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SESSION 4: Working with Culturally Diverse Populations

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SESSION 4: Working with Culturally Diverse Populations Common Denominators of Culture Common Denominators of Culture (2) Common Denominators of Culture (3 ... – PowerPoint PPT presentation

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Title: SESSION 4: Working with Culturally Diverse Populations


1
SESSION 4 Working with Culturally Diverse
Populations
2
Common Denominators of Culture  
  • age-grading
  • art theater, drama, visual arts, music
  • bodily adornment
  • child rearing
  • cooperative labor
  • courtship/dating
  • dancing
  • death and dying
  • education
  • ethics
  • etiquette
  • family feasts, celebrations
  • folklore
  • food customs, taboos, meal times

3
Common Denominators of Culture (2)  
  • funeral rites
  • games
  • gender roles
  • gestures
  • greetings
  • hospitality
  • holidays
  • housing
  • hygiene, health, cleanliness
  • joking
  • kinship relations among relatives
  • language, slang
  • law, authority, punishment, prison terms

4
Common Denominators of Culture (3)  
  • literacy oral and written
  • marriage
  • medicine, medical providers, healers
  • mind-altering substances
  • modesty privacy about the body
  • music
  • personal and family names
  • pregnancy and labor
  • pre- and post-natal care
  • problem-solving
  • property rights

5
Common Denominators of Culture (4)  
  • puberty customs
  • religious beliefs and rituals
  • sexual customs, roles, restrictions
  • social organizations
  • sports
  • status differentiation, prestige, credibility
  • trade, economics, money, barter
  • visiting, socializing

Can you think of anymore?
6
Cultural Identification
  • Primary cultural identity
  • Age
  • Ethnicity/race
  • Gender
  • Language
  • Physical abilities and qualities

7
Cultural Identification (2)
  • Primary cultural identity (continued)
  • Sexual and affectional orientation
  • Childhood experiences and family factors (family
    religion, place of birth and household location,
    family social class, parents occupations, etc.)

8
Cultural Identification (3)
  • Secondary cultural identity
  • Education
  • Geographic location
  • Income
  • Marital/relationship status and history
  • Military experience

9
Cultural Identification (4)
  • Secondary cultural identity (continued)
  • Parental status and history
  • Religion
  • Work experience
  • 9. Current social class and class status history
  • 10. Political affiliation and perspective

10
Cultural Identification (5)
  • Tertiary cultural identity
  • Experiences with immigration, exile, refugees,
    etc.
  • Lifestyle (e.g., gay culture, new age)
  • Degree of acculturation/assimilation

11
Cultural Identification (6)
  • Tertiary cultural identity (continued)
  • Degree of recovery
  • Recreational drug use
  • Health consciousness
  • Gender identification change in gender

12
Using an Interpreter
Potential problems with interpreters
  1. May not state accurately what health care worker
    and/or patient have said
  2. Might add their own ideas of what has been said

13
Using an Interpreter (2)
Potential problems (continued)
  1. Might have difficulty translating effectively to
    and from the English language
  2. Patient might be uncomfortable talking about
    personal information with interpreter present

14
Using an Interpreter (3)
  • Guidelines for interpreters
  • Ask for patients permission to use an
    interpreter
  • Meet with interpreter before seeing the patient
    to give instructions and guidance

15
Using an Interpreter (4)
  • Guidelines for interpreters (continued)
  • Remind the interpreter that all information
    discussed is confidential
  • Ask interpreter not to add his/her own comments

16
Using an Interpreter (5)
  • Guidelines for interpreters (continued)
  • 5. Ask interpreter to interpret the patients
    and the health care workers words as exactly as
    possible add nothing, omit nothing, change
    nothing

17
Using an Interpreter (6)
  • Guidelines for interpreters (continued)
  • 6. Arrange to sit or stand so health
  • care worker is facing and talking to patient,
    not the interpreter

18
Using an Interpreter (7)
  • Guidelines for interpreters (continued)
  • 7. Ask the interpreter to explain questions or
    answers that are not clear
  • 8. Keep messages simple and factual use short
    phrases and focus on one topic at a time

19
Using an Interpreter (8)
  • Guidelines for interpreters (continued)
  • 9. Give interpreter time to interpret each
    phrase before continuing
  • do not interrupt
  • 10. Give patient enough time to answer questions
  • 11. Ask the interpreter to be sure to use the
    first person.

20
Using an Interpreter (9)
  • Who should interpret?
  • Trained medical interpreters
  • Other health care workers who speak the patients
    language

21
Using an Interpreter (10)
  • Who should interpret? (continued)
  • 3. A community or family member of the patient
  • Potential problems with confidentiality,
    unfamiliarity with medical terms

22
Using an Interpreter (11)
  • Who should interpret? (continued)
  • If family member must be used, do not use
    children they will hear personal information and
    may be asked to interpret things that the family
    believes children should not discuss

23
Using an Interpreter (12)
  • When an interpreter is not available
  • Call the office for interpretation over the
    telephone
  • If available and approved by program management,
    use commercial telephone interpretation service

24
Using an Interpreter (13)
  • When an interpreter is not available
  • Learn and use a few greetings and key TB words in
    the patients language
  • Use materials/instructions written in the
    patients language
  • Other ideas?

25
Review Questions
  1. What are 5 ways that people can culturally
    identify themselves?
  2. What are 4 ways to learn more about a patients
    culture and health beliefs?

26
Review Questions (2)
  1. What are 3 guidelines for using an interpreter
    when providing DOT to a non-English-speaking
    patient?
  2. What are 3 guidelines for providing DOT to
    non-English-speaking patients without the
    assistance of an interpreter?
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