Integrating Culturally Competent Strategies into Health Care Practice

Douglas, Marilyn K.

doi:10.1007/978-3-319-69332-3_19

Cited by 3 publications

(2 citation statements)

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“…An evidence-based approach to healthcare provides state and nonstate actors with the tools necessary to guide public health policy decision-making. 5 , 6 …”

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confidence: 99%

Neurosurgical Randomized Trials in Low- and Middle-Income Countries

et al. 2020

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BACKGROUND The setting of a randomized trial can determine whether its findings are generalizable and can therefore apply to different settings. The contribution of low- and middle-income countries (LMICs) to neurosurgical randomized trials has not been systematically described before. OBJECTIVE To perform a systematic analysis of design characteristics and methodology, funding source, and interventions studied between trials led by and/or conducted in high-income countries (HICs) vs LMICs. METHODS From January 2003 to July 2016, English-language trials with >5 patients assessing any one neurosurgical procedure against another procedure, nonsurgical treatment, or no treatment were retrieved from MEDLINE, Scopus, and Cochrane Library. Income classification for each country was assessed using the World Bank Atlas method. RESULTS A total of 73.3% of the 397 studies that met inclusion criteria were led by HICs, whereas 26.7% were led by LMICs. Of the 106 LMIC-led studies, 71 were led by China. If China is excluded, only 8.8% were led by LMICs. HIC-led trials enrolled a median of 92 patients vs a median of 65 patients in LMIC-led trials. HIC-led trials enrolled from 7.6 sites vs 1.8 sites in LMIC-led studies. Over half of LMIC-led trials were institutionally funded (54.7%). The majority of both HIC- and LMIC-led trials evaluated spinal neurosurgery, 68% and 71.7%, respectively. CONCLUSION We have established that there is a substantial disparity between HICs and LMICs in the number of published neurosurgical trials. A concerted effort to invest in research capacity building in LMICs is an essential step towards ensuring context- and resource-specific high-quality evidence is generated.

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“…An evidence-based approach to healthcare provides state and nonstate actors with the tools necessary to guide public health policy decision-making. 5 , 6 …”

mentioning

confidence: 99%

Neurosurgical Randomized Trials in Low- and Middle-Income Countries

et al. 2020

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“…According to Douglas et al (2018), while knowledge (of the culture of the populations) is necessary, it is insufficient, and the healthcare practitioner uses that knowledge to develop cross‐cultural communication skills as the first step in adapting knowledge to practice. These communication skills together with cultural knowledge and assessment of cultural data have the final goal of achievable, jointly agreed‐on care plans within the sociocultural perspective of the individual (Douglas, 2018). Furthermore, for intercultural healthcare communication to be effective, the healthcare providers need to understand their own communication practices (Omura, Stone, & Jones, 2017; Pun, Chan, Wang, & Slade, 2018; Purnell, 2018).…”

Section: Enhancing Culturally Competent Carementioning

confidence: 99%

Knowing ourselves: Self‐awareness and culturally competent care

Kuwano

McMaster

2020

Nursing & Health Sciences

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Due to a steady rise in cultural and linguistic diversity in healthcare settings in Japan and challenges associated with this diversity, there is a need to address the cultural competency of nurses (Oikarainen et al., 2019). In Japan, previously considered to have a homogeneous culture, because of the isolated geographical location and former restrictive immigration policy (Makimoto, Adachi, Satake, Hizume, & Mikawa, 2005), there has been a sharp increase in the number of residents with culturally and linguistically diverse backgrounds. This impacts care provided by the healthcare team within Japan. The challenges of providing culturally competent care within Japan will be discussed within this editorial.

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Cultural Competence and Educational Equity Among Grade 5 Learners

G. Piamonte

2024

International Journal of Innovative Science and Research Techno

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This study investigates the relationship between cultural competence and educational equity among Grade 5 learners. Utilizing a descriptive correlational research design, the research explores the extent of cultural competence among Grade 5 students, encompassing awareness of personal biases, knowledge of diverse cultural backgrounds, cross-cultural communication skills, and inclusive and culturally responsive practices. It also assesses the degree of educational equity, including access to resources and opportunities, achievement gaps, and equitable treatment. Data was collected using a survey adapted from established instruments. Simple random sampling was employed to select Grade 5 learners. Statistical tools such as mean, Pearson r, and regression analysis were used to analyze the data. The findings reveal that Grade 5 learners exhibit extensive cultural competence, with particularly high scores in knowledge of diverse cultural backgrounds and cross-cultural communication skills. Educational equity is also found to be very extensive, reflecting equitable treatment, access to resources, and opportunities. Importantly, there is a significant and positive relationship between cultural competence and educational equity, with awareness of personal biases, cross-cultural communication skills, and inclusive practices significantly influencing educational equity. The study recommends the active promotion of cultural competence and inclusivity to create equitable learning environments for Grade 5 learners in the Philippines.

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Integrating Culturally Competent Strategies into Health Care Practice

Cited by 3 publications

References 40 publications

Neurosurgical Randomized Trials in Low- and Middle-Income Countries

Neurosurgical Randomized Trials in Low- and Middle-Income Countries

Knowing ourselves: Self‐awareness and culturally competent care

Cultural Competence and Educational Equity Among Grade 5 Learners

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