Mentoring the mentor: Developing clinical instructor cross-cultural psychological capital to support culturally/linguistically diverse DPT students
Main Article Content
Abstract
Rationale: Cultural and social isolation, microaggressions, and few culturally and linguistically diverse (CLD) mentors contribute to a lack of belonging on clinical education experiences (CEEs) for CLD Doctor of Physical Therapy students. The purpose was to investigate whether a multiple mentor model including a CLD learner, their clinical instructor (CI), and CLD mentor could develop CI cross-cultural psychological capital (CC PsyCap) and mentoring skills to support CLD learners on CEEs.
Methods: Three CLD learners and their CIs were each matched with a CLD mentor. CIs completed online cross-cultural mentor training and met with the CLD student and mentor four times during the 10-week CEE. CIs completed the CC PsyCap survey to measure changes in CI cross-cultural self-efficacy before and after the CEE. Interview data from participants were thematically analyzed.
Results: All CIs demonstrated an increase in CC PsyCap scores over the study period. CIs gained insight into the unique needs of CLD learners, often subjected to bias and discrimination, and developed strategies to proactively support learners. CLD learners faced challenges related to race in the CEE and pressure to assimilate. They valued CLD mentors who role-modeled persistence and success and CIs who celebrated diversity and created a welcoming environment.
Clinical relevance: CIs play an important role in mentoring CLD learners on CEEs. This study highlighted that CI CC PsyCap can be developed through mentoring and coaching from CLD mentors, ultimately increasing support for CLD learners on CEEs.
References
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25. Chan AW, Yeh CJ, Krumboltz JD. Mentoring ethnic minority counseling and clinical psychology students: a multicultural, ecological, and relational model. J Couns Psychol (2015) 62(4): 592–607. doi: 10.1037/cou0000079
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27. US Census Bureau 2020. 2020 U.S population more racially and ethnically diverse than measured in 2010. Available from: https://www.census.gov/library/stories/2021/08/2020-united-states-population-more-racially-ethnically-diverse-than-2010.html#:~:text=Figure%201)%3A-,The%20most%20prevalent%20racial%20or%20ethnic%20group%20for%20the%20United,18.7%25%20of%20the%20total%20population [cited 19 December 2022].
28. Genoff MC, Zaballa A, Gany F, et al. Navigating language barriers: a systematic review of patient navigators’ impact on cancer screening for limited English proficient patients. J Gen Intern Med (2016) 31(4): 426–34. doi: 10.1007/s11606-015-3572-3
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30. Yosso T. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethn Educ (2005) 8(1): 69–91. doi: 10.1080/1361332052000341006
2. Moerchen V, Williams-York B, Ross LJ, et al. Purposeful recruitment strategies to increase diversity in physical therapist education. J Phys Ther Educ (2018) 32(3): 209–17. doi: 10.1097/JTE.0000000000000032
3. Commission on Accreditation in Physical Therapy Education. Aggregate program data. 2020 Physical Therapist Education Programs Fact Sheet. Available from: https://www.capteonline.org/globalassets/capte-docs/aggregate-data/2020-2021-aggregate-pt-program-and-salary-data.pdf [cited 19 December 2022].
4. Akombo DO. Scholarship and diversity in higher education. J Cult Divers (2013) 20(1): 3–6.
5. Mikkonen K, Elo S, Kuivila H, et al. Culturally and linguistically diverse healthcare students’ experiences of learning in a clinical environment: a systematic review of qualitative studies. Int J Nurs Stud (2016) 54: 173–87. doi: 10.1016/j.ijnurstu.2015.06.004
6. Naidoo K, Yuhaniak H, Abel Y. An ecological systems approach to exploring facilitators and barriers to success for minority students enrolled in a Doctor of Physical Therapy program. Health Prof Educ (2020) 6(3): 394–405. doi: 10.1016/j.hpe.2020.06.001
7. Diefenbeck C, Michalec B, Alexander R. Lived experiences of racially and ethnically underrepresented minority BSN students: a case study specifically exploring issues related to recruitment and retention. Nurs Educ Perspect (2016) 37(1): 41–4. doi: 10.5480/13-1183
8. Ferrell DK, Decrane SK, Edwards NE, et al. Minority undergraduate nursing student success. J Cult Divers (2016) 23(1): 3–11.
9. Murray TA. Culture and climate: factors that influence the academic success of African American students in prelicensure nursing education. J Nurs Educ (2015) 54(12): 704–7. doi: 10.3928/01484834-20151110-07
10. Maslow A. Motivation and personality. New York, NY: Harper and Row; 1987.
11. Levett-Jones T, Lathlean J. Belongingness: a prerequisite for nursing students’ clinical learning. Nurse Educ Pract (2008) 8(2): 103–11. doi: 10.1016/j.nepr.2007.04.003
12. Berg-Poppe PJ, Karges JR, Nissen R, et al. Relationship between occupational and physical therapist students’ belongingness and perceived competence in the clinic using the ascent to competence scale. J Occup Ther Educ (2017) 1(3): 3 doi: 10.26681/jote.2017.010303
13. Vivekananda-Schmidt P, Sandars J. Belongingness and its implications for undergraduate health professions education: a scoping review. Educ Prim Care (2018) 29(5): 268–75. doi: 10.1080/14739879.2018.1478677
14. Walton GM, Cohen GL. A brief social-belonging intervention improves academic and health outcomes of minority students. Science (2011) 331(6023): 1447–51. doi: 10.1126/science.1198364
15. Naidoo K, Yuhaniak H, Borkoski C, et al. Networked mentoring to promote social belonging among minority physical therapist students and develop faculty cross-cultural psychological capital. Mentor Tutoring (2021) 29(5): 586–606. doi: 10.1080/13611267.2021.1986794
16. McCallum CA, Reed R, Bachman S, et al. A systematic review of physical therapist clinical instructor demographics and key characteristics: impact on student clinical education experiences. J Phys Ther Educ (2016) 30(3): 11–20. doi: 10.1097/00001416-201630030-00004
17. Dewey C, McCarthy Veach P, LeRoy B, et al. Experiences of United States genetic counseling supervisors regarding race/ethnicity in supervision: a qualitative investigation. J Genet Couns (2022) 31(2): 510–22. doi: 10.1002/jgc4.1521
18. Wright-Harp W, Cole PA. A mentoring model for enhancing success in graduate education. Contemp Issues Commun Sci Disord (2008) 35: 4–16. doi: 10.1044/cicsd_35_S_4
19. Ackerman-Barger K, Bakerjian D, Latimore D. How health professions educators can mitigate underrepresented students’ experiences of marginalization: stereotype threat, internalized bias, and microaggressions. JBPHPD Res Educ Policy (2015) 8(2): 1060–70.
20. Reichard RJ, Dollwet M, Louw-Potgieter J. Development of cross-cultural psychological capital and its relationship with cultural intelligence and ethnocentrism. J Leadersh Organ Stud (2014) 21(2): 150–64. doi: 10.1177/1548051813515517
21. Hagqvist P, Oikarainen A, Tuomikoski A, et al. Clinical mentors’ experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students: a qualitative study. Nurse Educ Today (2020) 87: 104348. doi: 10.1016/j.nedt.2020.104348
22. Naidoo K, Gore S, McKean M, et al. Shared learning spaces: peer and faculty mentors develop skills while supporting minoritized health sciences students. Health Prof Educ (2023) 9(1): 29–40.
23. Sue DW, Sue D. Racial/cultural identity development in people of color: therapeutic implications. In: Sue DW, Sue D, eds. Counseling the culturally diverse: theory and practice. Hoboken, NJ: Wiley & Sons; 2012, pp. 287–310.
24. Dollwet M, Reichard R. Assessing cross-cultural skills: validation of a new measure of cross-cultural psychological capital. Int J Hum Resour Manag (2014) 25(12): 1669–96. doi: 10.1080/09585192.2013.845239
25. Chan AW, Yeh CJ, Krumboltz JD. Mentoring ethnic minority counseling and clinical psychology students: a multicultural, ecological, and relational model. J Couns Psychol (2015) 62(4): 592–607. doi: 10.1037/cou0000079
26. Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol (2006) 3(2): 77–101. doi: 10.1191/1478088706qp063oa
27. US Census Bureau 2020. 2020 U.S population more racially and ethnically diverse than measured in 2010. Available from: https://www.census.gov/library/stories/2021/08/2020-united-states-population-more-racially-ethnically-diverse-than-2010.html#:~:text=Figure%201)%3A-,The%20most%20prevalent%20racial%20or%20ethnic%20group%20for%20the%20United,18.7%25%20of%20the%20total%20population [cited 19 December 2022].
28. Genoff MC, Zaballa A, Gany F, et al. Navigating language barriers: a systematic review of patient navigators’ impact on cancer screening for limited English proficient patients. J Gen Intern Med (2016) 31(4): 426–34. doi: 10.1007/s11606-015-3572-3
29. Yeheskel A, Rawal S. Exploring the ‘patient experience’ of individuals with limited English proficiency: a scoping review. J Immigr Minor Health (2019) 21(4): 853–78. doi: 10.1007/s10903-018-0816-4
30. Yosso T. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethn Educ (2005) 8(1): 69–91. doi: 10.1080/1361332052000341006
Article Details
Keywords:
culturally and linguistically diverse learners, multiple mentor model, cross-cultural psychological capital, belonging, mixed methods, physical therapy
Issue
Section
Original Research Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
Naidoo, K., Fitzgerald, C. ., Arrigo, M., Wong, J., & McCarthy-Jacobson, A. (2023). Mentoring the mentor: Developing clinical instructor cross-cultural psychological capital to support culturally/linguistically diverse DPT students. The Journal of Clinical Education in Physical Therapy, 5. https://doi.org/10.52214/jcept.v5.10395