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1. Increasing work force diversity is reflected in the Healthy People 2010 goal to eliminate health disparities. 2. At the organization level, a framework of cultural competence defines the developmental process toward cultural proficiency. 3. Strategies are suggested for organizations and nurses to engage in cultural competence.
PURPOSE/OBJECTIVES: To review the literature relevant to understanding culturally informed oncology research, particularly as it relates to health-related quality of life. DATA SOURCES: Published articles and books. DATA SYNTHESIS: A cultural perspective to the prevailing theory and research methods used in oncology research with respect to quality of life is imperative. A multidimensional and practical framework can be applied to increase cultural competence in research by addressing the purpose of the research, theoretical framework, and methodologic approaches. CONCLUSIONS: Culturally competent, multicultural research will help the scientific community better comprehend disparities that exist in health-related quality of life so that benefits can be experienced by all patients. IMPLICATIONS FOR NURSING: Nursing practice and research must continue its leadership role to infuse cultural competence and reduce disparities in the healthcare system.
In an ethnically diverse society cultural competence is indispensable for medical doctors. At present 10% of the Dutch population are first- or second-generation non-Western immigrants. With 8% Western and 18% non-Western immigrants, originating from 30 different countries, the 2001 Rotterdam first-year students highly out-rated the national average of immigrant medical students. Diverse student populations may enhance students' cultural competence but can also generate conflicts or even racism. This was the first Dutch study on expectations and experiences of medical students related to their ethnic and religious background. In December 2001 all first-year students were approached with an anonymous questionnaire, including statements on the expected influence of their culture and religion on their medical education (rated on a 1-5 Likert scale). In spring 2003 17 students from the same cohort, 8 immigrants and 9 ethnic Dutch, were interviewed extensively on their study experiences in a diverse student population. In 2001 the response rate was 90% (277/308), female-male ratio 63% (175/102). Non-Western immigrants expected for their medical education more benefits from their culture but also more obstacles than ethnic Dutch (p < or = 0.005). Protestants and Muslims expected more obstacles than the non-religious and Catholics (p < or = 0.05). In the interviews three main issues emerged: peer training in physical examination in mixed-gender groups, lack of attention to student diversity during education, and demand for education in cross-cultural medicine. Three incidents of perceived discrimination were reported. The ethnic Dutch students interviewed did not socialize much with immigrants, nor did students of both groups learn much from one another. Most students favoured mixed study groups. The diversity of the population does not seem to have caused serious problems, nor has it offered educational benefits. The challenge for educators is to provide systematic education in cultural competence and cross-cultural medicine, in which students and educators indeed practise communication across cultural borders.
The aim of this article was to chronicle the development and status of a diversity vision within a psychiatric nursing organization. Organizational activities to support diversity and cultural competence, along with challenges to a full integration of these values, are presented. Psychiatric nurses need to be engaged in the process of developing personal and organizational cultural competence to eliminate barriers that contribute to disparities in effective mental health care.
Asian-Americans are the fastest-growing minority in the United States, and they are a culturally diverse group. Knowledge about this growing minority population is important for the purposes of planning appropriate mental health care. Asian-Americans living in the United States rarely use mental health services. The reasons for this, along with suggestions for developing more culturally sensitive mental health services, are presented. A model for cultural competence can provide a framework for psychiatric nurses and other mental health professionals (MHPs) to become more aware of Asian-American values and beliefs and provide more culturally sensitive care. Awareness tools are included to guide MHPs in determining whether culturally competent care is available locally to meet the needs of this underserved population.
The purpose of this study was to discover perceptions, experiences, and patterns of health care behavior among Arab Americans in an urban Midwestern area of the United States and then to discover perceptions and experiences of health care providers related to culturally competent care. The goal of the study was to generate findings that would provide the basis for implementing system-wide changes to include culturally competent care. A qualitative focus group methodology was used to discover the care patterns and perceptions of Arab Americans and the local health care providers. The nurse researchers conducted 10 focus groups. Six themes were identified, including the unique caring behaviors of Arab families, the complexity of the health care system to Arab Americans, communication gaps, the diversity of perceptions of cultural competency, obstacles to accessibility of care, and workforce diversity issues.
This study explored the everyday experiences of a group of overseas qualified female nurses from non-English speaking backgrounds (NESB) entering the New South Wales health-care system. Migrant women from a variety of NESB participated by describing their experiences in the hospital environment as qualified nurses. Analysed data suggest that the experience of being a migrant woman has a profound effect on how these nurses construct nursing practice. National wealth and the dominant government ideologies operating in a nurse's country of qualification shape the practice of nurses. Nursing therefore is socially and culturally constructed, yet nurses seeking to practise in New South Wales (and other parts of Australia) are assessed against the Australian Nursing Council (Inc) competencies. Do these competencies support the current ideology of multiculturalism or do they reflect a monocultural view of the world? This paper raises questions concerning the use of competencies as an assessment tool for locally qualified and overseas qualified nurses.
Increasing minority representation in nursing is essential to assure culturally competent care in the next century. Academic institutions need to recruit, encourage, and retain minority students and faculty. Students need minority mentors in their academic and clinical environments. Euro-American faculties teaching in predominantly white institutions need to explore effective ways to facilitate aggregate understanding and appreciation of cultural diversity within the profession. The author explains a teaching strategy to increase awareness and sensitivity of graduate nursing students to the role of minority nurses within the culture of nursing. Becoming culturally sensitive is a prerequisite to increasing diversity and culturally competent care.
Although international opportunities are the hallmark of nursing education at a large private university, the meaning of participating in such clinical nursing electives has not been described. The purpose of this phenomenological study of nurses was to examine the personal and professional meaning of participating in international clinical nursing electives during their undergraduate nursing studies. Audiotaped interviews were conducted with 20 former nursing students who had had this opportunity. "Opening our hearts and minds" was described by the study's participants, with the following themes: increasing understanding of other cultures and peoples, increasing understanding of global sociopolitical and health issues, increasing the commitment to make a difference, experiencing personal and professional growth, contributing to professional development in the host country, making interpersonal connexions, and developing cultural competence. This study makes an important contribution to the documentation of the meaning of participating in international nursing clinical experiences. Data are being used for long-term curricular planning in the development and refinement of future international clinical nursing electives and to provide outcomes data for professional accreditation. There are broader implications for the movement beyond individual cultural competence to increasing global consciousness and the improvement of global health care.
The Kansas Statewide Farmworker Health Program (KSFHP) has developed a unique set of culturally competent health interventions in response to the pressing public health needs of the state's underserved farmworker population. Key among these are its health education and translation efforts on behalf of the fast-growing Low German-speaking Mexican Mennonite farmworker population. Linguistic, religious, and cultural values have created unique and complex health disparities and barriers to care that can be broken down only through innovative approaches. KSFHP first conducted a health needs assessment survey of the farmworker population in 2003, which indicated prenatal care practices as a significant health disparity, especially among the Low German-speaking Mexican Mennonite population. In response, KSFHP successfully lobbied the state health department to implement a new standard of health behavior data collection that includes primary language data as a method of delineating population subgroups, making Kansas one of the first two states in the country to collect this information. KSFHP also developed culturally competent Low German-language recordings on health topics such as prenatal care in accordance with the information delivery needs of the Low German-speaking Mexican Mennonite farmworker population. Currently, a pilot program is in progress that offers additional outreach, health education, and interpretation, among other services. The work of the KSFHP has significant implications for further research into health disparities, specialized minority populations, and culturally competent data collection methods.
BACKGROUND: Minority communities are becoming increasingly concerned that the rapid growth of managed care activities will lead to a deterioration of their limited health care services and of the diminution of the primary health care providers. A generally expressed opinion among Asian and Pacific Islander Americans (APIAs) is that where there are under­represented physicians groups, especially those who are culturally competent and ethnically sensitive, any health care reform strategy to control cost by cutting program funds is likely to compound the problem of under­representation of the provider community, and would result in greater medically under­serviced areas and populations. In contrast, where there are culturally competent and ethnically sensitive physicians serving their communities, health care is more accessible and of better quality. Physicians and other health care providers working in under­served APIA areas are concerned with the loss of their patients to newly formed health maintenance organizations, the increased hassle of paperwork, the increased levels of patient care activities, and the disincentives and erosion of their financial base. In California, the number of managed care programs leads the nations. Moreover, in seventeen California counties, the Medicaid program is being streamlined under a managed care delivery system. The concern among API communities is the loss of access, availability and acceptability of care. Research and data collection on these issues need to be conducted to assess and evaluate the impact of managed care delivery on the health of these populations. METHODS: Information from literature reviews, data from community health centers, 1990 Census data compiled and analyzed by the Asian and Pacific Islander Center for Census Information and Services (ACCIS) program at the Asian and Pacific Islander American Health Forum, and personal communications were the sources of information for this presentation. FINDINGS: The provision of health care services will be more difficult as the managed care movement grows. The supply of physicians providing primary care to the APIA communities is expected to become more acute. The number of primary care physicians is not sufficient to meet the needs of the APIA communities. CONCLUSIONS: The delivery of medical services must be culturally competent and ethnically sensitive. Special interventions are suggested to improve access, acceptability, and appropriateness of health services for the APIA populations. A mentorship program, beginning in the states with the largest numbers of APIAs targeting high school, college, and post-graduate students is suggested as a method to heighten students' sense of social responsibility, and to create the desire and incentive to work in under­served APIA communities.
We report here the isolation of the Arabidopsis SOMATIC EMBRYOGENESIS RECEPTOR-LIKE KINASE 1 (AtSERK1) gene and we demonstrate its role during establishment of somatic embryogenesis in culture. The AtSERK1 gene is highly expressed during embryogenic cell formation in culture and during early embryogenesis. The AtSERK1 gene is first expressed in planta during megasporogenesis in the nucellus [corrected] of developing ovules, in the functional megaspore, and in all cells of the embryo sac up to fertilization. After fertilization, AtSERK1 expression is seen in all cells of the developing embryo until the heart stage. After this stage, AtSERK1 expression is no longer detectable in the embryo or in any part of the developing seed. Low expression is detected in adult vascular tissue. Ectopic expression of the full-length AtSERK1 cDNA under the control of the cauliflower mosaic virus 35S promoter did not result in any altered plant phenotype. However, seedlings that overexpressed the AtSERK1 mRNA exhibited a 3- to 4-fold increase in efficiency for initiation of somatic embryogenesis. Thus, an increased AtSERK1 level is sufficient to confer embryogenic competence in culture.
A concept analysis of ethical multiculturalism using Rogers' evolutionary approach is presented. It includes attributes, antecedents, and consequences of ethical multiculturalism. Attributes include moral reasoning, cultural competence, beneficence/nonmaleficence, and respect for persons and communities. Antecedents are culture knowledge; cultural awareness, sensitivity, encounters, and skill; and understanding of ethical principles. Consequences include protection of human subjects, preservation of cultural norms, dignity of participants and communities, and perceived value by individuals and communities. Ethical multiculturalism is defined as the use of moral reasoning to apply the ethical principles of beneficence and respect for persons and communities in a culturally competent manner to research in various societies or cultures.
In this era of consistent global migration, cultural competency is necessary in all aspects of the care nurses provide to families. Cultural competency is particularly significant in maternal-newborn nursing because childbirth, as one of life's most significant events, is culturally shaped and socially constructed. In this article, a framework is provided to enable nurses to focus on several global phenomena and thus provide care that is more culturally sensitive, congruent with the client's needs, and competent. Suggestions for integrating cultural issues into nursing curricula are offered.
Healthcare provision for minority ethnic groups in the UK has generally revealed inequalities in access and differential service provision. British healthcare policy has started to address such issues. However, very few studies have specifically examined the experiences of nurses caring for minority ethnic patients. This paper focuses on the focus group interviews of a broader ethnographic study, aimed at describing nurses' experiences of caring for South Asian minority ethnic patients, in a general hospital in the south of England. A sample of 43 nurses of all grades from six medical wards took part in the focus groups: three ward sisters, 22 staff nurses and 18 care assistants; 40 participants were white, one was African-Caribbean and two were South Asian. Data analysis revealed eight themes: changes in service provision; false consciousness of equity; limited cultural knowledge; victim blaming; valuing of the relatives; denial of racism; ethnocentrism, and self-disclosure. The study revealed a good local service response to government policies in addressing inequality. However, there was a tendency to treat all minority ethnic patients the same, with evidence of ethnocentric practices, victim-blaming approaches and poor cultural competence in nursing staff, which raise questions about the quality of service provision. The study indicates that ongoing training and development in the area of cultural competence is necessary.
Strategies to reduce the documented disparities in health and health care for the rapidly growing numbers of older patients from diverse ethnic populations include increased cultural competence of providers. To assist geriatric faculty in medical and other health professional schools develop cultural competence training for their ethnogeriatric programs, the University of California Academic Geriatric Resource Program partnered with the Ethnogeriatric Committee of the American Geriatrics Society to develop a curricular framework. The framework includes core competencies based on the format of the Core Competencies for the Care of Older Patients developed by the Education Committee of the American Geriatrics Society. Competencies in attitudes, knowledge, and skills for medical providers caring for elders from diverse populations are specified. Also included are recommended teaching strategies and resources for faculty to pursue the development of full curricula.
Cultural competence is used (often implicitly) to make decisions in human service settings. When therapists make decisions about whether or not a particular service will be offered, they place themselves in a position where their own competence can be judged. Using narrative data on independence and the elderly, we apply Edgerton's idea of the cloak of competence to demonstrate this doubling effect.
The author proposes a theoretical orientation for cultural competency that reorganizes common curricular responses to the study of culture in medical education. What has come to be known in medical education as cultural competency is theoretically truncated and may actually work against what educators hope to achieve. Using Giroux's concept of insurgent multiculturalism, she suggests that the critical study of culture might be a bridge to certain aspects of professional development. Insurgent multiculturalism moves inquiry away from a focus on nondominant groups to a study of how unequal distributions of power allow some groups but not others to acquire and keep resources, including the rituals, policies, attitudes, and protocols of medical institutions. This approach includes not only the doctor-patient relationship but also the social causes of inequalities and dominance. Linked to professional development efforts, insurgent multiculturalism can provide students with more opportunities to look at their biases, challenge their assumptions, know people beyond labels, confront the effects of power and privilege, and develop a far greater capacity for compassion and respect.