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Health Assessment > Cultural Considerations > Flashcards

Cultural Considerations Flashcards

1
Q

“The totality of socially transmitted behavioral patterns, arts, beliefs, values, customs, life ways, and all other products of human work and thought characteristic of a population or people that guide their worldview and decision-making.” (Purnell and Paulanka)

A

Culture

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2
Q
  • Composed of all verbal and behavioral systems that transmit meaning.
  • Serves as an ever-changing frame for interpreting information and understanding how the world works.
A

Culture

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3
Q
  1. Culture is learned
  2. Culture is shared
  3. Culture is associated with adaptation to the environment
  4. Culture is universal
A

Basic Characteristics of Culture

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4
Q

Learned beliefs about what is held to be good or bad

A

Values

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5
Q

Learned behaviors that are perceived to be appropriate or inappropriate

A

Norms

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6
Q

The process of taking in and fully understanding information or ideas.

A

Assimilation

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7
Q

The process by which a person or a group’s language and/or culture come to resemble those of another group.

A

Cultural assimilation

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8
Q

Occurs when new members of a society become indistinguishable from members of the other group.

A

Full Assimilation

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9
Q

Defined by geography or residential patterns. (Lumen, 2018)

A

Spatial Concentration

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10
Q
  • The ability to understand, communicate with and effectively interact with people across cultures.
  • It encompasses being aware of one’s own world view and developing positive attitudes towards cultural differences.
A

Cultural Competencies

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11
Q
  • A combination of knowledge, beliefs, and behaviors that often are specific to racial, ethnic, geographic, social or religious groups. (NIH, 2013)
  • The characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music and arts.
A

Culture

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12
Q
  • It means understanding that each individual is unique, and recognizing our individual differences.
  • These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.
A

Diversity

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13
Q
  • The fact or state of belonging to a social group that has a common national or cultural tradition.
  • Sometimes used interchangeably with the term nation, particularly in cases of ethnic nationalism, and is separate from, but related to the concept of races.
A

Ethnicity

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14
Q
  • Evaluation of other cultures according to preconceptions originating in the standards and customs of one’s own culture.
  • Sometimes related to racism, stereotyping, discrimination, or xenophobia.
A

Ethnocentrism

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15
Q
  • If one is very “consistent” with their heritage, then one maintains more of the core values, beliefs, attitudes, and behaviors of one’s cultural heritage.
  • If one is more “inconsistent”, then he or she deviates from that cultural heritage.
A

Heritage Inconsistency

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16
Q

It refers to the unconscious knowledge of grammar that allows a speaker to use and understand a language.

A

Linguistic Competence

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17
Q

The transmission of messages or signals through a nonverbal platform such as eye contact, facial expressions, gestures, posture, and the distance between two individuals.

A

Non Verbal Communication (NVC)

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18
Q

Grouping of humans based on shared physical or social qualities into categories generally viewed as distinct by society.

A

Race

19
Q
  • A group of people within a culture that differentiates itself from the parent culture to which it belongs, often maintaining some of its founding principles.
  • Develop their own norms and values regarding cultural, political and sexual matters.
A

Subcultures

20
Q

The use of words to share information with other people. It can therefore include both spoken and written communication.

A

Verbal Communication

21
Q
  1. Language barriers
  2. Unfamiliarity with the concept of palliative care/hospice settings
  3. Distrust of health care services/clinicians
  4. Personal trauma/past trauma
  5. Religious differences
  6. Belief in alternative medicines
  7. Fear of the unknown
A

Cultural factors that should be considered for children and their families receiving palliative care include:

22
Q
  • Gene variations cause obvious differences, such as eye color and genetic diseases
  • Environment has been proved to cause disease
A

Mechanisms of Variation: Genetics and Environment

23
Q
  1. Surface Variations
  2. Anatomic Variation
  3. Developmental Variation in Childhood
  4. Biochemical variation and differential disease susceptibility
  5. Environmentally related variation
  6. Sexual Variation
A

Selected Physical Variations Related to Human Variations

24
Q

○ Color
○ Secretions
○ Surface Anatomy

A

Surface Variations

25
Q 
○ Body proportions
○ Bones
○ Pelvic measurements and newborn size
○ Pulmonary function
○ Teeth
○ Soft tissue
A

Anatomic Variation

26
Q 
○ Body size and proportion differences
○ Developmental maturity differences
○ Environmental effects 
○ Surface features
○ Common clinical measurements 
○ Disease differential 
○ Other variations
A

Developmental Variation in Childhood

27
Q

○ Climate
○ Altitude
○ Diet

A

Environmentally related variation

28
Q
  • Perceived to be separate illnesses within certain cultures.
  • Typically have both behavioral and physical characteristics.
A

Culture Based Syndromes

29
Q

Illnesses defined as such by a specific cultural group but interpreted differently or not perceived illnesses by other groups.

A

Culture Bound Syndromes

30
Q
  • Blocked intestines

- May be caused by a hot-cold food imbalance, causing a lump of food to stick to the intestinal wall

A

Empacho

31
Q
  • Soul loss or magical fright

- Believed to be caused by as shock or fright causing the spirit to leave the body.

A

Susto

32
Q
  • Evil eye

- Thought to root from a stranger’s touch or attention

A

Mal De Ojo

33
Q
  1. Cultural Desire
  2. Cultural Awareness
  3. Cultural Knowledge
  4. Cultural Skill
  5. Cultural Encounters
A

The 5 Constructs of Campinha-Bacote’s Culturally Competent Model of Care (DAKSE)

34
Q
  • The motivation to want to engage in intercultural encounters and to acquire cultural competence
  • The starting point of cultural competence.
  • The nurse must sincerely desire to acquire the cultural knowledge and skill necessary for effectively assessing the client.
A

Cultural Desire

35
Q
  • The deliberate, cognitive process in which the healthcare provider becomes appreciative and sensitive to the values, belief, life ways, practices and problem-solving strategies of a client’s culture.
  • Involves self-examination and in-depth exploration of one’s own cultural background.
A

Cultural Awareness

36
Q
  • The process of seeking and obtaining a sound educational foundation concerning the various worldviews of different cultures.
  • The client’s worldview is the basis for his behaviors and interpretation of the world.
A

Cultural Knowledge

37
Q

The ability to collect relevant cultural data regarding the client’s health history and presenting problem as well as accurately performing physical assessment.

A

Cultural Skill

38
Q
  • The process that allows the healthcare provider to engage directly in face-to-face interactions with clients from culturally diverse backgrounds.
  • This process requires going beyond the study of a culture and limited interaction with three or four members of the culture.
  • Repeated face-to-face encounters help to refine or modify the nurse’s knowledge of a culture.
A

Cultural Encounters

39
Q
  1. Unconscious Incompetence
  2. Conscious Incompetence
  3. Conscious Competence
  4. Unconscious Competence
A

Stages of Cultural Awareness (UI, CI, CC, UC)

40
Q

not aware that one lacks cultural knowledge; not aware that cultural differences exist

A

Unconscious Incompetence

41
Q

aware that one lacks knowledge about another culture; aware that cultural differences exist but not knowing what they are or how to communicate effectively with clients from different culture.

A

Conscious Incompetence

42
Q

consciously learning about the client’s culture and providing culturally relevant interventions; aware of differences; able to have effective transcultural interactions.

A

Conscious Competence

43
Q

able to automatically provide culturally congruent care to clients from a different culture, having much experience with a variety of cultural groups and having an intuitive grasp of how to communicate effectively in transcultural encounters

A

Unconscious Competence

Health Assessment (2 decks)

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