EVALUATION AND CONTINUING EDUCATION - PowerPoint PPT Presentation

Loading...

PPT – EVALUATION AND CONTINUING EDUCATION PowerPoint presentation | free to download - id: f7948-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

EVALUATION AND CONTINUING EDUCATION

Description:

Epidemiology of TB among foreign-born persons in the Northeast. Polling Question ... Percent Cases Among Foreign-Born. in NE RTMCC by State, 2007 (N=3087) Why ... – PowerPoint PPT presentation

Number of Views:24
Avg rating:3.0/5.0
Slides: 14
Provided by: bow91
Learn more at: http://www.umdnj.edu
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: EVALUATION AND CONTINUING EDUCATION


1
Best Practices in TB Control
Key Concepts in Working with Diverse Populations
Bill L. Bower, MPH Director of Education
Training Charles P. Felton National TB Center at
Harlem Hospital Assistant Clinical
Professor Heilbrunn Department of Population
Family Health Mailman School of Public Health,
Columbia University
2
Why this seminar?
  • Training needs assessment findings
  • National and state standards about culturally
    and linguistically appropriate services in health
    care
  • Epidemiology of TB among foreign-born persons in
    the Northeast

3
Polling Question
4
Insert selected CDC Surveillance slides in CDC
format
5
Percent Cases Among Foreign-Born in NE RTMCC by
State, 2007(N3087)
6
Why is culture important?
7
Culture can affect . . .
  • Experience of psychological distress, description
    of symptoms and communication about these
  • Health-seeking behavior
  • Perceived causes of illness, understanding of
    disease process, treatment expectations, and
    decisions
  • Understanding of infection, transmission and
    who contacts are, names and relationships of
    contacts
  • Interaction with health care system and
    professionals
  • Attitudes towards helpers, authorities, revealing
    contacts

8
People are diverse in ways other than . . .
  • . . . national origin, regional identity, race or
    ethnicity.
  • Aspects of culture can be affected by gender,
    religion, economic class, age, language, and
    experiences . . .
  • Certain subcultures are defined by sexual
    orientation, substance use, homelessness,
    experience in correctional institutions, etc.
  • A place of employment may have its special
    culture Wall Street, politicians, military,
    police, hospital
  • History, political values, experience with
    oppression or discrimination
  • Degree of opposition to acculturation, and
    response of majority culture

9
To be culturally competent doesnt mean you are
an authority in the values and beliefs of every
culture. What it means is that you hold a deep
respect for cultural differences and are eager to
learn, and willing to accept that there are many
ways of viewing the world.Okokon O. Udo, B.D.,
Ph.D., CPCC
10
Culture-General vs. Culture-Specific Approach
  • GENERAL
  • Broad concepts
  • Generalizable principles
  • Focus on learner
  • Emphasis on attitude
  • SPECIFIC
  • Assumptions/fixed ethnic traits
  • Reduced to skills
  • Cookbook
  • Dos/Donts
  • Can lead to stereotyping

11
Four Elements
  • 1. Awareness of ones own cultural values
  • Are you attentive your own preconceived notions
    of other cultural groups?
  • 2. Awareness and acceptance of cultural
    differences
  • Do you look for opportunities to meet and
    interact with individuals who are from cultures
    other than your own?
  • 3. Development of cultural knowledge
  • Are you familiar with the worldviews of cultural
    groups other than your own?
  • 4. Ability to adapt practice skills to fit the
    cultural context of the client
  • Do you have the know-how to navigate
    cross-cultural patient interactions?

12
Cultural Competency Continuum
  • Advanced Cultural Competence
  • Basic Cultural Competence
  • Cultural Pre-competence
  • Cultural Blindness
  • Cultural Incapacity
  • Cultural Destructiveness
  • Cross Model of Cultural Competency by Terry
    Cross, 1988

13
In your clinic . . .

If we were to reduce the steps of culturally
informed care to one activity that even the
busiest clinician should be able to find time to
do, it would be to routinely ask patients (and
where appropriate family members) what matters
most to them in the experience of illness and
treatment. Kleinman A, Benson P (2006)
Anthropology in the Clinic The Problem of
Cultural Competency and How to Fix It. PLoS Med
3(10) e294
About PowerShow.com