Term paper on Culture Competence

Institutionalizes cultural knowledge. Cultural knowledge must be accessed and incorporated into the delivery of services. It is impossible, and not necessary, to learn all there is to know about all cultural sub-groups, but healthcare professionals must be aware of the ethnographic information related to the community and relevant beliefs and behaviors of their clients and their clients’ families.

I would like to name six levels of cultural competence, starting with the least competent:
“Cultural destructiveness may involve the extreme of cultural genocide but is more commonly seen when people are actively denied services or treated in a dehumanizing manner.

Cultural incapacity occurs when systems lack the capacity to work effectively with individuals from another culture. The system maintains bias, supports stereotypes, and assumes a paternal stance.

Cultural blindness presumes an unbiased philosophy and that all people are the same. The need for culturally specific approaches to solve problems is not realized. Services are inherently ethnocentric, ignore cultural strengths, encourage assimilation, and blame victims for their problems.

Cultural pre-competence moves toward the more positive end of the continuum. The system recognizes its weaknesses and explores alternatives. There is a commitment to responding appropriately to differences.

Cultural competence is defined by acceptance of cultural differences, by continuing self-assessment towards the cultural issues, and adaptations to health services.

Cultural proficiency occurs when culture is held in high regard. Under the condition of cultural proficiency the research is conducted, the results are analyzed, and new approaches that might increase culturally competent practice is recognized are developed.” (Ndiwane & Miller, 2004)

The importance of culture competence when collecting information from a patient

The definitions and perceptions of health, wellness, illness, youth, and old age by patients are determined by culture. Therefore it’s clear that cultural competence is fundamental thing that helps to interact with the patients.

A healthcare professional requires superior communication skills and must be sensitive to the unique needs of each patient. Without communication skills that consider the cultural context of the patient, outcomes of care may be suboptimal. (Capell, Veenstra & Dean, 2007)

Prevention of morbidity and mortality due to injury or disease requires timely access to culturally competent primary, secondary, and tertiary healthcare services. Culture-specific access to care issues is a part if major healthcare concern, especially when combined with early identification and treatment of symptoms. Efficient, effective access and continued use of health services saves money, effort, and frustration for communities and individuals.

Consumers of clinics and hospitals are demanding healthcare that is culturally competent. However, consumers may look upon health care providers with fear and distrust due to past or present experiences with caregivers who ignored, violated, or ridiculed their cultural beliefs and practices. Additionally, the great majority of health care providers is white and may be perceived as unable to competently relate to diverse client groups.

Communication and interviewing techniques related to patients of diverse cultures

There is no doubt that the approach to patients of diverse cultures should be sensitive. It should involve the inquiring about a health problem. For instance, the health service professional may ask the questions such as: “What is your problem?”, “What are the causes of your problem?”, “How severe the sickness?” “How long do you think you will have it?”.

The approach developed by Berlin and Fowkes (1983) in often used n order to enhance communication and understanding of the patient’s perspective, particularly during the interview process. It suggests few effective steps of communication with the patient.

At first, the health care professional asks for and listens to patient’s perception of the problem. Then it’s time for the professional to explain his/her perception of the problem, then differences/similarities should be discussed with the patient. The next step is a recommendation of the certain treatment. And the final step is to negotiate consensus that takes into account the patient’s cultural norms.

The model LEARN (developed by researchers Berlin and Fowkes) provides the health care provider a mnemonic device for keeping in mind the patient’s perspective about his/her health problems. It also enables an understanding of positive/negative factors that affect the patient’s abilities to attain health, and allows for the establishment of a shared plan of care, thus, a mutual responsibility for health. (Ndiwane & Miller, 2004)