Using Campinha‐Bacote’s process of cultural competence model to examine the relationship between health literacy and cultural competence

Abstract

Nurses can care for ethnic minorities by using resources that target health literacy deficits and by increasing their own cultural competence.

Measuring Health Literacy Among Somali Men Over the Age of 45 - A Pilot Study

“…Correlation between NVS and demographic items -Bohlman, et al, 2004). However, these findings are consistent with health literacy rates in ethnic minorities, the elderly, individuals with lower education levels, and individuals with social barriers such as language and culture (Martensson & Hensing, 2011;Ingram, 2011;Geltman, et al, 2013). The findings of this study suggest that the Somali men who are over the age of 45 are at an increased risk of difficulty in obtaining, processing and understanding basic health information.…”

“…Functional health literacy is a person's ability to read and comply with prescriptions, appointments, management of acute and chronic illness and other information needed to manoeuver through the healthcare system (Ingram, 2011). Therefore, low health literacy puts individuals and communities at risk for poor health and inappropriate healthcare decisions.…”

“…In addition to these practices and beliefs, preventative care is not commonly practiced in this population and may be unfamiliar to most Somalis (CDC, 2008 Martensson & Hensing (2011) identified specific populations such as the elderly, immigrants, and people with low education, as having lower health literacy compared to other populations. Also, ethnic minorities are particularly at higher risk of being affected by inadequate health literacy and health disparities (Ingram, 2011). Previous researchers also suggest that social structures of some non-English speaking refugees such as the Vietnamese and Haitian increase the likelihood of low health literacy among their members (Geltman et al, 2013).…”

The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

“…[23][24][25][26][27][28][29][30][31][32][33][34][35][36] Due to extensive evidence of the effectiveness of this framework, nurse educators should consider using it when structuring their courses. The timing of the course in the curriculum also needs to be considered.…”

“…Some studies that used this model showed its effectiveness in guiding teaching and learning methods, but there is a need for further research identifying predictors of cultural competence. [23][24][25][26][27][28][29][30][31][32][33][34][35][36] Many approaches were noted in the literature related to cultural competence in the curriculum, and are summarized as follows: the need to critically evaluate implementation and evaluation methods of cultural concepts in the curriculum, [4,9,10,12,15,17,38,39] use of a stand-alone course on culture in the curriculum, [22,30] integration of cultural concepts throughout the curriculum, [12,13,40] use of service learning projects and cultural immersion projects to increase cultural competence, [11,12,[41][42][43][44][45][46][47] lack of qualified faculty members to teach cultural concepts, [23,48] need for course material to adapt to the changing learning needs of students, [45] and international collaboration among teaching institutions to teach cultural competence. [6,35,39,49] While the above note...…”