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Mental status > CH 9 potter Cultural Competence > Flashcards

CH 9 potter Cultural Competence Flashcards

1
Q

refers to the learned and shared beliefs, values, norms, and traditions of a particular group, which guide our thinking, decisions, and actions

A

culture

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2
Q

also refers to ways of relating to one another, language and manner of speaking, work and lifestyle practice, social relationships, values, religious beliefs and rituals, and expression of thoughts and emotions

A

culture

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3
Q

refers to a bias we are unaware of and that happens outside our control, which is influenced by our personal background, cultural environment, and personal experiences.

A

Unconscious bias

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4
Q

is similar; however, we are aware of the bias that is present.

A

implicit bias

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5
Q

emphasizes the need to provide care based on an individual’s cultural beliefs, practices, and values;

A

Culturally congruent care or transcultural care

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6
Q

means that professional health care must be culturally sensitive, culturally appropriate, and culturally competent to meet the multifaceted health care needs of each person, family, and community

A

Cultural competence

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7
Q

birth, first in the home, then in the church or other places where people congregate, and then in educational and other social settings

A

Cultural beliefs, values, and practices are learned from

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8
Q

is a set of assumptions that begins to develop during childhood and guides how one sees, thinks about, experiences, and interprets the world

A

World view

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9
Q

(emic world view) and

A

In any intercultural encounter there is an insider perspective

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10
Q

(etic world view).

A

an outsider perspective

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11
Q

is an assumed belief regarding a particular group

A

stereotype

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12
Q

“a particular type of health difference that is closely linked with social, economic, and/or environmental disadvantage”

A

Healthy People 2020 defines a health disparity as

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13
Q

Poor health status, disease risk factors, poor health outcomes, and limited access to health care are

A

types of disparities often interrelated and influenced by the conditions and social context in which people live

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14
Q

are the conditions in which people are born, grow, live, work, and age

A

Social determinants of health

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15
Q

include factors such as age, race, ethnicity, socioeconomic status, access to nutritious food, transportation resources, religion, sexual orientation, age, level of education. literacy level, disability (physical and cognitive), and geographical location (e.g., access to health care)

A

Social determinants of health

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16
Q

offers some promise regarding health care access and quality.

A

The 2016 National Healthcare Quality and Disparities Report by the Agency for Healthcare Research and Quality (AHRQ) (2017)

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17
Q

are more likely to have poor health outcomes and die earlier because of a complex interaction among their individual behaviors, environment of the communities in which they live, the policies and practices of health care and governmental systems, and the clinical care they receive

A

marginalized groups

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18
Q

people who are gay, lesbian, bisexual, or transgender; people of color; people who are physically or mentally challenged; and people who are not college educated.

A

Examples of marginalized groups include

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19
Q

is a research and policy model used to study the complexities of people’s lives and experiences

A

Intersectionality

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20
Q

privilege and oppression.

A

Each of us is at the intersection of two categories:

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21
Q

is a formal and informal system of advantages and disadvantages tied to membership in social groups, reinforced by societal norms, biases, interactions, and beliefs

A

Oppression

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22
Q

is “a dynamic, fluid, continuous process whereby an individual, system, or health care agency finds meaningful and useful care strategies based on knowledge of the cultural heritage, beliefs, attitudes, and behaviors of those to whom they render care”

A

Cultural competence

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23
Q

is based on one’s self-identification with one or more social groups in which a common heritage with a particular racial group is shared

A

Racial identity

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24
Q

is “the frame in which individuals identify consciously or unconsciously with those with whom they feel a common bond because of similar traditions, behaviors, values, and beliefs”

A

ethnic and cultural identity

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25
Q

occurs when an individual or group transitions from one culture and develops traits of another culture
-In this transition, there will be adaptation to the new cultures, traditions, customs, and language.

A

acculturation

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26
Q

is the process in which the individual adapts to the host’s cultural values and no longer prefers the components of the origin culture

A

Assimilation

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27
Q

is the way in which individuals and families react to disease

A

Illness

28
Q

is a malfunctioning of biological or psychological processes.

A

disease

29
Q

a person’s world view about health, illness, and health care.

A

culture and life experiences shape

30
Q

are a set of evidence-based, scientifically researched standards of care

A

core measures

31
Q
  • Accountable care organizations (ACOs), patient-centered medical homes (PCMH), and primary care
  • Cardiology
  • Gastroenterology
  • HIV and hepatitis C
  • Medical oncology
  • Obstetrics and gynecology
  • Orthopedics
  • Pediatrics
A

All the core measures are consistent with national health priorities and are in the following 8 sets:

32
Q

cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire.

A

Campinha-Bacote’s model of cultural competency has five interrelated constructs

33
Q

is the process of conducting a self-examination of one’s own biases toward other cultures and the in-depth exploration of one’s cultural and professional background. It also involves being aware of the existence of documented racism and other “isms” in health care delivery.

A

• Cultural awareness (1 of 5 cultural competency interrelated constructs)

34
Q

is the process in which a health care professional seeks and obtains a sound educational base about culturally diverse groups. In acquiring this knowledge, health care professionals must focus on the integration of three specific issues: health-related beliefs and cultural values, care practices, and disease incidence and prevalence.

A

Cultural knowledge

35
Q

is the ability to conduct a cultural assessment of a patient to collect relevant cultural data about a patient’s presenting problem, as well as accurately conducting a culturally based physical assessment.

A

Cultural skill

36
Q

is a process that encourages health care professionals to directly engage in face-to-face cultural interactions and other types of encounters with patients from culturally diverse backgrounds. A cultural encounter aims to modify a health care provider’s existing belief about a cultural group and to prevent possible stereotyping.

A

Cultural encounter

37
Q

is the motivation of a health care professional to “want to” (and not “have to”) engage in the process of becoming culturally aware, culturally knowledgeable, and culturally skillful in seeking cultural encounters.

A

Cultural desire

38
Q

requires a self-examination of one’s biases toward other cultures and an in-depth exploration of one’s own cultural and professional background

A

Cultural awareness

39
Q

is learning or becoming educated about the beliefs and values of other cultures and diverse ethnic group

A

Cultural knowledge

40
Q

(1) health-related beliefs and cultural values,
(2) disease incidence and prevalence,
(3) treatment efficacy

A

The health care provider must focus on their specific issues:

41
Q
  • In the first phase there is an activation of a stereotype when an individual is categorized into a social group. When this occurs, beliefs and prejudices come to mind about what members of that particular group are like
  • In the second phase, people use these activated beliefs and feelings when they interact with individuals
A

Stereotyping occurs in two cognitive phases.

42
Q

are immersed in the culture of science and biomedicine through their coursework and professional experience.

A

Most health care providers educated in Western traditions

43
Q

is a tool that helps you visualize the visible and invisible aspects of your own world view

A

iceberg analogy

44
Q

Collecting a culturally based nursing history, performing a culturally based physical assessment, and using teach-back with plain language are cultural skills that take practice and require you to apply your cultural awareness and knowledge.

A

Cultural skills (definition broken down)

45
Q

the information you might choose to include in a nursing history

A

summary of the domains of culture is a framework for

46
Q

you will be able to gather more information with each patient visit.

A

If you work in a setting such as home health, school nursing, or a health clinic,

47
Q

you must focus your assessment on the domains most relevant to a patient’s condition and the impending treatment plan

A

When you are in an acute setting

48
Q

is the ability to communicate effectively and convey information in a manner that is easily understood by diverse audiences.

A

Linguistic competence

49
Q

is intrusive (involved in situation that ur not wanted) and time consuming and requires a trusting relationship between participants.

A

cultural assessment

50
Q

to interpret a patient’s behavior and to behave in a culturally congruent way.

A

transcultural communication skills used

51
Q

Standards are intended to advance health equity, improve quality, and help eliminate health care disparities by establishing a blueprint to help individuals and health care organizations implement culturally and linguistically appropriate services

A

The National Culturally and Linguistically Appropriate Services (CLAS)

52
Q

include standards for communication and language assistance

A

CLAS standards (The National Culturally and Linguistically Appropriate Services)

53
Q
  • Provide language assistance resources (e.g., trained medical interpreters, qualified translators, telecommunication devices for the deaf) for individuals who have limited English proficiency and/or other communication needs, at no cost to them, to facilitate timely access to all health care and services.
  • Inform all individuals of the availability of language assistance services clearly and in their preferred language verbally and in writing.
  • Ensure the competence of individuals providing language assistance. Do not use untrained individuals and/or minors as interpreters.
  • Provide easy-to-understand print and multimedia materials and signage in the languages commonly used by the populations in the service area.
A

All US health care organizations must meet the following requirements:

54
Q
  • What do you call your problem?
  • What do you think caused it?
  • Why do you think it started when it did?
  • What does your sickness do to you?
  • How long do you think it will last?
  • How different is this problem from the one you had a month ago?
  • What is the difference between what we are doing and what you think we should be doing for you?
  • Why did you come to us for treatment?
  • What benefit do you expect from the treatment?
  • How do you typically deal with a problem with your health?
A

When you begin a cultural assessment there are some basic questions that can help you explore a patient’s culture:

55
Q

is the degree to which individuals have the capacity to obtain, process, and understand basic health information and the services needed to make appropriate health decisions

A

Health literacy

56
Q

•is an instrument consisting of comparable tests in English and Spanish, with good reliability and validity in both languages

A

The Short Assessment of Health Literacy—Spanish and English (SAHL-S&E) // (health literacy test)

57
Q

is a seven-item word recognition test to provide clinicians with a valid quick assessment of patient health literacy.
- The REALM-SF has been validated and field-tested in diverse research settings.

A

The Rapid Estimate of Adult Literacy in Medicine—Short Form (REALM-SF)// (health literacy test)

58
Q

requires the application of health literacy principles in providing readily available, culturally appropriate oral and written language services to patients and families with limited English proficiency

A

Linguistic competence

59
Q

is grammatically correct language that includes complete sentence structure and accurate word usage

A

Plain language

60
Q

(written words)

A

qualified translators

61
Q

(verbal words)

A

interpreters

62
Q

may be utilized as an interpreter, advocate, or mediator that bridges between the individual or group

A

cultural broker (interpreter)

63
Q

interpreter (“I” statements)

A

Speak 1st person with

64
Q

In every health care setting you will directly interact with patients from culturally diverse backgrounds.

A

This interaction is a cultural encounter,

65
Q
  • 1st goal is to communicate in a way that generates a wide variety of responses and to send and receive both verbal and nonverbal communication accurately and appropriately in each culturally different context.
  • 2nd goal is to continuously interact with patients from culturally diverse backgrounds to validate, refine, or modify existing values, beliefs, and practices about a cultural group.
A

Cultural encounter has 2 goals

66
Q

refers to having the motivation to engage patients so that you understand them from a cultural perspective. (ex: engaging w/ ppl we perceive as different).

A

Cultural desire

67
Q
  • Listen to the patient’s perception of the problem. Be nonjudgmental and use encouraging comments, such as “Tell me more” or “I understand what you are saying.”
  • Explain your perception of the problem.
  • Acknowledge not only the differences between the two perceptions of the problem but also the similarities. Recognize the differences but build on the similarities.
  • Recommendations must involve the patient.
  • Negotiate a treatment plan, considering that it is beneficial to incorporate selected aspects of the patient’s culture into the plan.
A

mnemonic LEARN represents the process of listening, explaining, acknowledging, recommending, and negotiating: // (Acquiring the willingness to practice cultural desire)

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