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PubMedDate not supplied

Framework for culturally competent decisionmaking in child welfare.

This article provides a framework to understand the cultural, social, political, and economic factors that affect decisionmaking when working with ethnically and racially diverse families in the child welfare system. The article describes external factors affecting the decisionmaking process, including community environment, agency structure, and family characteristics. It then reviews the core stages of the casework process, describing key decisions during intake, assessment, service planning, implementation, evaluation, and closure. Although the framework is based on casework process in the child welfare system, it can be adapted to other child-serving systems, including education, mental health, and juvenile justice.

Child↗
PubMedDate not supplied

Cultural competence.

Explore the source record for details and available documents.

Clinical Competence↗
PubMed2004

Cultural competency as it intersects with racial/ethnic, linguistic, and class disparities in managed healthcare organizations.

Culture in and of itself is not the most central variable in the patient-provider encounter. The effect of culture is most pronounced when it intersects with low education, low literacy skills, limited proficiency in English, culture-specific values regarding the authority of the physician, and poor assertiveness skills. These dimensions require attention in Medicaid managed care settings. However, the promise of better-coordinated and higher quality care for low-income and working-poor racial/ethnic populations--at a lower cost to government--has yet to be fully realized. This paper identifies strategies to reduce disparities in access to healthcare that call for partnerships across government agencies and between federal and state governments, provider institutions, and community organizations. Lessons learned from successful precedents must drive the development of new programs in Medicaid managed care organizations (MCOs) to reduce disparities. Collection of population-based data and analyses by race, ethnicity, education level, and patient's primary language are critical steps for MCOs to better understand their patients' healthcare status and improve their care. Research and experience have shown that by acknowledging the unique healthcare conditions of low-income racial and ethnic minority populations and by recruiting and hiring primary care providers who have a commitment to treat underserved populations, costs are reduced and patients are more satisfied with the quality of care.

Cost Control↗
PubMed2002

Eradicating essentialism from cultural competency education.

An increasingly diverse society requires physicians to be able to competently treat those with whom they do not share ancestry and/or culture. Therefore, medical school educators need to train physicians who are capable of interacting appropriately and effectively with individuals from a broad array of populations and cultures. Such education cannot be simply a list of traits about other groups, as this may merely reinforce stereotypes. Instead, this education must expose and eradicate the existing essentialist biases in medicine. Essentialism, by focusing on differences, artificially simplifies individual and group identities and interactions. The essentialist viewpoint needs to be replaced with an ethnogenetic one, which recognizes that groups, cultures, and the individuals within them are fluid and complex in their identities and relationships. The ethnogenetic perspective must be fully integrated into medical education if medical schools are to produce physicians who will be truly qualified to give competent patient care in our increasingly complex societies.

Attitude of Health Personnel↗
PubMed2003

A goal for nursing education.

Current trends of an increasingly multicultural society emphasize the need for nursing education programs that effectively address cultural issues. To understand the diverse cultural backgrounds of clients, nurses must strive to be culturally competent. Cultural competence requires the building of cultural awareness, knowledge, skill, encounters, and desire in the nurse. Clients will feel respected, valued, and have a greater desire to achieve mutually agreed upon health care goals if the nurse is culturally competent. Nurse educators can assist nursing students in acquiring cultural competence using a model created by Campinha-Bacote (1999) entitled "The Process of Cultural Competence in the Delivery of Healthcare Services: A Culturally Competent Model of Care". The model contributes to the development of cultural competence in the nursing profession by providing a concrete guide that is useful for teaching and implementing cultural competence in nursing education.

Cultural Diversity↗