Cultural Diversity in the Delivery of Health Care

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Table of Contents

Introduction
The areas to be addressed, towards the realization of cultural competency
Safe and impartial health service
Recommendations
Conclusion
References

Introduction

Cultural diversity, which is reflected in variables like language, refers to the varied cultural identities and groups, which make up a reference community. The concept acknowledges the dissimilarities between different groups and individuals on the basis of spirituality, religion, ethnicity and racial background, as well as the language differences among the community members. The term is used to mean more than the migrant experiences of the members of the society, to refer to the contextual issues and intergenerational aspects. Equity within the society implies that all members of the reference society receive equal opportunity.

With reference to healthcare, equity refers to access among the different groups and individuals – with reference to developing and maintaining health wellbeing from a just and fair access to health resources. The lack of equity and inequality in healthcare may be traced to the varied economic and social disparities, genetic differences, and the diverse personal choices. Particularly, inequity can be traced to dissimilarities in opportunity, where different groups and individuals are exposed to unequal access to health services (Diller, 2004; Loustaunau & Sobo, 1997).

With reference to the varied cultural backgrounds and the diverse orientations to service and inequalities in social-economic levels, inequalities are bound to come in the way of service administration. This is especially the case, for healthcare services administration – especially with the wide variety of language, social and the cultural diversity of modern societies, especially America and Australia.

As a result of the socio-cultural diversity, an intensive understanding of cultural diversity is important, as it can help reduce the level of vulnerability facing the different groups, with regard to healthcare services administration. This paper is a descriptive account of the significance of cultural competency for the healthcare institution, healthcare personnel and the individual – within the culturally diverse society of the 21^st century (Johnstone & Kanitsaki, 2005).

The concept of cultural competence is rooted upon the following five elements: self-assessing the cultural behaviors of the focus group, valuing the diversity existing among different individuals and groups, comprehending the dynamics of dissimilarities, evaluating cultural knowledge, and aiding in adapting to diversity. The characteristic that distinguishes cultural competence from other frameworks of awareness and sensitivity is the fact that it places focus on the behavior of the subjects. Particularly, the model demands that pragmatic and behavioral changes get integrated into agency and professional practices, structures, attitudes and policies (Carter & Helms, 1990, p. 105-118).

The areas to be addressed, towards the realization of cultural competency

Towards the creation of a model that can work towards the realization of healthier living and environments through cultural competency, four dimensions of action will be involved, including organizational, systemic, individual and the professional sphere. The areas to be addressed towards realizing cultural competencies within the health sector are centered on the principles supporting the model, which are discussed below (Corvin & Wiggins, 1989).

Engaging communities and consumers in give-and-take relationship

The consumers of healthcare deserve to be offered clear, correct, accurate and relevant messages regarding their health and the health of their environs, which can only be realized through a close engagement of the CALD local communities. In this case, the different CALD communities and the healthcare sector should be jointly involved in evaluating customer views, and ensuring that the conclusions collected are culturally responsive and relevant.

The role of the reciprocal interactions is ensuring that the contribution of CALD community members and the professionals is significant, and that partnerships and learning are exchanged. Sensitive health sector approaches for vulnerable groups like women, adolescents and the old are to be developed. Further, support and resource provision should be offered through realistic structures and timeframes, which can foster the development of skills, planning, and reflecting community diversity (Helms, 1990, p. 3-8).

Using accountability and leadership for sustained transformation

This can be realized through a shift in thinking and practice, where compulsory steps are supported by initiatives in support of proper governance which promotes change. Such an approach should involve established accountability frameworks, sustaining performance from the established frameworks, and ensuring change-causing leadership at higher levels across the entire health sector. The frameworks should also utilize existing initiatives and tools towards the creation of competencies like risk management; offer systematic strategies in the area of management, as well as involve an evidence-base, based on empirical research to inform planning, policy, capacity building, evaluation and education. Lastly, the model should build a culturally proficient labor force (Helms & Carter, 1990, p. 67-79).

Building on the strong points of the community – identify what works

This involves a comprehensive understanding of the varied groups addressed by the health sector and the implications of the model – using the swap-over of information, and sharing the intervention models and the data on the basis of the varied community needs. This process should be based on quality research, where the current and operational practice of CALD communities is reflected. The phase should also lead to the identification of risk behaviors, where changing contexts are taken into account, which are to be fed back into the culturally varied communities and the decision-makers of the health sector (Helms, 1990, pp. 135-144).

A shared accountability – ensuring sustainability and partnerships

This involves developing partnerships across the provision of healthcare services, as a way of fostering cultural competence. Issues affecting the system are identified and addressed in a long-term methodical way, where shared education fosters other health strategy areas – towards avoiding mistakes, so as to expand service provision in a more efficient manner. Community development models are highly effective, where they are funded from sustained outcomes – through partnerships with state, regional, and national bodies, as well as other intermediaries, like cultural groups. These community development models are usually effective since they are based on partnerships and usually have intermediaries involved, which highly facilitates their success. Involvement of various stakeholders, highly facilitate the success of these community development models (Helms, 1990, pp. 177-186; Green, 1982).

Legislative models on cultural competency operate at both state and federal levels – towards regulating the human rights and multicultural rights regarding healthcare services. At the national level, public policy affirms the equity and access to healthcare services, by placing emphasis on the consideration of cultural diversity into policy development, strategic planning, reporting service delivery and during budgeting exercises.

For instance, Australia’s multicultural policy promotes the respect and acceptance of the cultural variety – despite the language, religion and the culture of the different groups. These are administered on the basis of a number of principals – these including the responsibility of everybody, with reference to the Australian democratic model; respect for every individual, in expressing their differences under the law; fairness for all persons, in the area of opportunity and equality; and ensuring benefits for all. The state also sets the laws for guidance, for instance, the Multiculturalism Act 2000, on cultural diversity (Johnstone & Kanitsaki, 2005; Harris & Moran, 1987).

Safe and impartial health service

The key issues for safe health practice include engaging the consumers from CALD societies at the different levels of benefit, depending on the situation and background. The second is that planning should involve the relationships and the networks existing at CALD centers, ensuring that choice of strategies and problem definition incorporates community engagement towards findings creation. The third is designing structures to foster reciprocity for partnerships, ensuring information exchange and capacity building. The methodologies should be flexible enough to allow for community contribution at all health practice phases.

Evaluation should be incorporated, towards fostering the evidence base of health support practice. From such measures, the different needs of the target group will be identified. An example here, is the Center for Health Design (CHD), which is an NGO fostering the engagement of organizations and professionals in the healthcare industry, with specialty in ensuring health among the aging. The institution has greatly fostered healthcare administration to the old in California. The new approaches are fostering improved healthcare, from the case of CHD, through making the location of community clinics highly accessible and known, engaging patient advocate groups, which help in exploring community issues; working together with service center in the community, and engaging community representatives in operations and management (Pauwels, 1995; Ahmad, 2007).

Recommendations

Realizing cultural competency should be adopted as a developmental process, as the large and diverse audiences require time to go through the training and education – which should be offered as per the needs, and the learning styles of the audience and the given group. A diverse set of instructions on cultural competency should be offered using a diverse set of training strategies. Cultural competency should also not be restricted to a particular course, but integrated into many educational activities and circular offerings. In responding to these needs, health professionals should emphasize on comprehending the particular needs of the reference group, as the training program should address the target issues.

These recommendations are important, as they will help direct the formulation stage, to ensure that the coverage of the program addresses the problems in question adequately. The improvements to be realized include a reduction in the costs channeled to training not suited for a particular problem. Proper accounting should be done, to ensure that there are no costs that are incurred improperly. In other words, all finances should be allocated to viable activities or projects (Itzkowitz & Petrie, 1988; Rundle et al., 1999).

Conclusion

Cultural diversity refers to the varied cultural identities within the society, which identify with different needs on the basis of their religious, ethnic, or racial backgrounds. Recognizing the differences in access to basic services like education and influence on governing systems, certain groups, especially marginalized ones, are likely to be marginally addressed in service administration. Cultural diversity can be realized through engaging consumers, leading effectively, building on the strengths of societies, and keeping joint accountability. Local, state, and international policymaking serves a principal role towards ensuring the success of cultural diversity. The key issues in safe health care administration are involving the community and the different individuals. Recommendations include that cultural competency should be administered as a process, and with reference to the needs of the focus community.

References

Ahmad, R. (2007). Assessing the Role of Cultural Differences on Healthcare Receivers Perspectives of Healthcare Providers Cultural Competence. Ohio: Ohio University.

Corvin, S., & Wiggins, F. (1989). An antiracism training model for white Professionals. Journal of Multicultural Counseling and Development, 17 (3), 105-114.

Diller, J. (2004). Cultural Diversity: A Primer for Human Services. Toronto: Brooks/Cole.

Green, J. (1982). Cultural awareness in the human services. Englewood Cliffs: Prentice- Hall, Inc.

Harris, P., & Moran, R. (1987). Managing cultural differences. Houston: Gulf Publishing Co.

Helms, J., & Carter, R. (1990). Development of the white racial identity inventory. New York: Greenwood Press.

Helms, J., & Carter, R. (1990). White racial identity an attitudes and cultural Values. New York: Greenwood Press.

Helms, J. (1990). Introduction: Review of racial identity tenninology. New York: Greenwood Press.

Helms, J. (1990). Counseling attitudinal and behavioral predispositions: The Black/white interaction model. New York: Greenwood Press.

Helms, J. (1990). Applying the interaction model to social dyads. New York: Greenwood Press.

Itzkowitz, S., & Petrie, R. (1988). Northern black urban college students and The Revised Student Developmental Task Inventory. Journal of Multicultural Counseling and Development, 16 (2), 63-72.

Johnstone, M., & Kanitsaki, O. (2005). Cultural safety and cultural competence in health care and nursing: an Australian study. Melbourne: RMIT University.

Loustaunau, M., & Sobo, E. (1997). The Cultural Context of Health, Illness and Medicine. Westport: Bergin & Garvey.

Pauwels, A. (1995). Cross-cultural Communication in the Health Sciences: Communicating with Migrant Patients. South Melbourne: Macmillan Education Australia.

Rundle, A., Carvalho, M., & Robinson, M. (1999). Cultural Competence in Health Care: a Practice Guide. SF: Jossey Bass.

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