Cultural Competency in Health Care
Discussion Topic- Cultural and Linguistic competence
A customer enters a doctor’s office to acquire information about swine flu and the potential impact of the influenza. She speaks Creole and is lost in the building. Finally, she is able to locate a physician assistant who is able to ascertain that she is in need of information about swine flu. She is given a brochure that is written in English. She leaves the facility feeling nervous and unable to read the brochure she received. What are your thoughts about this? Per the CLAS standards, what should have been done by the physician assistant to ensure that the customer was served effectively?
At least 250 words, APA Format
Course Materials :Rose, Patti (2013) Cultural Competency for the Health Professional. Jones and Bartle
Chapter 13
Culturally and
Linguistically Appropriate
Services Standards:
An Overview
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Key Terms
CLAS standards
Wisdom of crowds
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CULTURALLY AND LINGUISTICALLY APPROPRIATE STANDARDS (CLAS)
The purpose is to address the inequities that exist in the provision of health care and to make services more responsive to the individual needs, on a cultural and linguistic basis, of patients/clients/ consumers served.
The ultimate goal of the CLAS national standards is to improve the health of all who seek care in the United States through the elimination of racial and ethnic health disparities, which is an enormous challenge.
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CULTURALLY AND LINGUISTICALLY APPROPRIATE STANDARDS (2)
Key Features:
Provide a common understanding and consistent definitions of culturally and linguistically appropriate services in health care
Offer a practical framework for the implementation of services and organizational structures that can help healthcare organizations and providers be responsive to the cultural and linguistic issues presented by diverse populations
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CULTURALLY AND LINGUISTICALLY APPROPRIATE STANDARDS (3)
The CLAS standards were initially derived from an analysis of current practices and policies on cultural competence and shaped by the experiences and expertise of healthcare organizations, policymakers, and consumers; they were developed over a 3-year period based on input from a number of sources, as sponsored by the OMH, US DHHS.
The standards are primarily aimed at healthcare organizations, particularly hospitals, but are also relevant for other types of organizations, including public health entities.
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CULTURALLY AND LINGUISTICALLY APPROPRIATE STANDARDS
The standards are organized per three themes
Culturally Competent Care (Standards 1–3)
Language Access Services (Standards 4–7)
Organizational Supports for Cultural Competence (Standards 8–14)
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THE NEED FOR CLAS STANDARDS AND ACTION PLANS FOR ADMINISTRATORS
Administrators and public health practitioners can develop and implement action plans that include assessment, education, implementation, ongoing reassessment, and validation of CLAS across their organizations.
Administrators should ensure that patients/clients/customers are provided with appropriately translated written materials and signage in the languages of the predominant groups served by the organization.
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THE NEED FOR CLAS STANDARDS AND ACTION PLANS FOR ADMINISTRATORS (2)
To prompt cultural competence efforts, administrators and public health practitioners must ensure that staff education takes place, including the provision of information regarding the cultural norms of the predominant groups served by the organization, presentations by experts regarding universal communication techniques across cultures, and a complete overview of the CLAS standards.
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THE NEED FOR CLAS STANDARDS AND ACTION PLANS FOR ADMINISTRATORS (3)
There are various types of learning that should be considered in the training process.
three types of learning that should be considered are:
(1) consciousness raising,
(2) providing new information about diverse groups
(3) actions to promote diversity information.
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QUALITATIVE RESEARCH
Qualitative health research, with respect to cultural competence training, has emerged as an acceptable means of analysis of programs and the content absorbed by the participants.
Focus groups, originally based in the social sciences, are now being used across a wide cross section of fields such as education, communication studies, political science, and public health.
qualitative research is a valuable in healthcare cultural competence training evaluation because it allows an in-depth review of programs and the effectiveness of learning by the participants.
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QUALITATIVE RESEARCH (2)
Qualitative research lends to collective predictions or a collaborative filter known as wisdom of crowds.
to evaluate cultural competence training, qualitative insight from members of groups who were participants can provide useful, detailed, and comprehensive information.
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QUALITATIVE RESEARCH (3)
Upon review of proposals or requests to provide services to organizations, cultural competence skills and capabilities should be considered, along with the primary services the contractors and vendors intend to provide.
Linguistic competence and the diversification of their staff should be considered to ensure that all organizations that interface with health service organizations and public health entities are operating from the same vantage point.
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Lecture notes: Chapter 9
I. Learning Objectives
· Discuss the Culturally and Linguistically Appropriate Services (CLAS) standards and their relevance to health services administration and public health.
· Understand how health service administrators can use these standards to develop an action plan and what should be included.
· Explain why qualitative research is an effective approach for evaluating cultural competence training necessary to provide staff with information about CLAS.
II. Key Terms
· CLAS standards
· Wisdom of crowds
III. Introduction
1. This chapter focuses exclusives on the Culturally and Linguistically appropriate Services (CLAS) standards developed by the Office of Minority Health (OMH), U.S. Department of Health and Human Services (US DHHS) and were released in December 2000.
2. There are 14 standards.
a) Culturally competent care (standards 1-3)
b) Language access services (standards 4-7)
c) Cultural competence (standards 8-14)
IV. Culturally and Linguistically Appropriate Standards
1. Purpose of CLAS standards: to address the inequities that exist in the provision of health care and to make services more responsive to the individual needs, on a cultural and linguistic basis, of patients/clients/consumers served.
2. Ultimate goal: to improve the health of all who seek care in the U.S. through the elimination of racial and ethnic health disparities.
V. The Need for CLAS Standards and Action Plans for Administrators.
Action plans should include the following:
1. assessment
2. education
3. implementation
4. on-going reassessment
5. validation of CLAS across their organizations.
VI. Qualitative Research
1. Focus groups
a) allows moderator to ask a particular question in an effort to make the group “do” something and answer questions in a more active way.
b) allows an in-depth review of programs and the effectiveness of learning by the participants.
Wisdom of Crowds: a collaborative filter or predictive filter
VII. Conclusions
1. The purpose of the OMH’s national CLAS standards is to facilitate the process of ensuring optimal services to all regardless of race, ethnicity, culture or language(s) spoken.
2. The ultimate aim of the CLAS standards is to improve health through the elimination of racial and ethnic disparities.
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