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Cultural Competency (cultural + competency)
Selected AbstractsAdolescent Homosexuality and Culturally Competent NursingNURSING FORUM, Issue 3 2000Leslie G. Dootson Nursing is striving for cultural competency. Cultural competency includes the ability to deliver care to disenfranchised and marginalized people. The adolescent gay, lesbian, or bisexual person is at risk for violence, disease, harassment, and problems with identity development. Ethnic/minority youth who are also gay, lesbian, and bisexual suffer from prejudice and disenfranchisement within their ethnic community as well as in the dominant white culture. Healthcare workers exhibit homophobia and heterosexism in the delivery of care to patients. Nursing needs to evaluate its own values and prejudices and incorporate sexual orientation into culturally valid tools of assessment to provide competent care. [source] Culturally competent school assessment: Performance measures of personalityPSYCHOLOGY IN THE SCHOOLS, Issue 3 2007Richard Dana Performance measures of personality,narratives, Rorschach, and drawing techniques,provide continuing comprehensive assessment resources for school psychologists. These measures are examined for assets, limitations, and applications consistent with a new practice model for culturally competent school-based services. Cultural competency is informed by a generic training model and illustrated by contents of a public sector California training program. Expanding cultural competency training opportunities in all school psychology programs can integrate assessment, intervention, and outcome evaluations using performance measures within a context of guidelines and ethical responsibilities. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 229,241, 2007. [source] Cultural competence: a conceptual framework for teaching and learningMEDICAL EDUCATION, Issue 3 2009Conny Seeleman Objectives, The need to address cultural and ethnic diversity issues in medical education as a means to improve the quality of care for all has been widely emphasised. Cultural competence has been suggested as an instrument with which to deal with diversity issues. However, the implementation of culturally competent curricula appears to be difficult. We believe the development of curricula would profit from a framework that provides a practical translation of abstract educational objectives and that is related to competencies underlying the medical curriculum in general. This paper proposes such a framework. Methods, The framework illustrates the following cultural competencies: knowledge of epidemiology and the differential effects of treatment in various ethnic groups; awareness of how culture shapes individual behaviour and thinking; awareness of the social context in which specific ethnic groups live; awareness of one's own prejudices and tendency to stereotype; ability to transfer information in a way the patient can understand and to use external help (e.g. interpreters) when needed, and ability to adapt to new situations flexibly and creatively. Discussion, The framework indicates important aspects in taking care of an ethnically diverse patient population. It shows that there are more dimensions to delivering high-quality care than merely the cultural. Most cultural competencies emphasise a specific aspect of a generic competency that is of extra importance when dealing with patients from different ethnic groups. We hope our framework contributes to the further development of cultural competency in medical curricula. [source] Teaching Culturally Appropriate Care: A Review of Educational Models and MethodsACADEMIC EMERGENCY MEDICINE, Issue 12 2006Cherri Hobgood MD Abstract The disparities in health care and health outcomes between the majority population and cultural and racial minorities in the United States are a problem that likely is influenced by the lack of culturally competent care. Emergency medicine and other primary-care specialties remain on the front lines of this struggle because of the nature of their open-door practice. To provide culturally appropriate care, health care providers must recognize the factors impeding cultural awareness, seek to understand the biases and traditions in medical education potentially fueling this phenomenon, and create a health care community that is open to individuals' otherness, thus leading to better communication of ideas and information between patients and their health care providers. This article highlights the rationale for and current problems in teaching cultural competency and examines several different models implemented to teach and promote cultural competency along the continuum of emergency medicine learners. However, the literature addressing the true efficacy of such programs in leading to long-lasting change and improvement in minority patients' clinical outcomes remains insufficient. [source] Negotiated Nonmonogamy and Male CouplesFAMILY PROCESS, Issue 4 2006MICHAEL SHERNOFF LCSW One issue that has the potential to confound family or couples therapists working with male couples is the issue of nonmonogamy. For many therapists, sexual nonexclusivity challenges fundamental clinical assumptions that "affairs," or extra-relationship sex or romantic involvements, are symptoms of troubled relationships and are always a form of "sexual acting out." This article explores the issue of sexual exclusivity and nonexclusivity within male couples. In order to achieve both clinical and cultural competency in work with male couples, therapists need to challenge their cultural biases regarding monogamy. [source] Comparing United States versus International Medical School Graduate Physicians Who Serve African- American and White ElderlyHEALTH SERVICES RESEARCH, Issue 6 2006Daniel L. Howard Objective. To examine the relationship that international medical school graduates (IMGs) in comparison with United States medical school graduates (USMGs) have on health care-seeking behavior and satisfaction with medical care among African-American and white elderly. Data Sources. Secondary data analysis of the 1986,1998 Piedmont Health Survey of the Elderly, Established Populations for the Epidemiological Study of the Elderly, a racially oversampled urban and rural cohort of elders in five North Carolina counties. Study Design. Primary focus of analyses examined the impact of the combination of elder race and physician graduate status across time using a linear model for repeated measures analyses and ,2 tests. Separate analyses using generalized estimating equations were conducted for each measure of elder characteristic and health behavior. The analytic cohort included 341 physicians and 3,250 elders (65 years old and older) in 1986; by 1998, 211 physicians and 1,222 elders. Data Collection/Extraction Methods. Trained personnel collected baseline measures on 4,162 elders (about 80 percent responses) through 90-minute in-home interviews. Principal Findings. Over time, IMGs treated more African-American elders, and those who had less education, lower incomes, less insurance, were in poorer health, and who lived in rural areas. White elders with IMGs delayed care more than those with USMGs. Both races indicated being unsure about where to go for medical care. White elders with IMGs were less satisfied than those with USMGs. Both races had perceptions of IMGs that relate to issues of communication, cultural competency, ageism, and unnecessary expenses. Conclusion. IMGs do provide necessary and needed access to medical care for underserved African Americans and rural populations. However, it is unclear whether concerns regarding cultural competency, communication and the quality of care undermine the contribution IMGs make to these populations. [source] Lack of cultural competency: A business and clinical riskJOURNAL OF HEALTHCARE RISK MANAGEMENT, Issue 4 2004Beth Remus RN, MS Principal First page of article [source] Cultural competence: a conceptual framework for teaching and learningMEDICAL EDUCATION, Issue 3 2009Conny Seeleman Objectives, The need to address cultural and ethnic diversity issues in medical education as a means to improve the quality of care for all has been widely emphasised. Cultural competence has been suggested as an instrument with which to deal with diversity issues. However, the implementation of culturally competent curricula appears to be difficult. We believe the development of curricula would profit from a framework that provides a practical translation of abstract educational objectives and that is related to competencies underlying the medical curriculum in general. This paper proposes such a framework. Methods, The framework illustrates the following cultural competencies: knowledge of epidemiology and the differential effects of treatment in various ethnic groups; awareness of how culture shapes individual behaviour and thinking; awareness of the social context in which specific ethnic groups live; awareness of one's own prejudices and tendency to stereotype; ability to transfer information in a way the patient can understand and to use external help (e.g. interpreters) when needed, and ability to adapt to new situations flexibly and creatively. Discussion, The framework indicates important aspects in taking care of an ethnically diverse patient population. It shows that there are more dimensions to delivering high-quality care than merely the cultural. Most cultural competencies emphasise a specific aspect of a generic competency that is of extra importance when dealing with patients from different ethnic groups. We hope our framework contributes to the further development of cultural competency in medical curricula. [source] Refugees and medical student training: results of a programme in primary careMEDICAL EDUCATION, Issue 7 2006Kim Griswold Context, Medical schools have responded to the increasing diversity of the population of the USA by incorporating cultural competency training into their curricula. This paper presents results from pre- and post-programme surveys of medical students who participated in a training programme that included evening clinical sessions for refugee patients and related educational workshops. Methods, A self-assessment survey was administered at the beginning and end of the academic year to measure the cultural awareness of participating medical students. Results, Over the 3 years of the programme, over 133 students participated and 95 (73%) completed pre- and post-programme surveys. Participants rated themselves significantly higher in all 3 domains of the cultural awareness survey after completion of the programme. Conclusions, The opportunity for medical students to work with refugees in the provision of health care presents many opportunities for students, including lessons in communication, and scope to learn about other cultures and practise basic health care skills. An important issue to consider is the power differential between those working in medicine and patients who are refugees. To avoid reinforcing stereotypes, medical programmes and medical school curricula can incorporate efforts to promote reflection on provider attitudes, beliefs and biases. [source] Advancing evaluation of STEM efforts through attention to diversity and cultureNEW DIRECTIONS FOR EVALUATION, Issue 109 2006Donna M. Mertens This chapter examines implications from the application of a transformative lens and the concepts of cultural competency to increase our understanding of how evaluation can contribute to the goal of improving STEM outcomes for underrepresented groups. [source] Adolescent Homosexuality and Culturally Competent NursingNURSING FORUM, Issue 3 2000Leslie G. Dootson Nursing is striving for cultural competency. Cultural competency includes the ability to deliver care to disenfranchised and marginalized people. The adolescent gay, lesbian, or bisexual person is at risk for violence, disease, harassment, and problems with identity development. Ethnic/minority youth who are also gay, lesbian, and bisexual suffer from prejudice and disenfranchisement within their ethnic community as well as in the dominant white culture. Healthcare workers exhibit homophobia and heterosexism in the delivery of care to patients. Nursing needs to evaluate its own values and prejudices and incorporate sexual orientation into culturally valid tools of assessment to provide competent care. [source] Race, Worldviews, and Conflict Mediation: Black and White Styles of Conflict RevisitedPEACE & CHANGE, Issue 1 2008Mark Davidheiser The article offers a wide-ranging, critical reflection on intercultural mediation theory and practice. Rather than following the standard format of literature review and discussion, the author uses his experiences as a mediator and researcher to frame the culture question and analyze intercultural practice models. We begin with the White American author's realization that culture is important, following a mediation session in which the other participants were Black. Reading Kochman's Black and White Styles in Conflict reinforced that realization, and, combined with other works, suggested a relatively straightforward relationship between culture and mediation managed through cultural competency. However, original field research on third-party peacemaking in West Africa complicated the issue by indicating that worldviews and associated conflict styles are highly diverse, varying both within and across social groups. The second half of the paper examines the nature of cultural perspectives or worldviews and considers proposed methods for intercultural mediation. By analyzing prominent responses to the issue of sociocultural variation, the paper explores the challenge of creating a broadly applicable mediation methodology that addresses the complexity of worldviews. [source] Beyond Cultural Competence: Human Diversity and the Appositeness of Asseverative GoalsCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 1 2005Arthur M. Nezu I argue that, as a profession, psychology needs to aspire beyond the goal of achieving cultural competence when addressing issues of human diversity. Although laudable, cultural competency as a goal may not set the bar high enough to achieve equity regarding those minority groups traditionally neglected or marginalized. As such, I further argue that asseverative objectives,ones that ask us to aver, affirm, and embrace human diversity,would be more consistent with a truly egalitarian perspective and our own code of ethics. I then describe barriers to achieving such goals that exist as endemic aspects of clinical psychology's worldview of human behavior and psychopathology, as well as inherent characteristics of simply being human. Last, I suggest that in order to reach such asseverative goals, we need to be more active (as compared to simply reading relevant journal articles) in our daily activities when it comes to issues of human diversity. [source] | |||||||||||||