered assessment tool that can be used to identify areas in the curriculum where aspects of culturally competent care are currently taught, as well as identify gaps where specific aspects of culturally competent care are missing from the curriculum. As a preliminary step in the process of developing a cultural competency curriculum model, the ASCO Diversity Task Force sought to educate and get early buy-in to its cultural competence initiative from key decision-makers at the schools and colleges of optometry and other constituencies within the optometric profession.
The presentation reinforced the curricular emphasis on culture — not race or ethnicity — as a quality-of-care issue. During the same year, the AOA Optometry Summit reinforced the call for cultural competence in clinical practice. For the next year the ASCO Diversity Task Force worked to develop a set of cultural competence education and training guidelines that could be integrated across the four-year curriculum of the ASCO institutions.
The task force convened a Cultural Competence Guidelines Work Group comprised of the task force chair and one other task force member, the ASCO student affairs director, and four invited outside members, including two optometry faculty members with curriculum expertise, an outside content expert from the University of California, San Francisco, and the Director of Professional Relations for the Walmart Optical Division.
The work group met for the first time in August, in a two-day workshop in Rockville, Maryland to: 1 define cultural competence in the context of comprehensive health care; and 2 identify key reasons why cultural competence training is essential to the optometric curriculum. The work group collected, reviewed, and assimilated best practices of cultural competence education into guidelines that would fit the needs of optometric education and practice. Office of Minority Health. The guidelines were based on models previously developed and tested by other health disciplines and designed with the objective of providing a curricular platform from which to better prepare optometric clinicians to address the eye and vision health needs of a multicultural and global community.
More specifically, the guidelines were designed to:.
Travel, lodging and meal expenses for the invitees were covered by the Walmart grant. Saskatchewan Polytechnic's Business human resources specialty provides the broad-based training you need to work in any sector. This human resources specialty is available on campus in Moose Jaw or through flexible learning options online and evening.
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You'll focus on in-depth training in the application of business management practices to employment situations, employee engagement, compensation and benefits, labour and employee relations, organizational effectiveness and behavior, recruitment and selection, training and development, and workplace wellness. In addition to lecture material, you'll participate in class assignments, role-playing, demonstrations, and simulations. The emphasis on learning by doing will help you translate theory into real-life skills. As a human resources student you have the option to spend a year taking three consecutive four-month paid co-operative education work terms.
Work terms not only let you develop your skills on the job, they provide an excellent introduction to potential employers. You can use your Business human resources specialty diploma for credit in degree programs at the University of Regina's Paul J. A Business diploma in human resources gives you a lot of choices. You could work in the HR department of a large multinational company, government agency or health organization.
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You could be part of a smaller team or even the only specialist in a small business. Where you work impacts what you do. In a smaller organization, you might be a generalist doing a wide variety of HR tasks. In a larger organization, you could be an HR manager, recruiter, labour relations assistant, compensation analyst, training coordinator or benefits administrator. People, businesses, and organizations rely on insurance professionals to help manage risk and protect against loss. Insurance brokers, appraisers, claims investigators and marketing representatives work closely with people and businesses.
Insurance adjusters, underwriters, loss control specialists, risk managers, and actuaries work behind the scenes balancing the numbers.
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The specialty is designed with extensive input from Saskatchewan's insurance industry and the Insurance Institute of Canada. You can also apply to use your diploma for a head start in degree programs at the University of Regina's Paul J. There are more job openings than insurance specialty grads. You'll find your skills in demand in communities around the province. Build a career as a claims adjuster, underwriter or appraiser for government or private insurance agencies. Management If you like being part of decision-making processes and are interested in organizational culture and interpersonal dynamics, the Business management specialty will appeal to you.
You could work in an administrative role in a wide range of public and privately owned enterprises, crown corporations and government organizations, or start your own business. You'll develop knowledge and skills in interpersonal and organizational behavior, finance and managerial accounting, entrepreneurship, digital media, leadership and decision making, cross-cultural management, project management, and strategic management.
You can take a year to participate in the optional three consecutive four-month paid co-operative education work terms between semesters three and four. It's a chance to try different job areas in administration and discover the best fit for your career goals. When you graduate, you'll have met the educational requirements for the Certified in Management CIM professional designation. After two years of managerial or supervisory work experience, you can apply for the right to put the highly respected "CIM" designation after your name.
You can also use your Business management specialty diploma for credit in degree programs at the University of Regina's Paul J. Graduates of this specialty may also receive transfer credits towards the Certified Logistics Professional designation through the Canadian Institute of Traffic and Transportation. When you graduate, you will have the knowledge and practical skills for a wide variety of administrative and supervisory jobs in many types of organizations.
Or you can apply what you have learned to grow your own business. Marketing A career in marketing can take you in many directions - branding, research, public relations, retail, advertising sales or event planning.
And you can find jobs in these areas in almost every sector, from health agencies to natural resource companies to non-profit organizations. Our dynamic curriculum includes social media, computer-based simulations, industry-standard Adobe software, crisis management, and other emerging trends.
You can develop on-the-job skills, introduce yourself to different employers and test-drive different types of jobs over the year during three consecutive four-month paid co-operative education work terms. You'll gain knowledge and skills in advertising, branding and creative design, digital and social media, market research and strategic marketing, project management and relationship selling, public relations, and retail strategy and development.
You'll get a hands-on education using social media, writing copy, doing mock presentations, conducting research, creating computer-based simulations, participating in group projects and more. You'll also get involved in the community; Saskatchewan Polytechnic's Business marketing specialty diploma gives you an opportunity to work on real projects for community-based organizations.
You can apply to use your Business marketing specialty diploma for credit in degree programs at the University of Regina's Paul J. Business marketing specialty grads work as marketing coordinators, marketing assistants, advertising sales representatives, event planners, publicists, social media specialists, account managers, brand managers, market researchers and more.
Use your skills in your own business, work for an advertising agency or design firm, or look for opportunities in larger organizations and government agencies. Computer-savvy people with programming and development skills are in demand in the business world. It includes four academic semesters and a six-month paid co-operative education work term. The Business Information Systems program starts with a solid foundation in business basics with a focus on information technology functions and learning how to use them to develop meaningful business solutions.
This includes training in:Software development languages Visual Studio. School of Information and Communications Technology Business Management Post-Graduate Certificate Moose Jaw, Prince Albert true The Business Management post-graduate certificate is an eight-month program that provides a unique opportunity for professionals who want to advance their careers through the development of leadership and management knowledge and skills. The program will prepare students with an existing bachelor's or master's degree to assume leadership and managerial roles in Saskatchewan and Canadian public and private enterprise.
Students will develop skills and knowledge in fields of management, accounting, marketing, leadership, business communications, and cross-cultural business practices. You will apply theory to real-world situations in business simulations, case studies and group projects, and use industry standard software in your courses. Your combination of core and elective courses will prepare you for progression into career opportunities requiring strong leadership and management skills.
Students whose prior degrees are in non-business subjects may want to pursue additional business training at Saskatchewan Polytechnic. Graduates from the Business Management post-graduate certificate may qualify for advanced standing in other Saskatchewan Polytechnic business certificate and diploma programs, including specialized training in Human Resources, Marketing, Accountancy, Insurance, Financial Services, and Management. Develop the knowledge and skills you need to put computer and engineering principles to work.
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