Application:
The Inventory For Assessing The Process Of Cultural Competence Among Healthcare Professionals In Mentoring (IAPCC-M) is a tool designed to measure the level of cultural competence among healthcare professionals as it relates to the mentoring process.

Description:
The IAPCC-M is a self-assessment tool consisting of 9 items that measure the five cultural constructs of cultural desire, cultural awareness, cultural knowledge, cultural skill and cultural encounters as it relates to the mentoring process.  Scores range from 9 – 36 and indicate whether a faculty mentor is operating at a level of cultural proficiency, cultural competence, cultural awareness or cultural incompetence in their mentoring relationships.  Higher scores depict a higher level of cultural competence in mentoring.   The IAPCC-M uses a 4-point likert scale reflecting the response categories of strongly agree, agree, disagree and strongly disagree.

Development Of The Instrument:
The IAPCC-M was developed in 2008 by Dr. Campinha-Bacote and was adapted from the IAPCC-R(link (Campinha-Bacote, 2007).  It is based on Campinha-Bacote’s model of cultural competence, The Process of Cultural Competence in the Delivery of Healthcare Services (1998).

Obtaining a Copy of the IAPCC-M for Review Purposes Only: The IAPCC-M is available for review by purchasing one hard copy of the tool (order form).  Please attach a formal letter of request along with your payment and order form. There are additional requirements and a fee associated with use of the IAPCC-M© beyond a review of the tool (see Permission To Use IAPCC-M© and Cost of Using IAPCC-M©).

Permission To Use IAPCC-M:
The IAPCC-M© is copyrighted and formal permission and a fee is required before the tool can be used.  To obtain permission to use the IAPCC- M©, please mail (no fax/email) your request to Dr. Josepha Campinha-Bacote at 11108 Huntwicke Place, Cincinnati; Ohio 45241.  In your request, please include the title of your project, purpose, target population, specific time frame of use (specific dates), method of administration (personal hand-administered or non-hand-administered), study design (i.e. one-time testing or pre/post test design) and a money order (US Dollars only) or check  (US Dollars and drawn from a US Bank) for fees associated with your method of administration (see Cost of Using IAPCC-M©).  Dr. Campinha-Bacote will return a letter granting permission to use the tool, articulate specific terms regarding use of the tool and include the number of tools if being used in a hand-administered pencil/paper format or internal/external mailings.  Only one hard copy of the tool will be provided if the request is for online/electronic administration or to be translated.  You can utilize this copy for conversion into an electronic format or to translate it into another language for the designated time granted.

Permission To Submit IAPCC-M For A Proposal (I.E., Institutional Review Board IRB), Research Committee, Academic Proposal):
The IAPCC-M is copyrighted and formal permission and a fee is required before the tool can be submitted in a proposal.  To obtain permission to use the IAPCC-M, please mail (no fax/email) your request to Dr. Josepha Campinha-Bacote at 11108 Huntwicke Place, Cincinnati; Ohio 45241.  In your request, please include the title of your project, specific time frame you plan to submit the tool in the proposal, method of administration (personally hand-delivered to the committee or non-hand-delivered, which includes all other formats; such as electronic submission, internal/external mailings, etc.), and a money order (US Dollars only) or check  (US Dollars and drawn from a US Bank) for fees associated with your method of your submission (see Cost of Using IAPCC-M).  Dr. Campinha-Bacote will return a letter granting permission to use the tool, articulate specific terms regarding use of the tool and include the number of tools requested.  Only one hard copy of the tool will be provided if the request is for online/electronic administration.

Permission To Translate IAPCC-M:
A formal letter of request is required to translate the IAPCC-M© into another language, with the understanding that: 1) there will only be one copy of the IAPCC-M© that will be sent for translation when permission is granted and the researcher must pay, in advance, for the number of translated copies that will be used in the study; 2) there must be psychometric rigor in translating each of the items on the IAPCC-M© to its original meaning; 3) the translated copy must be sent to Dr. Campinha-Bacote; 4) the name of the tool and Dr. Campinha-Bacote’s name as the author of the tool is to be put on all translated versions exactly as it appears on the English version; 5) Dr. Campinha-Bacote will retain the copyright ownership of all translated versions of the IAPCC- M©; and 6) the translated version of the IAPCC-M© is for a one-time use and any further/future use of the translated version in any studies, publications, presentations or any other use, cannot be done without first seeking and obtaining written permission from Dr. Campinha-Bacote.

Cost Of Using IAPCC-M:
There is a fee of $8.00 per tool when personally hand-administered in a pencil/paper format for research studies, grants, projects or in any onsite pencil/paper distribution to a group of subjects/participants.  In this hand-administered format the IAPCC-M is to be personally hand-distributed to each subject/participant and then personally collected immediately following the subjects’/participants’ completion of the IAPCC-M.  For example, if you are assessing 20 subjects/participants in a hand-administered format the cost would be $160 plus shipping and handling.  Please note that the fee is for the number of tools distributed to complete the study; not necessarily the number of subjects/ participants in the study.  Therefore, if you are conducting a pre/post test design with 20 subjects and testing the subjects/participants before and after an intervention, such as an educational program, you will need to double the amount of tools (40 tools) as the number of participants and the cost would be $320 plus shipping and handling.  There is a fee of $20 fee per subject access when non-hand- administered  electronically or an internal or external mailing in such formats as an online secure format for a training program, in-service educational program, academic course or continuing education offering; an external postal mailing offsite or internal mailing distribution or any form of administration that is not personally hand-administered to each subject/participant and then personally collected immediately following the subjects’/participants’ completion of the IAPCC-M.  Fees associated with this tool are for a one-time use per aggregate distribution in one study and not for unlimited use.  Permission is required for further use of the IAPCC-M in any additional projects related or unrelated to its initial use.  Please use an order form when purchasing the IAPCC-M (order form).

Heuer, L. (2015). The Assessment of Cultural Competence Among Healthcare Professionals. Contact: loretta.heuer@ndsu.edu. The IAPCC-M surveys were administered to 80 faculty and 15 staff of the Department of Nursing, College of Health Professions at North Dakota State University (NDSU). A total of 84 surveys were used for analysis. Analyses of the dimensionality and reliability of response data were conducted for the total respondent pool as well as separately by faculty/staff status. Dimensionality of Responses: Factor analysis with Varimax rotation was used to test whether the items were measuring a single underlying construct. The initial analysis found three factors in the responses. However, there was only one question (“awareness of stereotyping attitudes”) aligning with the third factor. This item was clearly measuring a different construct than the other 8 items. When it was eliminated from the factor analysis, the other items split evenly between two latent factors. Internal Consistency Reliability: Cronbach’s Coefficient Alpha was calculated to assess the internal consistency reliability among the 9 items on the IAPCC-M. Cronbach’s Alpha for the total sample was 0.784. After excluding the “stereotyping item” from the analysis, a higher Cronbach’s Alpha was obtained = 0.811, indicating that the instrument has a good level of reliability. As a final check on the interrelations among the survey items, a correlation matrix was calculated to display all pairwise correlation coefficients. The “stereotyping item” was found to have little relation with the other survey items. In conclusion, IAPCC-M functioned as a reliable measurement instrument among this sample of NDSU faculty and staff; its performance was slightly improved by the omission of the “stereotyping item.” If the two-dimensional response pattern identified in the NDSU sample is common among other groups of respondents, further work may be warranted to clarify the underlying constructs being measured by the instrument.

Gibbs, D. (2015). A Project to Increase Educator Cultural Competence in Mentoring At-risk Nursing Students Contact degibbs@angelina.edu. The IAPCC-M was used in a project to increase educator cultural competence in mentoring at-risk nursing students. A convenience sample of 16 faculty (n = 16) in an associate degree (ADN) program in east Texas served as the population. A pretest-posttest design measured educator cultural competency in mentoring using Campinha-Bacote’s Inventory for Assessing the Process of Cultural Competence in Mentoring (IAPCC-M). A series of four computer-based PowerPoint modules were used to deliver the content of this project. Data collected preprocess was compared to post project results. Fisher’s analysis revealed a statistically significant increase in educator cultural competency with a two-tailed P value of 0.0011. In addition, faculty participants self-reported increased confidence and knowledge in mentoring at-risk nursing students.  Post project evaluation of this nurse educator enrichment project suggest participants significantly increased their cultural knowledge, increased their total score of cultural competency, and have greater confidence in the role of mentoring at-risk nursing students.

Heuer, L. (2019). Cultural Competence Assessment of Interdisciplinary Faculty And Staff. The purpose of this project was to assess the cultural competence of interdisciplinary faculty and staff teaching and/or mentoring students in their professional programs. A prospective, descriptive survey design used a convenience sample. Instruments utilized in this study included a demographic data instrument, Campinha-Bacote’s Inventory for Assessing the Process of Cultural Competence Among Healthcare Professional–Rev (IAPCC-R©) and Inventory for Assessing the Process of Cultural Competence Among Healthcare Professional in Mentoring (IAPCC-M©). Results: Overall, 67 (79.8%) faculty and 17 (20.2%) staff participated for a total of 84 completed the surveys. Respondents: 36 (44%) Nursing, 38 (44%) Pharmacy and 10 (11.9%) staff. Ethnicity: White 72 (88.9%), Asian 7 (8.6%), Black 1 (1.2%), and American Indian 1 (1.2%). Fifty-nine (72.8%) were female. Education: 9 (11.1%) Bachelors, 23 (28.4%) Masters, 41 (50.6%) Doctorate and 8 (9.9%) Other. Years of teaching: 56 (69.1%) 10 years or less, 16 (19.8%) 11-19 years, 7 (8.6%) 20-29 years, and 1 (1.4%) 30-39 years. Forty-five (68.2%) of faculty had practice appointments whereas, 21 (31.8%) Tenure/Tenure Track. The average total IAPCC-R © cultural competence score is 71.75 for respondents overall, 72.28 for respondents in the nursing department, and 71.55 for respondents in the pharmacy department, demonstrating cultural awareness among each sample group. Among respondents overall, 65% are culturally aware, 32% are culturally competent, and 3% are culturally proficient. The IAPCC-M© average total cultural competence score, the summation of the average score of each question is 24.91 for respondents overall, 25.89 for the nursing department, and 23.92 for the pharmacy department, demonstrating cultural awareness among each sample group. Among respondents overall, 1% is culturally proficient, 84% are culturally aware, 14% are culturally competent, and 1% is culturally incompetent.The results of this study indicate most the faculty and staff are culturally aware; however, much smaller percentages are culturally competent and culturally proficient.

Selected Publications

Bellon-Harn, M. and Weinbaum, R. (2017). Cross-cultural peer-mentoring: Mentor outcomes and perspectives. Teaching and Learning in Communication Sciences & Disorders, 1(2): Article 3.

Gibbs, D. and Culleiton, A. (2016). A Project to Increase Educator Cultural Competence in Mentoring At-Risk Nursing Students. Teaching and Learning in Nursing. DOI:http://dx.doi.org/10.1016/j.teln.2016.01.003

Greenberg, N. (2013). A Project to Increase Faculty’s Cultural Competence in Mentoring English as a Second Language Nursing Students. Teaching and Learning in Nursing, 8(4), 128-135.

Campinha-Bacote, J. (2010).  A Culturally Conscious Model of Mentoring.  Nurse Educator, 35(3),130-135.

*Duplication/Copying of IAPCC-M: The IAPCC-M is copyrighted and therefore cannot be duplicated/copied without written permission from the author, Dr. Josepha Campinha-Bacote, or her designee. Transcultural C.A.R.E. Associates has a policy regarding the unauthorized use of this copyrighted tool.