Document Type : Original Article

Authors

• DEBBIE ÁLVAREZ-CRUCES ¹
• JUAN MANSILLA-SEPÚLVEDA ²
• ALEJANDRA NOCETTI-DE-LA-BARRA ³

¹ Facultad de Odontología, Universidad de Concepción, Chile

² Facultad de Educación, Universidad Católica de Temuco, Chile

³ Facultad de Educación, Universidad Católica de la Santísima Concepción, Chile

Abstract

Introduction: The increase in migration movements, global health challenges, and the requirements of different organizations have emphasized the importance of Constructing Intercultural Competence (ICC). However, not all countries have policies to achieve this. Therefore, this research aimed to understand the process of constructing Intercultural Competence in the
professional training of Health Sciences students.
Methods: A qualitative study with a Grounded Theory design was conducted. Semi-structured interviews, lasting 40 to 50 minutes, were conducted with students in their last year of training to
comply with the intensity sampling. Theoretical sampling was achieved using the Constant Comparative Methods, interview refinements, and data saturation by program and university to
propose theoretical codes. Focused Coding allowed grouping and establishing relationships between the codes and categories. Two accredited Ethics Committees in Chile approved the study.
Results: 106 students from three universities, including medicine, midwifery, nursing, nutrition, dentistry, pharmacy, and kinesiology, participated. Two categories were formed: 1) the construct of Intercultural Competence, composed of seven stages which were named Sentient Intercultural Self-Efficacy; and 2) precursors of the construct of Intercultural Competence, composed of intrapersonal characteristics, the nature of empathy and the materialization of will.
Conclusion: The precursors to the construction seem to favor critical thinking, which enables the development of Sentient Intercultural Self-Efficacy. However, the strong influence of valid
scientific evidence, combined with vicarious learning, causes a setback in achieving the construction. This demonstrates the need to develop a critical perspective among students to challenge the prevailing status quo characterized by an equality and ethnocentric approach to patient care. Achieving Intercultural Alternative Thinking, where individuals are open to incorporating other treatment alternatives that may not necessarily have scientific evidence but could benefit patient recovery, is essential.

Highlights

DEBBIE ÁLVAREZ-CRUCES

Keywords

• Cultural Competence
• Grounded Theory
• Healthcare
• Intercultural Competence
• Learning
• Students