Cultural competence in healthcare is important as patient populations and health professionals become more globally diverse. Addressing cultural needs requires intervening at multiple levels, from hiring bilingual staff and using interpreters to facilitate cultural mediation. Global health workers can help bridge cultural gaps by using language skills, providing cultural knowledge, and clarifying issues for patients and staff. However, global health workers also face cultural challenges and institutions must find the right balance between supporting diverse staff and meeting patient needs through training programs and dialogue between groups. Model programs demonstrate that acknowledging and addressing diversity benefits can successfully integrate different cultures in healthcare.
This document discusses supporting clinical academics to develop cultural safety. It notes that clinical academics have a responsibility to improve Aboriginal health outcomes and need support to critically reflect on their leadership roles within medicine and their followership roles within Aboriginal communities. It suggests that using transformative learning theory, clinical academics require good company to develop the dual roles of being leaders in their field and followers in the communities they serve. Questions are posed about whether followership is a key skill for cultural competence and how followership can be learned through experiences and good company.
This document discusses cultural humility as an alternative approach to cultural competency in healthcare. It argues that cultural competency focuses on gaining knowledge about different cultures, but does not promote lifelong learning or an open mind. Cultural humility challenges providers to develop self-awareness and understand different perspectives. The document provides examples of negative patient experiences to illustrate problems with making assumptions based on a patient's culture. It promotes integrating patients into the healthcare system and taking each situation individually to improve quality of care.
Availability, accessibility,acceptibility in health serviceGargi Sinha
health sociology, health for all, barriers to health care, culture and health , availability of health service , accessibility of health service, acceptability of health service, public health,
The Social Dimensions of Health Institute (SDHI) conducts interdisciplinary research focused on the social aspects of health, well-being, and healthcare delivery. It has two main research strands: 1) exploring the social and environmental contexts of health and healthcare services, and 2) examining human resilience and capabilities, especially for those with disabilities. SDHI is a partnership between the Universities of Dundee and St Andrews, with the goal of conducting collaborative research, knowledge sharing, and capacity building through networking across disciplines and institutions.
“Nurses: Past to present a vision for Health care"Asokan R
The document discusses the history and evolution of nursing from Florence Nightingale in the 1850s to the present day. It describes how Nightingale helped establish nursing as a profession through her work in the Crimean War and advocacy for improved hygiene. The role and responsibilities of nurses have expanded greatly over time, especially with the world wars and increasing specialization and education within the field. Today, nurses enjoy greater autonomy and play a vital collaborative role with physicians, as they spend more time with patients than doctors and are often the first to notice changes in a patient's condition. The future of nursing is poised for continued growth and change with innovations in technology, education, and expanded roles for nurses.
This document discusses access to health services and identifies it as having three key components: insurance coverage, health services, and timeliness of care. It notes that gaining insurance coverage allows entry into the healthcare system, while accessibility of locations providing care and relationships with providers are also important. Lack of coverage can result in poor health outcomes and medical debt, while having a usual source of care leads to better outcomes and lower costs. Ensuring timely access to appointments and treatments is also important to avoid increased costs and health issues. While access has improved in recent years, disparities still exist for many groups.
The document discusses the evolution of advanced practice nursing roles from a historical perspective. It outlines key factors that have driven the development of roles like nurse practitioners, including expanding populations, increased health disparities, and the growth of nursing's knowledge base. It also discusses challenges to establishing these roles, such as resistance from physicians, nurses, and the public stemming from perceptions that nurses are just extensions of doctors rather than autonomous practitioners.
This document discusses equity and access to healthcare. It defines equity as services being accessible based on need rather than ability to pay or location. Access is defined as the ability to get healthcare of a specified quality and cost. The principles of equity are equal access and utilization for equal need, and equal quality of care for all. Inequities in access are due to issues with legislative frameworks, organizational operations, and resource constraints. Relevant groups facing inequities include those defined by income, social class, geography, education, ethnicity, and gender.
This document discusses supporting clinical academics to develop cultural safety. It notes that clinical academics have a responsibility to improve Aboriginal health outcomes and need support to critically reflect on their leadership roles within medicine and their followership roles within Aboriginal communities. It suggests that using transformative learning theory, clinical academics require good company to develop the dual roles of being leaders in their field and followers in the communities they serve. Questions are posed about whether followership is a key skill for cultural competence and how followership can be learned through experiences and good company.
This document discusses cultural humility as an alternative approach to cultural competency in healthcare. It argues that cultural competency focuses on gaining knowledge about different cultures, but does not promote lifelong learning or an open mind. Cultural humility challenges providers to develop self-awareness and understand different perspectives. The document provides examples of negative patient experiences to illustrate problems with making assumptions based on a patient's culture. It promotes integrating patients into the healthcare system and taking each situation individually to improve quality of care.
Availability, accessibility,acceptibility in health serviceGargi Sinha
health sociology, health for all, barriers to health care, culture and health , availability of health service , accessibility of health service, acceptability of health service, public health,
The Social Dimensions of Health Institute (SDHI) conducts interdisciplinary research focused on the social aspects of health, well-being, and healthcare delivery. It has two main research strands: 1) exploring the social and environmental contexts of health and healthcare services, and 2) examining human resilience and capabilities, especially for those with disabilities. SDHI is a partnership between the Universities of Dundee and St Andrews, with the goal of conducting collaborative research, knowledge sharing, and capacity building through networking across disciplines and institutions.
“Nurses: Past to present a vision for Health care"Asokan R
The document discusses the history and evolution of nursing from Florence Nightingale in the 1850s to the present day. It describes how Nightingale helped establish nursing as a profession through her work in the Crimean War and advocacy for improved hygiene. The role and responsibilities of nurses have expanded greatly over time, especially with the world wars and increasing specialization and education within the field. Today, nurses enjoy greater autonomy and play a vital collaborative role with physicians, as they spend more time with patients than doctors and are often the first to notice changes in a patient's condition. The future of nursing is poised for continued growth and change with innovations in technology, education, and expanded roles for nurses.
This document discusses access to health services and identifies it as having three key components: insurance coverage, health services, and timeliness of care. It notes that gaining insurance coverage allows entry into the healthcare system, while accessibility of locations providing care and relationships with providers are also important. Lack of coverage can result in poor health outcomes and medical debt, while having a usual source of care leads to better outcomes and lower costs. Ensuring timely access to appointments and treatments is also important to avoid increased costs and health issues. While access has improved in recent years, disparities still exist for many groups.
The document discusses the evolution of advanced practice nursing roles from a historical perspective. It outlines key factors that have driven the development of roles like nurse practitioners, including expanding populations, increased health disparities, and the growth of nursing's knowledge base. It also discusses challenges to establishing these roles, such as resistance from physicians, nurses, and the public stemming from perceptions that nurses are just extensions of doctors rather than autonomous practitioners.
This document discusses equity and access to healthcare. It defines equity as services being accessible based on need rather than ability to pay or location. Access is defined as the ability to get healthcare of a specified quality and cost. The principles of equity are equal access and utilization for equal need, and equal quality of care for all. Inequities in access are due to issues with legislative frameworks, organizational operations, and resource constraints. Relevant groups facing inequities include those defined by income, social class, geography, education, ethnicity, and gender.
New Requirements And Challenges Joint Commission Cultural Competency Requir...mlw0624
The document discusses new requirements by the Joint Commission for hospitals to improve cultural competency and meet CLAS standards. It focuses on workforce and human resource issues, recommending that hospitals target diverse recruitment, provide cultural competency training to staff, and get staff input on improving care for diverse patients. Hospitals will be evaluated on these organizational supports and readiness factors during accreditation reviews starting in 2012.
Careif ps culturally adapted interventions in mental health. series 1MrBiswas
CAREIF GLOBAL POSITION STATEMENT; CULTURALLY ADAPTED INTERVENTIONS IN MENTAL HEALTH:
Cultural adaptation is ‘the systematic modification of an evidence-based treatment (EBT) or intervention (EBI) protocol to consider language, culture, and context in such a way that it is compatible with the individual’s cultural patterns, meanings, and values’ (Bernal, et al., 2009). Cultural adaptation of an EBI would need to incorporate cultural competence, intelligence and cultural sensitivity, as these would guide the adaptation process. Falicov (2009) described cultural adaptations to evidence-based interventions (EBIs) as procedures that maintain fidelity to the core elements of EBI while also adding certain cultural content to the intervention or its methods of engagement. We would also suggest that the success of such an adaptation should emulate, at least, the effectiveness of the original intervention (Rathod et al., 2015).
http://careif.org/culturally-adapted-interventions-in-mental-health-global-position-statement/
The document summarizes the findings and initial response to the Francis Report, which investigated failings at the Mid Staffordshire NHS Foundation Trust. The report found that patients' and families' concerns were not adequately addressed, warning signs were missed, and information was not shared or acted upon. In response, the government committed to prioritizing patients, appointed reviews and new roles, and launched regional response events. Next steps included publishing additional reports and reviews, and having trusts discuss responses. The final section outlines priorities around sharing patient stories, involving patients in service development, supporting patients and staff after incidents, improving staff well-being, and connecting organizations.
The Refugee Community Health Partnership Program aims to improve refugees' access to healthcare and self-sufficiency. It operates Quick Help sessions twice weekly where volunteers help refugees with issues like healthcare, education, and legal matters. The program also provides health orientations for new refugees, collaborates with partners on health events, and creates health education videos and presentations. However, it faces limitations like inconsistent volunteer participation and an inability to serve all refugee groups due to a lack of interpreters for all languages.
Ladonna R. Smith is an experienced registered nurse and nurse practitioner with over 30 years of experience in clinical, educational, and managerial roles. She has worked in various settings including hospitals, clinics, universities, and pharmaceutical companies. Her experience includes clinical roles, patient education, managing teams of nurses, and developing educational programs. She has licenses in multiple states and specializes in conditions like multiple sclerosis.
Dr. Marleece Barber presented on opportunities and threats in health care related to addressing health disparities in minority communities. The presentation explored social and cultural challenges like language barriers and differences in beliefs, and identified higher rates of chronic diseases in minorities. It also examined career opportunities in areas like public health, opportunities for organizations through healthcare reform to improve data collection and increase minority representation, and how addressing access issues and quality of care can help reduce health disparities between minority and majority patients.
The document discusses cultural competence in healthcare and its importance for both providers and patients. It defines culture and competence, noting that culture refers to integrated patterns of human behavior of social groups, while competence is the ability to function effectively within diverse cultural contexts. The document outlines tips for healthcare providers to interact effectively with patients of different cultures through understanding, communication, and addressing cultural barriers like stereotyping. Developing cultural competence helps create comprehensive patient care plans and better health outcomes.
This document summarizes a seminar presentation on trends and issues in medical surgical nursing. It discusses major trends like reduced length of stay and increased technology. It also covers ethical and cultural issues in nursing care, including communication barriers and religious/family differences. Significant cultural aspects like health beliefs, language, and family structure are examined specifically for Indian culture. The conclusion emphasizes the importance of documentation to meet legal obligations and continue improving patient care.
The document summarizes volunteer activities conducted by medical students to promote rare diseases. The students volunteered their time, knowledge, and energy to help patients without expecting financial rewards. They chose to focus on rare diseases because many students found genetics interesting, rare diseases affect many patients, and those suffering deserve support. Through projects like "Together for Rare People" and "Volunteers for Rare Diseases", students received training and worked with patients, their families, and specialists to increase awareness, provide counseling and support, and improve quality of life. The volunteer activities benefited both patients and students by developing practical skills and increasing medical knowledge.
This document outlines the curriculum for community dentistry over four years of study. It includes courses in epidemiological methods, determinants of health and disease, clinical epidemiology, evidence-based care, communication, ethics, and jurisprudence. Students will learn to evaluate clinical care and evidence as well as provide care to patients. The document also provides an introduction to epidemiology, including its nature, contributions to dentistry, and examples like the 1854 London cholera epidemic and fluoride/dental caries relationship.
International Clinical Nursing Leadership Mentoring: Enriching Student's Know...Crimsonpublisherscojnh
Nurses in today's dynamically evolving health care profession are expected to have the knowledge and expertise for caring for the wide diversity of people that comprise the patient populations in the hospitals and clinical environments around the globe. This article presents a unique and special international program that promotes the acquisition of knowledge by novice nursing students concerning the care of a diversity of pediatric patients through having the mentoring and guidance of nursing clinical leaders
The Global Health Engagement Initiative (GHEI) surveyed 200 minority-serving institutions (MSIs) to understand barriers minority students face in global health. It found the largest barriers were lack of finances and access to opportunities. 59% of minority respondents cited lack of support for travel, jobs, and mentorship in academic programs. The survey also found 34% of institutions had less than 15% minority students in global health programs. It recommends offering comprehensive funding for overseas opportunities, diversifying funding sources for research, and developing mentorship programs to support minority students in global health.
This organization provides comprehensive healthcare services through 25 health centers across Manhattan, the Bronx, and the Mid-Hudson Valley in New York. It trains health professionals and students while promoting diversity. It has over 600 staff members and a $45 million budget. Services include primary care, dental, mental health care, and programs for homeless individuals, those with HIV/AIDS, and new mothers and families with young children.
This document discusses the renewal of primary health care and resurgence of the primary health care movement. It argues for putting people at the center of health and development globally by focusing on health equity, social inclusion, and people-centered care. It outlines four policy directions: participation in health systems, universal health coverage, transforming conventional care models into people-centered primary care networks, and moving beyond local action to address social determinants of health through public policies. It emphasizes the need for inclusive leadership, effective governance, and multi-sectoral collaboration to implement these changes.
Salon 2 15 kasim 11.00 12.00 nuran aydin-ingtyfngnc
The document discusses the importance of cultural competency in nursing care. It notes that culture shapes individuals' experiences, perceptions, and decisions. Providing culturally sensitive care requires understanding how culture influences health beliefs, behaviors, and patient-provider relationships. The best solution is for healthcare professionals to become culturally competent by developing knowledge of different cultural groups, skills in cross-cultural communication and patient-centered care, and awareness of one's own cultural values. Ongoing training and education can help improve cultural competency and lead to better patient outcomes and satisfaction.
Managing Diversity:Using the CLAS Standards to guide organizational changediversityRx
Reviews the evolution of the National Standards on Culturally and Linguistically Appropriate Services in health care, with discussion of three case studies.
This chapter discusses the importance of cultural competence in healthcare. It defines culture and explains how culture influences concepts of health, illness, and healthcare practices. It also discusses the impact of cultural differences on healthcare delivery and outlines national standards for culturally appropriate services. The chapter emphasizes the need for healthcare organizations and providers to develop cultural awareness, sensitivity, and relevance in order to effectively serve diverse patient populations.
The demographic profile of the countries suggests that countries are rapidly becoming heterogeneous, multicultural societies. So it is imperative that nurses develop an understanding about culture and its relevance to competent care. Transcultural nursing represents and reflects the need for respect and acknowledgement of the wholeness of all human beings.
It is essential to remember that regardless of race ethnicity or cultural heritage, every human being is culturally unique. Professional nursing care is culturally sensitive, culturally appropriate and culturally competent
New Requirements And Challenges Joint Commission Cultural Competency Requir...mlw0624
The document discusses new requirements by the Joint Commission for hospitals to improve cultural competency and meet CLAS standards. It focuses on workforce and human resource issues, recommending that hospitals target diverse recruitment, provide cultural competency training to staff, and get staff input on improving care for diverse patients. Hospitals will be evaluated on these organizational supports and readiness factors during accreditation reviews starting in 2012.
Careif ps culturally adapted interventions in mental health. series 1MrBiswas
CAREIF GLOBAL POSITION STATEMENT; CULTURALLY ADAPTED INTERVENTIONS IN MENTAL HEALTH:
Cultural adaptation is ‘the systematic modification of an evidence-based treatment (EBT) or intervention (EBI) protocol to consider language, culture, and context in such a way that it is compatible with the individual’s cultural patterns, meanings, and values’ (Bernal, et al., 2009). Cultural adaptation of an EBI would need to incorporate cultural competence, intelligence and cultural sensitivity, as these would guide the adaptation process. Falicov (2009) described cultural adaptations to evidence-based interventions (EBIs) as procedures that maintain fidelity to the core elements of EBI while also adding certain cultural content to the intervention or its methods of engagement. We would also suggest that the success of such an adaptation should emulate, at least, the effectiveness of the original intervention (Rathod et al., 2015).
http://careif.org/culturally-adapted-interventions-in-mental-health-global-position-statement/
The document summarizes the findings and initial response to the Francis Report, which investigated failings at the Mid Staffordshire NHS Foundation Trust. The report found that patients' and families' concerns were not adequately addressed, warning signs were missed, and information was not shared or acted upon. In response, the government committed to prioritizing patients, appointed reviews and new roles, and launched regional response events. Next steps included publishing additional reports and reviews, and having trusts discuss responses. The final section outlines priorities around sharing patient stories, involving patients in service development, supporting patients and staff after incidents, improving staff well-being, and connecting organizations.
The Refugee Community Health Partnership Program aims to improve refugees' access to healthcare and self-sufficiency. It operates Quick Help sessions twice weekly where volunteers help refugees with issues like healthcare, education, and legal matters. The program also provides health orientations for new refugees, collaborates with partners on health events, and creates health education videos and presentations. However, it faces limitations like inconsistent volunteer participation and an inability to serve all refugee groups due to a lack of interpreters for all languages.
Ladonna R. Smith is an experienced registered nurse and nurse practitioner with over 30 years of experience in clinical, educational, and managerial roles. She has worked in various settings including hospitals, clinics, universities, and pharmaceutical companies. Her experience includes clinical roles, patient education, managing teams of nurses, and developing educational programs. She has licenses in multiple states and specializes in conditions like multiple sclerosis.
Dr. Marleece Barber presented on opportunities and threats in health care related to addressing health disparities in minority communities. The presentation explored social and cultural challenges like language barriers and differences in beliefs, and identified higher rates of chronic diseases in minorities. It also examined career opportunities in areas like public health, opportunities for organizations through healthcare reform to improve data collection and increase minority representation, and how addressing access issues and quality of care can help reduce health disparities between minority and majority patients.
The document discusses cultural competence in healthcare and its importance for both providers and patients. It defines culture and competence, noting that culture refers to integrated patterns of human behavior of social groups, while competence is the ability to function effectively within diverse cultural contexts. The document outlines tips for healthcare providers to interact effectively with patients of different cultures through understanding, communication, and addressing cultural barriers like stereotyping. Developing cultural competence helps create comprehensive patient care plans and better health outcomes.
This document summarizes a seminar presentation on trends and issues in medical surgical nursing. It discusses major trends like reduced length of stay and increased technology. It also covers ethical and cultural issues in nursing care, including communication barriers and religious/family differences. Significant cultural aspects like health beliefs, language, and family structure are examined specifically for Indian culture. The conclusion emphasizes the importance of documentation to meet legal obligations and continue improving patient care.
The document summarizes volunteer activities conducted by medical students to promote rare diseases. The students volunteered their time, knowledge, and energy to help patients without expecting financial rewards. They chose to focus on rare diseases because many students found genetics interesting, rare diseases affect many patients, and those suffering deserve support. Through projects like "Together for Rare People" and "Volunteers for Rare Diseases", students received training and worked with patients, their families, and specialists to increase awareness, provide counseling and support, and improve quality of life. The volunteer activities benefited both patients and students by developing practical skills and increasing medical knowledge.
This document outlines the curriculum for community dentistry over four years of study. It includes courses in epidemiological methods, determinants of health and disease, clinical epidemiology, evidence-based care, communication, ethics, and jurisprudence. Students will learn to evaluate clinical care and evidence as well as provide care to patients. The document also provides an introduction to epidemiology, including its nature, contributions to dentistry, and examples like the 1854 London cholera epidemic and fluoride/dental caries relationship.
International Clinical Nursing Leadership Mentoring: Enriching Student's Know...Crimsonpublisherscojnh
Nurses in today's dynamically evolving health care profession are expected to have the knowledge and expertise for caring for the wide diversity of people that comprise the patient populations in the hospitals and clinical environments around the globe. This article presents a unique and special international program that promotes the acquisition of knowledge by novice nursing students concerning the care of a diversity of pediatric patients through having the mentoring and guidance of nursing clinical leaders
The Global Health Engagement Initiative (GHEI) surveyed 200 minority-serving institutions (MSIs) to understand barriers minority students face in global health. It found the largest barriers were lack of finances and access to opportunities. 59% of minority respondents cited lack of support for travel, jobs, and mentorship in academic programs. The survey also found 34% of institutions had less than 15% minority students in global health programs. It recommends offering comprehensive funding for overseas opportunities, diversifying funding sources for research, and developing mentorship programs to support minority students in global health.
This organization provides comprehensive healthcare services through 25 health centers across Manhattan, the Bronx, and the Mid-Hudson Valley in New York. It trains health professionals and students while promoting diversity. It has over 600 staff members and a $45 million budget. Services include primary care, dental, mental health care, and programs for homeless individuals, those with HIV/AIDS, and new mothers and families with young children.
This document discusses the renewal of primary health care and resurgence of the primary health care movement. It argues for putting people at the center of health and development globally by focusing on health equity, social inclusion, and people-centered care. It outlines four policy directions: participation in health systems, universal health coverage, transforming conventional care models into people-centered primary care networks, and moving beyond local action to address social determinants of health through public policies. It emphasizes the need for inclusive leadership, effective governance, and multi-sectoral collaboration to implement these changes.
Salon 2 15 kasim 11.00 12.00 nuran aydin-ingtyfngnc
The document discusses the importance of cultural competency in nursing care. It notes that culture shapes individuals' experiences, perceptions, and decisions. Providing culturally sensitive care requires understanding how culture influences health beliefs, behaviors, and patient-provider relationships. The best solution is for healthcare professionals to become culturally competent by developing knowledge of different cultural groups, skills in cross-cultural communication and patient-centered care, and awareness of one's own cultural values. Ongoing training and education can help improve cultural competency and lead to better patient outcomes and satisfaction.
Managing Diversity:Using the CLAS Standards to guide organizational changediversityRx
Reviews the evolution of the National Standards on Culturally and Linguistically Appropriate Services in health care, with discussion of three case studies.
This chapter discusses the importance of cultural competence in healthcare. It defines culture and explains how culture influences concepts of health, illness, and healthcare practices. It also discusses the impact of cultural differences on healthcare delivery and outlines national standards for culturally appropriate services. The chapter emphasizes the need for healthcare organizations and providers to develop cultural awareness, sensitivity, and relevance in order to effectively serve diverse patient populations.
The demographic profile of the countries suggests that countries are rapidly becoming heterogeneous, multicultural societies. So it is imperative that nurses develop an understanding about culture and its relevance to competent care. Transcultural nursing represents and reflects the need for respect and acknowledgement of the wholeness of all human beings.
It is essential to remember that regardless of race ethnicity or cultural heritage, every human being is culturally unique. Professional nursing care is culturally sensitive, culturally appropriate and culturally competent
This document provides an overview of transcultural nursing concepts and cultural competence in healthcare. It defines key terms like culture, ethnicity, religion, and discusses Giger and Purnell's model for assessing cultural variations. The document also summarizes Madeleine Leininger's Culture Care Theory, which focuses on discovering culturally appropriate caring behaviors. It outlines the basic assumptions and key concepts of the theory, including cultural diversity, universality, and the need to interface generic and professional care to provide culturally congruent nursing.
Madeleine Leininger developed the Culture Care Theory, which emphasizes that nursing care should be provided in a way that respects a patient's cultural values, beliefs, and practices. Her theory was groundbreaking as the first to incorporate culture and consider it essential to quality nursing care. The theory is depicted in her Sunrise Model and has guided 50 years of research on diverse cultural healthcare practices and their influence on health outcomes.
This document discusses transcultural nursing concepts and theories. It begins by defining transcultural nursing and describing key concepts related to it such as culture, ethnicity, and cultural identity. It then explains Madeleine Leininger's transcultural nursing theory and care concepts of cultural preservation, accommodation, and re-patterning. The document outlines the nursing process in transcultural care and concludes that nurses must be aware of and sensitive to patients' cultural needs to provide effective care.
This document discusses training for culturally competent care. It outlines 8 principles for knowledge and skills training, including having a broad definition of diversity, ongoing training, job-specific focus, and practical application. Goals of training are increasing quality care, clinical excellence, reducing disparities, and a diverse workforce. Knowledge and skills are important for administrators to oversee care, for clinicians in areas like communication and treatment, and for supporting staff's front-line roles. Assessment ensures training effectiveness.
Cultural competence in healthcare is important for equitable treatment of all patients. There are several guidelines from professional organizations to promote cultural competence. These guidelines focus on creating awareness of sociocultural factors' influence, making clinical settings accessible, and respecting cultural differences. Some healthcare accreditation standards now mandate curriculum on cultural competence. As a result, medical schools provide skills for understanding diverse cultures' views of illness. Improving awareness of patients' cultural needs can be achieved through better communication and encouraging participation in online networks. Healthcare organizations also aim to adopt culturally sensitive policies to reduce barriers and disparities in access to care.
Cultural competency in healthcare is important because patients come from diverse backgrounds. Healthcare providers must be aware of different cultures and treat all patients with respect, without projecting personal beliefs. They should receive ongoing education on diverse cultures to best meet patient needs. As the US population changes, healthcare administrators must ensure standards and resources are in place to provide culturally appropriate care for all.
Multicultural health standards around the worlddiversityRx
This presentation reviews key standards, performance measures, and laws related to multicultural health and cultural competence from the US, Australia, and Scotland. Presented at the EU COST ADAPT meeting, Amsterdam, October 2012.
This document provides an overview of a presentation on aligning cultural competency to improve safety, quality, and equity in healthcare. The presentation defines cultural competency and outlines its social, health, and organizational benefits. It discusses three key steps to achieving cultural competency: conducting a community survey, engaging the community, and educating staff. The presentation also highlights leading practices from three hospitals and discusses initiatives to increase the collection and use of race, ethnicity, and language data to improve equity of care. The overall summary is that cultural competency is an important step in reducing health disparities and promoting culturally appropriate care.
Improving Health Care for Foreigners in Japan: Stories, Data and Policy ModelsJulia Puebla Fortier
This presentation reviews the challenges faced by foreigners seeking health care in Japan, summarizes key points from a national survey, and analyzes how the US CLAS standards could offer a framework for addressing cultural and linguistic needs in Japan.
Presentation to the Japan Academy of Nursing Evaluation, Tokyo, March 15, 2015.
Running head culture and cultural concepts1 culture and cultuMARK547399
The document discusses the author's reflection on cultural concepts and how their understanding has changed. It begins by explaining that the author previously held an essentialist view of culture, seeing it as something static. Through classroom lessons and clinical experiences, the author learned that culture is actually multifaceted and constantly evolving based on beliefs, environment, and interactions. The document also stresses the importance of cultural competence among nursing students and professionals in order to provide culturally sensitive care for an increasingly diverse patient population. It emphasizes gaining a deeper understanding of cultural concepts to avoid misunderstandings and ensure culturally safe healthcare.
This document outlines objectives and approaches for teaching cross-cultural geriatrics. It discusses the importance of cultural competence in healthcare and providing care tailored to individual needs and circumstances. Key topics covered include defining culture, relevant cultural constructs, challenges of cross-cultural care, content areas like explanatory models and alternative healing, case examples, and mnemonics and frameworks for cultural interactions. A variety of training tools and resources are presented, including large group exercises, small group activities, and references materials.
Addressing culture in health care delivery: policy, practice and researchdiversityRx
An overview of practice, policy and research on cultural competence in health care delivery. Delivered to the National Science Foundation workshop on intercultural systems design, May 2009.
Nursing workforce diversity updates and anticipated trendsJulia Michaels
Presentation by Dr. Shanita D. Williams, PhD, MPH, APRN, Chief, Nursing Education and Practice Branch, Division of Nursing and Public Health, Bureau of Health Workforce, HRSA
Culture of health care lecture 2 slidesCMDLearning
- Effective health information technology requires understanding health care culture, including clinical settings, processes, and people involved.
- Cultures are always plural, partial, and relational depending on both observer and observed. Differences in language use, called "rich points," highlight cultural differences.
- Cultural competence is important for health informatics professionals to avoid stereotypes and "othering" groups. Insights into health care culture can inform design and evaluation of health IT.
- Ethnographic research methods are used to study health care culture and how it impacts clinical work practices and technology use.
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1. Cultural Assets and Cultural Needs Enhancing the contributions of global health workers Julia Puebla Fortier Director Resources for Cross Cultural Health Care
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Editor's Notes
Global health workers, by definition, are people who come from a national, cultural, and frequently linguistic background that is different from that of the institution and community they are going to work in. These differences – especially the cultural and linguistic ones, have profound effect on many different levels: how they feel as an individual and a professional; how they interact with the staff and systems of the institution they work in, and how they interact with patients, families and communities. In order to make an effective contribution, health workers need to feel comfortable and confident about themselves and about their interactions with others. By actively acknowledging the role that language and culture play in health care interactions, health care institutions can play an important role in easing the integration of global health workers into their organizations, and can harness their deep cultural knowledge to improve the quality of care for the increasing number of patients who come from other countries and cultural and linguistic backgrounds. My name is Julia Puebla Fortier, director of RCCHC. I have worked in health care policy in the United States for nearly 20 years, working especially with government agencies and health care organizations to improve quality of care for diverse and disadvantaged populations. While there are many deficiencies in the US health care system, I can say that great strides have been made over the last 10 years in developing creative models for bridging the cultural and linguistic gap between health care institutions and culturally diverse communities. I’d like to share some of these models with you today.
Our society in the 21 st century is characterized by great movements of people, cultural institutions, business. I don’t need to say much the movement of health professionals globally – you know this data, and that’s why you’re here. Let me say a little about an equally important phenomena, which is that the movement of people means that health care institutions must really come to terms with an increasingly diverse patient population. (see demog sheet) What are the challenges health care organizations face when dealing with increasing diversity? Linguistic barriers that arise when patients can’t communicate with hospital staff or clinicians, can lead to a host of problems, ranging from not being able to find your way around the institution to misunderstandings about symptoms, disease course, diagnosis, treatment possibiliies, taking medication, etc. Cultural barriers can range from misunderstandings about dietary restrictions, issues of cultural/religions modesty, to differences in how to discuss terminal illnesses and death. Sometimes these barriers result in patients or communities that are unhappy with or mistrustful of a health care institution, and avoid using it, even at the expense of their health. Sometimes these barriers and misunderstandings have serious clinical consequences, including disability and death.
So, how do we effectively care for diverse patient populations, and what role do global health workers have in this task? I’d like to take just a few minutes to describe the framework of cultural competence, because I believe that it offers us the possibility of using the cultural assets of global health workers to address the cultural needs of diverse patient populations. Cultural competence, cultural sensitivity, multicultural health – there are many different terms, but they essentially refer to the same objective: the ability of health care providers and health care organizations to understand and respond effectively to the cultural and linguistic needs brought by patients to the health care encounter. Patients who receive culturally competent health care know that they will be able to communicate effectively with staff and clinicians, that they will be treated with respect, that their unique personal and cultural background and attitudes will be acknowledged and integrated into treatment programs, and that the institution has already recognized and planned for how to address the cultural diversity issues that may arise, ideally in consultation with the community. The execution of this cultural competence agenda varies around the world: parts of Australia have been a pioneer in explicitly addressing these issues through government policy and targeted health programs and interventions. The US has take a more grass-roots, bottom up approach to developing model programs, which have then become the basis for policy formulation, in national, state and quality accreditation frameworks. And Europe has recently been the site of 12-country policy and practice research project that was quite successful, although the practice and integration of these lessons across the mainstream has only just begun.
In practice, addressing culture and language in health care would ideally touch on improving interpersonal interactions, strengthening the ability of institutions to assess, plan for, and improve services that are used by diverse populations, and putting into place policy structures and funding that support the mechanisms needed to effectively address diversity. In the U.S, this has been outlined and promoted through the National Standards for Culturally and Linguistically Appropriate Services in health care, or the CLAS standards (ref. to handout) Specific strategies that focus on improving interpersonal interactions in the context of cultural and linguistic differences, and all of these tasks are frequently taken on by global health workers, whether explicitly as part of their job description, or on an ad hoc basis. They include:
I’d like to say a little more the last strategy, which is also known as cultural bridging. This is the ability of a person or a program to use their knowledge of two cultures, that of the patient, and that of the health care system, to act as a bridge between patient and institution to improve communication, comfort and the quality of health care delivered. Many times nurses, doctors and other staff do this as a matter of course. However there are also specific roles that involve cultural bridging include: CHWs are usually from the community and work in the community on disease prevention and health promotion. C Case Managers usually work within an institution to not only manage the care of a patient, but also to serve as a liaison (linguistic or cultural) between the patient and the institution. Cultural navigator is another term for this work. And finally, staff from other countries or particular religious/ cultural background can serve as a resource to other staff, answering questions, providing education, serving as a intermediary when cultural issues are complex and difficult to manage.
Challenges: Role confliscts Different approaches to patient care (IMGs less likely to have formal coursework in skill areas) Jacobs Particularly critical in countries where increasing push for patient centered care model, partnership rather than paternalism, don’t do psychosocial histories, negotiate with patients Fiscella Diagnoistic and treatment options will be influences by home country values (homosexiuality, marital distress, sex, alcohol and drug use *Steinert) Transcultural challenges: lifestyle, sex-role, discrimination, change in status, geneder hierarchy, power Same country is not same understanding – diff ethnic groups, social classes, educational levels. In small communities and countries, tension can be created by people from on different sides of conflicts Bernstein: do IMGs want to be seen as representatives of their own culture… some have sought to avoid being perceived in this role.
We’ve seen the ways in which global health workers can be assets, and we have seen what personal needs and challenges they face integrating into a new culture and health care system. How do we find the right synergy between the their needs and what they can offer to patients who are themselves from diverse cultural backgrounds. The models I’m about to describe point to 3 main activities: (bullets)
All listed on resource sheet On the training end of the spectrum, a recent program has been developed in Canada that provides teaching modules for those involved in training or educational programs with foreign trained health workers. It has modules to orient teachers/staff to the world of the IMG, explain the Canadian health system, how to work in the context of cultural diversity, how to deliver patient-centered care and improve communication. It also offers a toolkit to adapt the material to a variety of teaching situations Welcome Back. Recognizing the reality of many professional trained immigrants in CA who could not practice due to relicensing difficulties, and the overwhelming need in many health care institutions for bilingual/bilcultural staff. The Welcome Back program attempts to serve both ends of the cultural needs equation in health care. Targeting indviduals who have been trained in other countries, but are not working in health care now for whatever reason, this program offers an extremely comprensive and wellthougt out ptraom of individual assessment, counseling, case management, referreal, and educational services. The educational offerings alone are quite indicative of the needs that many IMGs have english in health care, study groups, exam preparation, health care system. In addition, the outcomes of this program are quite impressive: 773 have found employment in the health sector: as nurses, nurse assistants, Pas, techs, In a practicing hospital setting, At the AEMC, in Philadelphia, a 3-year course is required for all IMG residents, called Comunication and Cultural Competence. There is also a special orientation program for IHWs with distinct opportunities for these staff to talk about their own integration processes, and how they feel about being representatives of their own culture. Often they find that their own personal knowledge of cultural issue: the experience of being an immigrant, understanding the context of female circumcision, etc. gives them an opportunity to be helpful to other staff who must care for patients from that culture. Harborview Cultural Case Manager ProgramTo be fully effective, cultural mediation is combined with case management. The interpreter follows a family or patient over a period of time, becoming fully aware of the family’s needs, problems, and strengths. A case management approach enables the interpreter to provide cultural interpretation and mediation, and to advocate for appropriate treatment based on a more thorough understanding of the patient. The interpreter can thus communicate cultural facts and social/familial histories to the health provider, offering the provider a way to gain valuable insights which can positively impact patient care. Problems such as poor housing, lack of child care or support for new parents, depression, isolation, and mental health problems can be identified and addressed using the interpreter cultural mediator approach. While the interpreter cultural mediator cannot solve all the problems a family may contend with, avenues for communication are vastly broadened and cultural gaps in information more easily bridged when an ICM is involved in patient care.