Identifying key elements of cultural competence to incorporate into a New Zealand undergraduate pharmacy curriculum

Background: Culturally competent practice is now mandatory for New Zealand (NZ) pharmacists. Aims: This research sought the opinions of those with expertise in different facets of cultural competence, to inform the content and teaching strategies for this subject within a pharmacy undergraduate programme in NZ. Methods: An exploratory, qualitative study design analysing the transcriptions of nineteen audio-recorded, semi- structured interviews was used. Prior to the interviews, participants received a copy of the Revised Tool for Assessing Cultural Competence Training (TACCT-R). Results: Seven main themes were identified: teaching challenges; curriculum content; content positioning; teaching delivery; teaching staff; assessment of student learning; and positioning M ā ori (the indigenous peoples of NZ) health in cultural competence. Challenges included the topic broadness and sensitivity. With modifications, the TACCT-R was found to have a scope relevant to the NZ pharmacy environment. Conclusions: The findings reveal similarities with previous research but also tensions including the place of Hauora M ā ori and cultural experiences.