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PubMed1996

Health and illness concepts for cultural competence with Japanese clients.

Large numbers of Japanese nationals influx the United States annually. To enable health professionals to better serve this population, selected health and illness concepts are discussed. These include selfcare and risk behaviors, beliefs and practices related to illness and death, and attitudes toward health professionals. Implications for practice are identified.

Attitude to Health↗
PubMedDate not supplied

When the Golden Rule does not apply. Starting nurses on the journey toward cultural competence.

The population of the United States is increasing in cultural diversity. As a result, most nurses will have many opportunities to work with patients from different cultures. This article discusses the importance of cultural competence for nurses. Several educational activities for improving cultural awareness and competence are suggested. In particular, a poster session with post-test format is described in detail. The article also includes basic definitions related to the topic of culture, a brief discussion about the influence of culture on advance directives and abuse/neglect, and a list of additional resources.

Clinical Competence↗
PubMedDate not supplied

Culturally competent diabetes education for Mexican Americans: the Starr County Study.

PURPOSE: Few culturally competent health programs have been designed for Mexican Americans, a group that bears a disproportionate burden of Type 2 diabetes. In Starr County, a Texas-Mexico border community, investigators designed and tested a culturally competent intervention aimed at improving the health of this target population. The purpose of this article is to describe the development process of this diabetes education and support group intervention. METHODS: The development stages were (1) community assessment, (2) intervention design, (3) selection or development of outcomes, (4) pilot testing, and (5) a randomized clinical investigation. RESULTS: Focus group participants identified knowledge deficits regarding diabetes and self-management strategies, and suggested characteristics of an effective intervention for Mexican Americans. Outcome measures included metabolic control indicators, a newly developed knowledge instrument, and an existing health belief instrument. Preliminary analyses indicated that the intervention was successful in significantly improving metabolic control in the target population. CONCLUSIONS: Developing successful diabetes interventions for minority groups requires a number of stages, careful planning, assessment of cultural characteristics of the target population, and a systematic approach to implementation.

Clinical Competence↗
PubMed1999

A comparison of self-reported cultural competency skills among two groups of nursing students: implications for nursing education.

This study was designed to examine self-reported cultural competency skills of second-semester junior-level nursing students toward clients from culturally diverse backgrounds. The purpose of this study was to ascertain if the addition of an innovative cultural sensitivity intervention facilitated greater self-perceived cultural competency skills when compared with the traditional method of incorporating cultural diversity into a junior-level clinical course. The Ethnic Competency Skills Assessment Inventory was used to collect data from participants attending a university in an urban midwestern county. Significant differences were noted between the pretest scores and posttest scores. Pretest scores were significantly lower than posttest scores for both groups. Nurse educators must examine further the differences in learning experiences related to cultural diversity that may account for these differences.

Analysis of Variance↗
PubMed2006

Cultural competency training for third-year clerkship students: effects of an interactive workshop on student attitudes.

UNLABELLED: With an increasing awareness of health disparities, medical schools are challenged to develop training in cultural competency for their students. We developed and evaluated the effectiveness of an interactive workshop designed to improve third-year students' attitudes, beliefs and cross-cultural communication skills. METHODS: At the start of a six-week required family medicine clerkship, 196 medical students participated in small group (20-24 students) workshops. Didactics included facts about health disparities and a model of cultural competency. During a skill-building component, students were exposed to live vignettes portraying ineffective and effective cross-cultural doctor-patient interactions. Impact on students' attitudes, perceived bias and knowledge of techniques was assessed by comparing pre- and postworkshop scores. RESULTS: Participants increased their cultural awareness on most items of a cultural awareness scale. Fifty-five-, 71- and 66% of the sample agreed or strongly agreed the program was valuable, appropriate and effective, respectively. Conversely, only 17-, 6- and 9% of the sample disagreed or strongly disagreed, respectively. CONCLUSIONS: A workshop for third-year students led to an increase in cultural awareness and was considered appropriate and valuable. Further study, including longitudinal training and evaluation, is needed regarding effective methods to increase cultural competence in clinical practice.

Adult↗