Assessing and Addressing Cultural Competence and Cultural Humility in Dietetic Education

Authors

• Zoe Duran, University of Northern ColoradoFollow
• Nicholas Slagel (0000-0003-4143-9469), University of Northern ColoradoFollow
• Lisa Caldwell, University of Northern ColoradoFollow
• Katie Kage (0000-0002-8439-6967), University of Central MissouriFollow

Author Biographical Information

Zoe Duran, MS, RDN, LD, Graduate Student, University of Northern Colorado Nicholas Slagel, PhD, RDN, Assistant Professor, University of Northern Colorado Lisa Caldwell, MS, RDN, Senior Lecturer, University of Northern Colorado Katie Kage, PhD, RDN, LD, Associate Professor, University of Central Missouri

Abstract

Limited theory-informed, dietetic-specific resources are available to guide the development, evaluation, and refinement of culturally competent (CC) curricula. This pilot study used a mixed-methods, theory-informed approach to evaluate CC integration within an undergraduate dietetics curriculum and examine the applicability of existing CC self-assessment tools for dietetic students. A senior-level undergraduate community nutrition curriculum was evaluated using the Tool for Assessing Cultural Competence Training (TACCT), guided by the Campinha-Bacote Model of Cultural Competence in Healthcare Delivery. James Banks’ Model of Multicultural Curriculum Reform was then applied to refine curricular content and learning activities. In addition, 74 students enrolled in a didactic program in dietetics were invited to complete a CC self-assessment survey adapted from the Clinical Cultural Competence Questionnaire (CCCQ) and the Cultural Competence Self-Assessment Checklist (CCSAC); 42 students completed the pre-survey. Curriculum mapping indicated that CC-related content was present but unevenly distributed, with greater emphasis on awareness-based content than on applied competencies. TACCT findings identified gaps in domains related to key aspects of CC and cross-cultural clinical skills, which informed targeted curricular revisions.  On a 5-point scale, students reported higher confidence in cultural awareness (4.21 ± 0.18) and cultural desire (4.48 ± 0.12), with lower confidence in cultural knowledge (2.91) and experiences (2.94). The combined survey demonstrated moderate internal consistency (α = 0.84). Together, these findings illustrate how established CC frameworks can be applied to systematically evaluate and refine dietetic curricula while highlighting the need for dietetics-specific assessment tools and approaches that support practice-ready, culturally responsive education.

DOI

10.26890/xmdl7290

Recommended Citation

Duran, Zoe; Slagel, Nicholas; Caldwell, Lisa; and Kage, Katie (2026) "Assessing and Addressing Cultural Competence and Cultural Humility in Dietetic Education," Journal of Dietetic Education: Vol. 4: Iss. 2, Article 4.
DOI: 10.26890/xmdl7290
Available at: https://ecommons.udayton.edu/jde/vol4/iss2/4