A Model to Enhance Culturally Competent Care

Davidhizar, R; Bechtel, Gregory A.; Giger, Joyce Newman

doi:10.1080/00185869809596495

Cited by 9 publications

(5 citation statements)

References 9 publications

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“…It offers as a cognitive guide for deciphering cultural care phenomena from a holistic viewpoint of numerous aspects that may impact care and people’s well-being.” The Sunrise Model has served as the template for the creation of various culture-specific models and tools,” Davidhizar et al . (1998)[ 52 ] wrote. Indeed, both Giger and Davidhizar (2002)[ 53 ] and Campinha-Bacote (2002)[ 16 ] credited Leininger’s transcultural nursing theory and foundational work with helping them construct their models.…”

Section: Cultural Competence Modelsmentioning

confidence: 99%

A review on cultural competency in medical education

Rukadikar

Mali

Bajpai

et al. 2022

Journal of Family Medicine and Primary Care

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Cultural competency is a wide notion with a variety of academic bases and differing perspectives on how it should be implemented. While it is widely acknowledged that cultural competency should be an element of general practise, there is a paucity of literature in this area. It has been commonly claimed that cultural competency is a fundamental prerequisite for working well with persons from different cultural backgrounds. Medical students must learn how to connect successfully with patients from all walks of life, regardless of culture, gender, or financial background. Hence, National Medical Council (NMC) has included cultural competence as a course subject in the curriculum of medical education. The opportunities and concept of Competency Based Medical Education, the inclusion of cultural competency in medical course by NMC, various models and practice skill of cultural competence in medical education are discussed in this paper. This study will be useful to researchers who are looking at cultural competency as a research variable that influences study result.

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Section: Cultural Competence Modelsmentioning

confidence: 99%

A review on cultural competency in medical education

Rukadikar

Mali

Bajpai

et al. 2022

Journal of Family Medicine and Primary Care

View full text Add to dashboard Cite

show abstract

“…Cross et al (1989) and Campinha-Bacote (1999) took a theoretical approach in which cultural competence is seen as a process or continuum. On the other hand, Leininger (1993a), and Davidhizar, Bechtel, and Giger (1998), among others, “offer a more methodological approach that focuses on the methods that a professional might use in order to become culturally competent and provide culturally competent care” (HRSA, 2001b, Section II, A). Using this grouping-by-approach method, 12 of the 18 models covered in this review can be classified as theoretical models, and the remaining six as methodological models, as summarized in Table 3 and Table 4, respectively.…”

Section: Cultural Competence Modelsmentioning

confidence: 99%

Cultural Competence Models and Cultural Competence Assessment Instruments in Nursing

2014

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The author reviewed cultural competence models and cultural competence assessment instruments developed and published by nurse researchers since 1982. Both models and instruments were examined in terms of their components, theoretical backgrounds, empirical validation, and psychometric evaluation. Most models were not empirically tested; only a few models developed model-based instruments. About half of the instruments were tested with varying levels of psychometric properties. Other related issues were discussed, including the definition of cultural competence and its significance in model and instrument development, limitations of existing models and instruments, impact of cultural competence on health disparities, and further work in cultural competence research and practice.

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“…A number of models for providing culturally competent care exist, along with a number of definitions of cultural competence. Shen (2015) differentiates between theoretical models in which cultural competence is studied from a process perspective (e.g., Campinha-Bacote, 1999; Cross et al, 1989; Sagar, 2011), and methodological models that focus on the methods that a health care professional can use to achieve cultural competence (e.g., Davidhizar et al, 1998; Leininger, 1993; Sagar, 2011). The different definitions of cultural competence by both the theoretical and methodological point are demonstrated in Figure 1.…”

Section: Introductionmentioning

confidence: 99%

Culturally Sensitive Care: Definitions, Perceptions, and Practices of Health Care Professionals

et al. 2020

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Introduction Research highlights that patients from ethnic minority groups often receive lower quality of care. This study contributes to the knowledge and understanding of culturally sensitive care and explores health care professionals’ definitions and perceptions of this concept and how they deliver this in practice. Method This qualitative study conducted a total of six focus groups ( n = 34) and four in-depth interviews with six categories of health care professionals in Belgium. Thematic content analysis was used. Results The results indicate that the concept of culturally sensitive care is perceived quite narrowly. Professionals are likely to portray their own frame of reference and find it challenging to show empathy with patients with a different background. Othering (micro-racism by defining “the other”) is a powerful example. Discussion The discussion reveals the significance of increasing cultural awareness and understanding, sensitizing about current narrow perceptions, and enhancing culturally sensitive care in the Belgian health care setting.

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A Model to Enhance Culturally Competent Care

Cited by 9 publications

References 9 publications

A review on cultural competency in medical education

A review on cultural competency in medical education

Cultural Competence Models and Cultural Competence Assessment Instruments in Nursing

Culturally Sensitive Care: Definitions, Perceptions, and Practices of Health Care Professionals

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