The Impact of a Cross-Cultural Simulation on SLP Students’ Cultural Competence Awareness and Self-Reflection

Date of Submission

Spring 2026

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Ivonne Maldonado-De la Rosa, PhD, MLS, CCC-SLP

Abstract

Purpose: The purpose of this study was to examine the influence of participation in a cross-cultural simulation activity on speech-language pathology graduate students’ culturally and linguistically responsive care competencies when working with multicultural populations. Methods: A mixed-methods, one-group pretest–posttest design was used with first-year SLP graduate students enrolled in a required multicultural course. Participants completed the BaFa’ BaFa’ simulation and pre- and post-surveys via Qualtrics. Quantitative data included 20 Likert-scale items across four domains: awareness, self-reflection, knowledge seeking, and advocacy. Qualitative data were collected through four open-ended post-survey reflection questions. Results: Quantitative findings showed high baseline endorsement, with post-survey shifts from Agree to Strongly Agree and fewer neutral responses, indicating increased confidence and clarity in culturally responsive perspectives. Qualitative analysis revealed four themes: disruption of perceived competence and recognition of bias; emotional impact of language barriers and uncertainty; awareness of power and inclusion; and shifts toward humility, openness, and practice change. Conclusion: Cross-cultural simulation appears to support reflective learning and development of culturally responsive practices in graduate SLP education. Findings support integrating experiential learning to prepare clinicians to work more effectively with culturally and linguistically diverse populations.

This document is currently not available here.

Share

COinS