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Cultural Competence to me means everybody is treated equally no matter their race, religion, colour of their skin or cultural background. Staff need to be competent in understanding the diverse cultures within the community. Australia is very multi-cultural and therefore engaging with a variety of people requires cultural competency. Educators need to be able to interact and communicate effectively and understand different peoples perspectives and their views of the world. Being culturally aware and having the appropriate skills. Educators must have positive attitudes towards cultural practices to avoid being bias or discrimination. Children need to be able to find their sense if identity while in our care, therefore being ‘culturally competent’
and forming positive relationships will assist with their development and encourage them to grow.
Cultural Competence is a substantiated body of knowledge based of cultural “values held by a particular cultural group and the ability to cohesively adapt to individualized skills that fit the cultural context, thus, increasing relationships between employees, managements, and stakeholders, including patience and research subjects. Cultural competency is critical to reducing disparities and improving access to high-quality services, respectful of and responsive to the needs of diverse working conditions and individualized characteristics. The main focus emphasizes the understanding of cultural competence provide internal resources with skills and perceptions to thoroughly comprehend ones cultural attitude, increase the ability to multicultural diversity, and the ability to effectively interact with other cultures (Shelley Taylor, 2006, pp. 382-383), which is absent within the case study of Joe and Jill. Essentially speaking, principles of cultural competence are acknowledgement to the importance of culture in people's lives, respect for cultural differences, an...
“Cultural competence is the ability to engage in actions or create conditions that maximize the optimal development of client and client systems” (Sue & Sue, 2013, p. 49). Multicultural competence includes a counselor to be aware of his or her biases, knowledge of the culture they are evaluating, and skills to evaluate a client with various backgrounds (Sue & Sue, 2013). Client assessment involves gathering information pertaining to the client’s condition. Making a culturally responsive diagnosis involves using the DSM-IV-TR axis (Hays, 2008). Following the axis backwards is ideal to discovering the client’s diagnosis, understanding the client’s ADDRESSING outline will help to come to a closer resolution for a diagnosis.
Let’s begin with what is the Culture? It is defined as “the shared knowledge and schemes created by a set of people for perceiving, interpreting, expressing, and responding to the social realities around them" Lederach, J.P. (1995). Now let’s understand what cultural competence is. It can be defined as “the ability to honor and respect the beliefs, language, interpersonal styles, and behaviors of individuals and families receiving services, as well as staff who are
Canada is a multicultural country where our government recognizes and ensures that the value and dignity of all citizens’ ethnic backgrounds, religions and languages are maintained (Government of Canada, 2017). In 2016, almost one-fifth of Canada’s population were immigrants. (Statistics Canada, 2017). With this continual increase in diversity, it is essential for students and future registered nurses to understand how to provide culturally competent care in any setting. Culture can be described as the specific characteristics and knowledge shared between individuals and/or groups within a society that encompasses elements such as language, beliefs, and values (Canadian Nurses Association, 2010). The Canadian Nurses Association (2010) defines cultural competence as “the application of knowledge, skills, attitudes, or personal
...cilitate cultural competency. The presentation should be tailored to the specific population or cultural groups which the health care providers serve; it should award continuing education credits and should provide written material including relevant online resources.
Cultural competence has to do with one’s culture. Culture affects among other factors, how children are raised, how families communicate, what is considered normal or abnormal, ways of coping with issues, the way we dress, when and where we seek medical treatment, and so forth. I should know because I come from a very cultural home where it is considered bad to talk to a male doctor about anything gynecological.
1- Why is cultural and linguistic competence an essential component in the work towards addressing and eliminating health disparities?
...ome culturally competent: (a) valuing diversity, (b) having the capacity for cultural assessment, (c) being conscious of the dynamics inherent when cultures interact, (d) having institutionalized cultural knowledge, and (e) having developed adaptations of service delivery that reflect an understanding of cultural diversity.
Providing culturally competent care is a vital responsibility of a nurse’s role in healthcare. “Culturally competent care means conveying acceptance of the patient’s health beliefs while sharing information, encouraging self-efficiency, and strengthening the patients coping resources” (Giddens, 2013). Competence is achieved through and ongoing process of understanding another culture and learning to accept and respect the differences.
While this definition of cultural competence seems all encompassing, and inclusive I have several critiques of the model and how it is practiced in the social work field: First, cultural competent practices are daunting, these practices often distract clinicians from understanding the role that race and racism often play in systems on a macro level. If clinicians are no aware of how race and racism contributes to the cycle of oppression then they may not be able to identify how they themselves maybe unconsciously participating in this system of oppression, there by creating a notion of colorblindness. Second, the current definition of cultural competence is one that has been modified to address multiple groups of oppressed people. It has been argued that the decision to broaden the definition negates the responsibility of the clinician to be fully aware of race and how it impacts their client’s daily experience. As well as there own biases in regards to different races and experiences with racism. These two individual perceptions have a key influence on the client, clinician
There is a lack of conceptual clarity with cultural competence in the field and the research community. Cultural competence is seen as encompassing only racial and ethnic differences, and omitting other population groups who are ethnically and racially similar to providers, but are stigmatized or discriminated against, who are different in other identities, and have some differences in their health care needs that have resulted in health disparities. (Agency for Healthcare Research and Quality,
Oppression (of their identity) eg. on their cultural practices due to their land (what was originally their ancestor’s land) being adjusted by other cultures, laws and expectations eg. to find employment/seek (westernised) medical advice that are westernised (as opposed to being like what the Aboriginal and Torres Strait Islanders’ culture was based on)
Cultural competency can be described as the ability to affectively respond to the needs of individuals from diverse cultural backgrounds. There are various reasons for nurses to be cultural
Cultural proficiency is seeing the difference and responding effectively in a variety of environments. Learning about organizational and individual culture, in which one can effectively interact in a variety of cultural environments (p. 3). In simple terms in which educators are not only able to effectively work with diverse populations, but also believe that diversity adds positive value to the educational enterprise (Landa, 2011, p. 12).
It was interesting to see that nearly all of our participants had travelled out of the country. Some of our interviewees had even been to more than 10 different countries. One girl that was a participant in particular had been to over an incredible 20 countries such as Italy, Germany, France and Hong Kong, more incredibly at only age 16. She said that she loves going to new countries and getting a feel for how different cultures live, and to be able to learn their cultural customs during her ventures. Another insight provided from our interviews was that only just this year, a 19 year old student went on a month long trip to India with his family. As his mother was from India; this trip involved meeting relatives for the first time and getting in touch with the culture his biological background presented. He described this opportunity as the best thing he’s ever done. It is safe to assume that this month long voyage would have provided meaningful insight towards his growing global mindset.