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Psychosocial Aspects of Diabetes
Published in Jahangir Moini, Matthew Adams, Anthony LoGalbo, Complications of Diabetes Mellitus, 2022
Jahangir Moini, Matthew Adams, Anthony LoGalbo
The term cultural sensitivity involves delivering health information that is based on cultural and ethnic norms, social beliefs, values, environmental, and historical factors that are unique to specific populations. There are important cultural factors to consider when working with individuals who have diabetes. To provide good diabetes education to people from all cultures, it is first essential to be aware of unique cultural sensitivities. To overcome cultural barriers, effective communication is essential. Limited proficiency with a country’s language – especially with new immigrants from other countries – limits effective communication. Sometimes, illustrated graphic images must be used to communicate information. Professional interpreters may be needed in order to communicate. Cross-cultural communication is essential. Diabetes education programs implemented with culturally appropriate methods can improve patient knowledge, health behavior and status, as well as self-efficacy.
Community engagement in the informed consent process in global clinical research
Published in Joseph Tham, Alberto García Gómez, Mirko Daniel Garasic, Cross-Cultural and Religious Critiques of Informed Consent, 2021
We can identify as follows three major areas of barriers in cross-cultural communication: language barriers;6 in some communities, there could not even be the word to express some scientific concepts related to research, for example, for the term “randomization”;7 a study from the United Kingdom about the inclusion of non-English-speaking patients in the research-reported language barriers and the unavailability of translators for different reasons;8lack of awareness about trials and shallow understanding of the concept of research, which may be confused with the direct health services provision; in general, difficulties in understanding research process;9lack of trust in researchers and low health literacy regarding immunization; concern about adverse events and fears about exploitation (especially in the case of healthy volunteers, as it is in the case of experimental vaccines).10
Skills and competencies
Published in Claudia V. Angelelli, Healthcare Interpreting Explained, 2019
Claudia V. Angelelli, Christian Degueldre
Interpreters’ work implies performing for others. Interpreters speak/sign in front of others. Therefore, it is necessary to pay special attention to the skill of public speaking. Interpreters’ work entails brokering the messages (utterances) of healthcare providers and patients to facilitate communication. Their professional performance is a major contributing factor to the success of cross-cultural communication. Interpreters work frequently between two parties (e.g. a healthcare provider and a patient). Sometimes they interpret for more than two. Examples of this may be when the patient is a child and the parents are present, or when the patient is accompanied by family members or friends, or when there is a provider and a nurse present or more than one specialist in the room or during a grand round.
Rewarding journeys: exploring medical students’ learning experiences in international electives
Published in Medical Education Online, 2021
Rintaro Imafuku, Takuya Saiki, Kaho Hayakawa, Kazumi Sakashita, Yasuyuki Suzuki
Meaning-focused coping was fundamental to their subsequent participation in the international electives. It involved active cognitive restructuring related to cultural diversity and the nature of cross-cultural communication. Specifically, through observing communication styles among people from different cultural backgrounds, students noticed that sharing opinions and mutual understanding are pivotal to multicultural society; this observation helped them realize they could communicate with people without being afraid of making mistakes (Student 1). Additionally, their perceptions of language changed. For instance, students regarded language as a tool of communication, and started thinking that they did not have to speak perfectly like native speakers (Student 7). Acceptance of cultural diversity and changes in their perceptions of language made them feel more comfortable and led to more active engagement in the electives.
Why we have to move beyond the idea of cultural competency
Published in Medical Education Online, 2021
Sarah Wong, Christina Plowman, Davina Puri, Ife Nwibe
The ability to respond to cultural difference in a way that does not homogenize, exoticize or marginalize the individual in focus involves a level of reflexivity that the cultural competency model, in emphasizing the otherness of the patient relative to the doctor, simply does not account for. Baugh et al. recognize that effective communication skills cannot be taught in an artificial setting and suggest cultural exposure programs as a means to foster empathy. However, experience alone does not equate empathy, and empathy alone is not enough to dismantle the power structures that hinder doctor-patient communication and the realization of an equitable health system. Instead, cross-cultural communication skills must be cultivated throughout the course of medical school, integrated into all aspects of the curriculum to help students nurture and preserve a disposition towards cultural humility. The type of exposure we really need in medical school is that which teaches us the limits of our own knowledge. This includes learning from and valuing alternative perspectives, ideas and ways of thinking in relation to ourselves so that we may become culturally safe clinicians.
Miscommunication and misperceptions between health staff and Indigenous carers about raising smoking cessation in a paediatric ward in Australia: a qualitative study
Published in Contemporary Nurse, 2020
Sukoluhle Moyo, Marita Hefler, Kristin Carson-Chahhoud, David P. Thomas
Health staff stated that English not being the carers’ first language is a significant barrier among indigenous carers. Health staff, therefore, felt that language barriers were a significant cause of cross-cultural communication challenges and carers low levels of education contributed to miscommunication and poor health literacy about smoking. For the most part, carers reported that they have a good understanding of the English language and concepts. Only a few health staff identified that rapid speech and accents of staff contributed to miscommunication. The nurses are quite quick, quite short with them, and not clear and slow instead It's a cycle of miscommunication or lack of communication in general. (HS 9)