A scoping review of the current literature and terminology used in the education of speech-language pathologists regarding service delivery across cultures

Excerpt

Background: Speech-language therapy should be responsive to the language and culture of the individual client and their caregiver(s). A clear, formal curriculum is required to prepare speech-language pathology students to work effectively and respectfully with clients from a range of cultural backgrounds. This study contributes to the body of knowledge for designing and implementing such a curriculum.

Aim: The purpose of this scoping review was to map the current literature on the education of cultural capabilities in the profession of speech-language therapy, including pre-service education and professional development activities. The focus was on the terminology and definitions used in the literature to refer to the clinician’s ability to work effectively and respectfully with clients from a variety of cultural groups.

Methods: The scoping review methodology of the Joanna Briggs Institute was followed, and the PRISMA-ScR checklist was adhered to. Seven electronic databases and Google Scholar were searched for sources of information published from 2010–2021, with the final search performed in May 2021.

Findings: Eleven journal articles were included in the review. All of them originated from North America. The term most frequently used was cultural competence, and the various authors treated it without controversy. The most important aspects of the definition of cultural competence were that it includes knowledge, attitudes and skills and that it has been developed over a lifetime of dedicated learning and reflection. It also includes an understanding of the socio-economic factors that impact clients’ daily lives.

Conclusion: Literature on the education of speech-language pathologists regarding service delivery to culturally diverse populations is scarce. Cultural competence is the term most used to refer to the ability to work effectively across cultural boundaries. Research is needed on how best to educate for cultural competence, including in the South African context.