The Significance of Cultural Competence Training Create a training module to educate health care professionals on the importance of Cultural Competence. Th

The Significance of Cultural Competence Training Create a training module to educate health care professionals on the importance of Cultural Competence. The PPT should be created as if you will be the one training the healthcare workers and can use the slides in the education process. Your module should address all key elements to cultural competence training mentioned in Chapter 8; however, you should not be teaching chapter 8 (you should be teaching others about cultural competence). Your module should include a PowerPoint (a minimum of 8 slides) and a way to assess learning such as an assignment, exam, written assignment, etc. Chapter 8
Cultural Competence
Training
LEARNING OBJECTIVES
After reading this chapter you should be able to
• Understand the significance of cultural competence training.
• Discuss the key components of training.
• Describe how to develop/identify necessary training programs.
Explain the need for cross-cultural education.
• Define key terms relevant to the process of training.
O
KEY TERMS
Attitude based
Cultural sensitivity
Knowledge based
People of color
Skill building
Stereotypes
INTRODUCTION
The primary goal of this chapter is to highlight the significance of train-
ing health service professionals to ensure appropriate skill sets for serving
diverse populations. The key components of training are discussed as well
as approaches for developing/identifying training programs to specifically
address the needs of health professionals. The need for cross-cultural edu-
cation is emphasized as well as other essentials for such training, including
99
Chapter 8
Cultural Competence
Training
LEARNING OBJECTIVES
After reading this chapter you should be able to
• Understand the significance of cultural competence training.
• Discuss the key components of training.
• Describe how to develop/identify necessary training programs.
Explain the need for cross-cultural education.
• Define key terms relevant to the process of training.
O
KEY TERMS
Attitude based
Cultural sensitivity
Knowledge based
People of color
Skill building
Stereotypes
INTRODUCTION
The primary goal of this chapter is to highlight the significance of train-
ing health service professionals to ensure appropriate skill sets for serving
diverse populations. The key components of training are discussed as well
as approaches for developing/identifying training programs to specifically
address the needs of health professionals. The need for cross-cultural edu-
cation is emphasized as well as other essentials for such training, including
99
100 Chapter 8: Cultural Competence Training
an overview of health disparities, key terms relevant to cultural competence,
cultural definitions of health and illness, and the need to integrate cultural
competence into organizations. The importance of evaluation of training
programs is also discussed.
SIGNIFICANCE OF CULTURAL
COMPETENCE TRAINING
Formal, professional cultural competence training/education is significant
because it can help to eliminate the possibility of predisposing health pro-
fessionals engaging in discriminatory practices, even when racial bias and
cultural insensitivity are not intended (Brathwaite & Majumdar, 2006). It
is important that health professionals keep cultural competence training
at the forefront of their provision of services to patients/clients/customers
with an emphasis on finding those approaches that will be most beneficial to
patients/clients/customers served in an effort to eliminate the possibility of
discriminatory and culturally and linguistically insensitive and inappropriate
practices. Given the importance of cultural competence training for health
professionals, consideration for doing so should be undertaken within the
context of the directional strategies and strategic plans for organizations.
APPROACHES TO TRAINING
Three approaches are relevant to the provision of cultural competence train-
ing and education: knowledge-based, attitude-based, and skill-building
approaches. Knowledge-based approaches refer to specific information of
relevance to cultural competence, including definitions about culture, race,
ethnicity, linguistic competence, and related concepts and details about
health-seeking behaviors of various cultures. Attitude-based approaches
refer to improving awareness of specific elements of attitudes, values, and
beliefs regarding various cultures and perspectives about language and
other culturally and linguistically relevant factors that may impact the
provision of optimal services to clients/customers/patients. Skill building
approaches refer to the provision of training that provides specific skill sets
to prepare individuals with insight into how to communicate effectively
with individuals who do not speak English, how to identify an interpreter
when needed, and how to ensure that individuals feel valued and appreci-
ated in terms of their culture based on discussions with them about cultural
nuances when they enter a healthcare or public health facility.
Decisions regarding the best training approaches for a given organization
are imperative and should be determined based on weaknesses identified
Cross-Cultural Education and other Training Essentials | 101
in the assessment process as discussed in Chapter 7. Once approaches have
been determined, the goal should be to ensure the success of said trainings.
For example, under the skill-building category, once practical cultural com-
petence skills are taught, immediate feedback should be provided based on
ongoing implementation of said skills. A feedback and evaluative approach
should be undertaken for all aspects of training based on monitoring by
quality improvement departments, tracking progress over time, and identi-
fying short-term and long-term success or shortcomings resulting from the
training programs. Customer service evaluations are strong mechanisms to
determine the impact of the trainings by including queries regarding the
quality of cultural competence services within the organization’s customer
service assessment process.
ELEMENTS TO ENSURE SUCCESSFUL
TRAINING PROGRAMS
For training in the area of cultural competence for health professionals to
be successful, there has to be “buy-in” of the process. The emphasis of the
training should be to increase awareness of racial and ethnic health dispari-
ties, to ensure that skills are developed for cross-cultural assessment, and
to learn how to communicate and negotiate from a cultural vantage point.
Training should also focus on current accreditation requirements for spe-
cific health professions regarding cultural competence as well as any state
and/or federal requirements. Because emphasis is often placed on diversity
rather than cultural competence with regards to the health professions, the
difference between diversity and cultural competence should be established.
Consideration should be given to the best approaches to ensure health pro-
fessionals are culturally diverse and the importance of enhancing their skill
sets by including cultural competence training.
CROSS-CULTURAL EDUCATION AND OTHER
TRAINING ESSENTIALS
Why is cross-cultural education and cultural competence training needed?
According to the Institute of Medicine it is needed to begin the process of
addressing health disparities (Smedley, Stith, & Nelson, 2003). Basically,
within the context of the provision of health care people of color often expe-
rience discrimination (Smedley et al., 2003). People of color are essentially
those individuals classified in minority groups, namely Blacks or African
Americans, Native Americans or Alaska Natives, Asians or Pacific Islanders,
and Hispanics or Latinos. Latinos and Hispanics are an ethnic rather than
102 Chapter 8: Cultural Competence Training
a racial group. Therefore, within the context of the term “people of color,”
the discussion is relevant to non-White Hispanic or Latino.
Such factors as bias, prejudice, and stereotyping may impact the care
provided to those seeking health services. Cultural competence training can
bring attention to these potential occurrences and eliminate them. In terms
of linguistic competency, cultural competence training is useful in help-
ing members of healthcare and public health organizations to understand
that in America, the number of people who are not proficient in English is
growing rapidly. Specifically, among the Hispanic or Latino and Asian or
Pacific Islander populations, linguistic isolation is the case for some. There
are many languages spoken in the United States. According to the 2000
US Census the languages spoken in the United States are Spanish, Asian/
Pacific Island languages, Indo-European, and those classified as other lan-
guages. Individuals often forego care when language obstacles are present.
Therefore, training in universal approaches for communicating with indi-
viduals who are not proficient in English is a very helpful component of
cultural competence training.
Cultural competence training is beneficial in terms of the provision of key
terms and other aspects of cultural competence including, but not limited to,
ethnicity, race, culture, religion, socioeconomic status, and gender. Through
the provision of knowledge, cultural competence training should provide
information regarding behavioral norms based on cultural factors. Training
needs to be ongoing and updated often because culture is a constantly chang-
ing process. Cultural training should include exercises that cause participants
to think and take part in active learning. Formats should include lectures,
role playing, use of audio-visual material pertaining to cultural competence,
group dynamics, and discussion/dialogue. Participants should be encour-
aged to share their own cultures as part of the teaching-learning process.
IMPORTANCE OF PROVIDING KEY TERMS RELEVANT
TO CULTURAL COMPETENCE
Specific terms relevant to cultural competence should be explored within
the context of training. Specifically, a glossary of terms should be provided
within training packets enabling attendees to refer to and recall pertinent
information when necessary. Examples include words such as “stereotypes”
and “cultural sensitivity.” If health professionals are aware that stereotypes
are exaggerated beliefs or fixed ideas about a person and the term is taught
within the context of a particular example that expresses how this process
can impact the provision of services to an individual, negative attitudes

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