Social Determinants of Health: Cultural Competence is Not Enough

Powell, Dorothy L.

doi:10.1891/1078-4535.22.1.5

Cited by 16 publications

(10 citation statements)

References 8 publications

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“…Cultural competency also encourages awareness of health disparities and discrimination, which is a skill that can be taught, trained, and achieved and is often described as essential for working effectively with diverse patients to improve access to healthcare, increase health literacy, improve health care quality, and promote health equity. [3][4][5] Cultural humility is often confused with cultural competence; these terms are defined independent of each other but can be used at the same time. For example, cultural humility involves entering a relationship with another person with intentions of honoring their beliefs, customs, and values.…”

Section: Cultivating Cultural Proficiency Through Education: Stories From a Minoritized Educatormentioning

confidence: 99%

Minoritized Females in Athletic Training: Educator and Clinician Perspective on Exploring Barriers to Healthcare Delivery

2021

Clin Prac Athl Train

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Section: Cultivating Cultural Proficiency Through Education: Stories From a Minoritized Educatormentioning

confidence: 99%

Minoritized Females in Athletic Training: Educator and Clinician Perspective on Exploring Barriers to Healthcare Delivery

2021

Clin Prac Athl Train

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“…Providers noted cases of stereotyping and simplification of complex cultures (Betancourt & Green, 2010), a focus on cultural belief systems rather than on the actual patient (Yeager & Bauer-Wu, 2013), and a disregard for learners' underlying assumptions and the power dynamics inherent in the relationships between providers and patients (Ortega & Faller, 2011). While cultural knowledge is vital for enhancing communication and understanding in an increasingly diverse country (Betancourt & Green, 2010), cultural competence alone cannot eliminate health disparities (Powell, 2016).…”

Section: Health Inequity In the United Statesmentioning

confidence: 99%

Toward Health Equity: Mindfulness and Cultural Humility as Adult Education

Velott

Forté

2019

New Dir Adult Contin Educ

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The subject of mindfulness these days seems to be everywhere in Western popular culture. It has many benefits, and many have embraced it as a method to reduce stress and improve mental and physical health. While there are numerous ways to describe mindfulness, Kabat-Zinn' s (1994) definition as "paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally" (p. 4) is used in this chapter' s discussion. Kabat-Zinn (1982) is credited with introducing mindfulness meditation to U.S. medicine when he developed the Mindfulness-Based Stress Reduction (MBSR) program; he and his colleagues have successfully used it over the years to help patients suffering from chronic pain.What Kabat-Zinn (1994) began in 1979 continues to evolve into an acceptance and understanding by many researchers in the medical field of the mind-body interaction. Research using MBSR continues to support this mindbody connection by demonstrating associations between mindfulness practice and improvements in patients' health and well-being. Yet, it is important to acknowledge that the discussion of mindfulness in popular culture takes place within a larger media news discourse that tends to foreground the interests of the dominant culture. Our purpose in this chapter is to present mindfulness as a method to help educators and their students, in fields such as adult and public health education, incorporate the goal of health equity in their course facilitation from the perspective of cultural humility in light of this dominant discourse. Hence, we begin by providing a brief overview of the dynamics of the construction of the dominant discourse that creates an ideology, particularly around health care. Second we provide a snapshot of health-care spending and its unequal distribution within the United States. Third, we introduce cultural competence and cultural humility in health care. We end the chapter with implications for practice by explaining the utilization of mindfulness and cultural humility in educational settings far removed from medical encounters.

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“…2 While current efforts to incorporate cultural competency instruction into the pharmacy curriculum has yielded positive results, 3 there remains a need to identify additional methods to teach the delivery of culturally competent care to diverse populations. 4 While cultural competency is not enough to meet Corresponding author: Edgar S. Diaz-Cruz, PhD Belmont University College of Pharmacy 1900 Belmont Boulevard, Nashville TN 37212-3757 Phone: 615-460-6532; Email: edgar.diaz-cruz@belmont.edu the needs of a multicultural society and public health demands, 5 it is unquestionably an essential tool to move toward a more culturally proficient healthcare workforce. Cultural proficiency is an adaptation to another's differences in values and practices, and an interest in closing the gap through alliance and personal transformation.…”

mentioning

confidence: 99%

Developing a Co-Curricular Activity to Introduce Student Pharmacists to the Cultural Proficiency Continuum Framework

Díaz-Cruz

Hagan

2020

Innov Pharm

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Background: As the United States becomes more culturally diverse, health professionals must be able to demonstrate competency in caring for a multitude of diverse patients. The cultural proficiency continuum has proven to be an effective framework to assess where individuals and institutions are on the continuum of cultural sensitivity and competence in educational settings. Innovation: A co-curricular activity was developed as an exercise in self-awareness to allow first year pharmacy students the opportunity to explore potential biases by evaluating comfort in both social and patient care settings. The 90-minute activity employed a lecture, followed by both small and large group discussions and a debriefing session. Findings: Student survey responses showed their appreciation of this framework and its application to patient-centered care. Student self-rated knowledge increased by 3 points on a 10-point scale after completion of the activity. Students agreed that their level of cultural awareness would lead them to respond appropriately in cross-cultural situations, and that the provision of care is dependent on approaches that are culturally proficient. Conclusion: This activity dismantles the misconception of cultural competence as an attainable finite skill, but instead presents it as an ongoing process of self-awareness. The co-curricular activity offers an easy to implement model of education that could potentially fit the needs of pharmacy programs searching for ideas to teach cultural competency and social determinants of health, while circumventing the need to affect curricular structure. Article Type: Note

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Social Determinants of Health: Cultural Competence is Not Enough

Cited by 16 publications

References 8 publications

Minoritized Females in Athletic Training: Educator and Clinician Perspective on Exploring Barriers to Healthcare Delivery

Minoritized Females in Athletic Training: Educator and Clinician Perspective on Exploring Barriers to Healthcare Delivery

Toward Health Equity: Mindfulness and Cultural Humility as Adult Education

Developing a Co-Curricular Activity to Introduce Student Pharmacists to the Cultural Proficiency Continuum Framework

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