moving your health service to the next stage of cultural competency what’s the next step?
TRANSCRIPT
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Moving Your Health Service to the Next Stage of Cultural Competency
What’s the Next Step?
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Presenters:
David Braun, MD – University of Iowa
Dwayne Sackman, MPA – Illinois State University
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Goals
1) Present a self-assessment mechanism for any college health service.
2) Identify some potential challenges to increasing cultural competency.
3) Present some ideas on overcoming challenges and moving to the next stage of cultural competency
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Cultural Competence
Cultural Competence is when a community member is aware of his/her own assumptions, biases, and values; possesses an understanding of the worldview of others; is informed about various cultural groups; and has acquired the skills to develop appropriate intervention strategies and techniques (Sue, Arrendondo, & McDavis, 1992).
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AssumptionsMulticulturally competent persons understand: One will never reach an ultimate level of knowledge and
awareness about the self and various cultural groups. One’s identity, awareness, and skills are constantly evolving
in response to new information being received about the self or the other
One is continually seeking to raise awareness and develop skills that help to effectively address diversity and social justice issues.
One must develop the stamina to sit with discomfort, to continuously seek critical consciousness, and to engage in difficult dialogues (Watt, 2007).
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A Self Assessment Tool
http://www.aafp.org/fpm/20020600/39achi.html
Achieving a more minority friendly practiceFamily Practice Management, June 2002, Vol. 9 No. 6 pg 39-43
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Six Stages of Cultural Competence Development:
1. Cultural Destructiveness 2. Cultural Incapacity3. Cultural Blindness4. Cultural Pre-Competence5. Cultural Competence6. Cultural Proficiency
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Journal of College Student Development Ingrid Grieger September/October 1996 Vol. 37 No. 5 “A Multicultural Organizational Development
Checklist for Student Affairs”
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Monocultural
Nondiscriminatory
Multicultural
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A Personal Self-Assessment Tool
Diversity Awareness Profile (DAP), 2nd edition by Karen Stinson
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Naïve – no awareness of one’s biases, prejudices, and negative behaviors
Perpetuator – aware of one’s biases, but continue negative behaviors and reinforce stereotypes
Avoider – tolerates other’s unjust behaviors Change Agent – acts as a role model, takes action
when appropriate Fighter – always on lookout for prejudice and
takes action at all times
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3 Phases to Move to the Next Level
Phase 1 – Structural Phase 2 – Behavioral Phase 3 – Cultural
“A Multicultural Organizational Development Checklist for Student Affairs” by Ingrid Grieger in Journal of College Student Development; September/October 1996, vol. 37 no. 5
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Phase 1 – Structural Develop vision
Communicate vision
Find leaders
Set low-hanging fruit goals
Form culture competency committee
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Phase 2 – Behavioral
Create opportunities
Build momentum
Build rewards
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Phase 3 – Cultural
Make part of ongoing operations
Commit financial resources in budget
Expand scope
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An exercise for today What would you do if. . .
. . .a patient expresses unwillingness to be seen by a provider because of racial/cultural differences?
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An exercise for today What would you do if. . .
. . .a senior provider tells you in a staff meeting that he’s “tired of the discussions of theory”?
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Here’s one from Gropper: The Athlete (page 74)
Charles Lear, an African-American whose family comes from the rural south, has been a patient at [the student health center] for over a year and Rita Barnes has been his regular nurse practitioner. The young man comes in for a physical examination because of a school requirement prior to participation on the track team.
Ms. Barnes is pleased that the youth is doing so well and asks, “What subjects are you taking this term, Charlie?”
He stiffens and mumbles, “English and math” and seems anxious to terminate the interview.
How would you explain this behavior?
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Possible explanations1. Charles is getting failing grades in his classes and is
embarrassed to admit it.2. Charles has had to wait longer than he expected before
seeing Ms. Barnes, so he is in a hurry to leave.3. In the rural South, African-Americans are raised to respect
the name given to them by their parents and they do not convert it to a nickname as some other groups tend to do to demonstrate friendliness. Charles is startled by the liberties taken with his given name.
4. Charles does not like Ms. Barnes and wants to maintain his distance from her indirect communication of friendliness.
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Video Conversation Starters
Short and not too edgy: “Color Me Blind” on YouTube, 5:39 video by WDrinker
Longer, edgy: “Hip-Hop: Beyond Beats and Rhymes” by Byron Hurt Info at www.bhurt.com
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A classic medical cultural competency book resource The Spirit Catches You and You Fall Down
by Anne Fadiman www.spiritcatchesyou.com
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Some additional resources Gropper, R. Culture and the Clinical Encounter: An
Intercultural Sensitizer for the Health Professions. Intercultural Press, Inc., 1996
Wen-Shing, T. and Streltzer, J. Cultural Competence in Health Care: A Guide for Professionals. Springer Science + Business Media, 2008
Galanti, G. Caring for Patients from Different Cultures. University of Pennsylvania Press, 2004
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Nice Quick Clinic Reference Mosby Pocket Guide to Cultural Health
Assessment – Nursing Pocket Guides Organized by country of origin with information
on common religions, languages, cultural beliefs and common barriers to US health care