Health Competence from a Transcultural Perspective. Knowing how to Approach Transcultural Care

Pulido-Fuentes, Montserrat; González, Luisa Abad; Martins, Maria de Fátima; Martos, Juan Antonio Flores

doi:10.1016/j.sbspro.2017.02.022

Cited by 8 publications

(15 citation statements)

References 20 publications

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“…When studying the scientific literature in this field, the reader will likely first notice the lack of a unanimous definition of cultural competences and a lack of clarity regarding what the concept includes. Similar observations have been made by other authors (Kleinman and Benson 2006;Diallo and McGrath 2013;Cai 2016;Pulido-Fuentes et al 2017), who see a lack of a clear, standardized definition of cultural competence as one of the key limitations of cultural-competence efforts. Researchers of cultural competence see it as an abstract and theoretical concept that seems difficult to define and that is therefore difficult to teach and understand well (Diallo and McGrath 2013: 122).…”

Section: Anthropological Critiques Of Cultural Competencesupporting

confidence: 87%

“…Although cultural competence has been expanded beyond its initial definition to include gender, social class, and sexual orientation, in practice it tends to still be equated with ethnicity and race (Kleinman and Benson 2006;Kumas-Tan et al 2007;Barker and Beagan 2014). This is evidenced by Kumas-Tan et al 's systematic review of the cultural-competence literature and tools, in which these tools generally equate culture with race and ethnicity (Kumas-Tan et al 2007; see also Pulido-Fuentes et al 2017). Such use of the concept of culture opens up many new problems.…”

Section: Anthropological Critiques Of Cultural Competencementioning

confidence: 99%

“…Moreover, many culturalcompetence efforts have the ambition not only of influencing the clinical level in terms of patient-provider interaction, but also in terms of institutionalized healthcare policies and services (Carpenter-Song et al 2007;Barker and Beagan 2014). In this context, they were incorporated into the internationally recognized standards for healthcare quality assessment ( Jenks 2011), 1 and a range of tools to measure the cultural competence of healthcare providers, as well as healthcare institutions, were created (Diallo and McGrath 2013;Pulido-Fuentes et al 2017).…”

Section: Introductionmentioning

confidence: 99%

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Cultural Competence and Healthcare

Čebron

Huber

2020

Etnol. trib. (Online)

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This paper seeks to contribute to critical reflection on the importance, dilemmas and problems that arise in educating health professionals about the socio-cultural dimensions of health and healthcare. In the first part of the paper the authors show that although educational programmes in the field of cultural competences have experienced a remarkable upswing, they are accompanied by many ambiguities and shortcomings. Based on numerous anthropological criticisms, the authors highlight the major conceptual and methodological problems that accompany many cultural competence efforts. The second part of the article focuses on an analysis of the multi-year process of introducing a training course in cultural competence in Slovenia, in which over 500 health professionals have been trained since 2016. Based on the results of the participants’ quantitative evaluation and educators’ self-evaluation, the authors critically analyse the contributions of this training course, while highlighting some of the key dilemmas and difficulties that have accompanied this process.

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Section: Anthropological Critiques Of Cultural Competencesupporting

confidence: 87%

Section: Anthropological Critiques Of Cultural Competencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Cultural Competence and Healthcare

Čebron

Huber

2020

Etnol. trib. (Online)

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“…Many recent cultural competence efforts want to not only influence the clinical level in terms of patient-provider interaction, but also in terms of institutionalised healthcare policies and services (Barker & Beagan, 2014;Carpenter-Song et al, 2007;Schouler-Ocak et al, 2015). In this context, they were incorporated into the nationally as well as internationally recognised standards for healthcare quality assessment (Jenks, 2011) 2 and a range of instruments to measure the cultural competence of health care providers and institutions were created (Diallo & McGrath, 2013;Pulido-Fuentes et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Evaluation of Cultural Competence in Healthcare

Čebron

Huber

2021

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The article seeks to stimulate dialogue about the evaluation of cultural competence in healthcare. The first part of the paper presents the different attempts to measure cultural competence in the field of healthcare and critically analyses the problems that arise concerning the use of instruments that measure the cultural competence of health providers. The second part of the article focuses on the evaluation process of the first cultural competence educational programme for healthcare workers in Slovenia, serving as an example to demonstrate the importance of complementing quantitative methods with qualitative ones and to emphasize the need to shift the focus from measuring the cultural competence of individual healthcare workers to the evaluation of educator performances, patient perspectives, and the cultural competence of healthcare institutions as a whole.

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“…Desde estos sectores, se tiende a considerar la perspectiva popular de la enfermedad como un obstáculo a la salud pública. La antropología ha mostrado que no son tanto los saberes populares, sino su desconsideración lo que frena sistemáticamente la eficacia de los dispositivos de prevención y asistencia sanitaria (Massé, 1995: 307;Pulido-Fuentes, González, da Silva Vieira y Flores Martos, 2017). Estos saberes 1.…”

Section: Introductionunclassified

Diálogo, producción y sincretismo de saberes populares y tradicionales sobre la enfermedad en Guinea Ecuatorial

Sánchez¹

2019

AIBR

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In the African context, it is still common to explain population's behaviour by referring to ignorance and cultural determinism. According to this perspective, individuals and social groups would not mobilize any knowledge. The ability to generate knowledge would be the exclusive attribute of the technical-scientific sector. In fact, social subjects constantly produce and use knowledge for the management of the disease. From the social sciences, they are usually designated as popular knowledge. However, there are many common places around these knowledges that need to be overcome. On the basis of an ethnographic work carried out in Equatorial Guinea, this article invites us to unlink popular from ethnic and natural, as well as to overcome a perspective that places it exclusively as a legacy of the past. It involves both knowledges from here and there, from yesterday and today. It does not result from a single cultural language, but from a syncretic plurilingualism, which must be analyzed. It involves elements from the health sector, from the magical-religious sphere, as well as from prosaic domestic practices. Popular knowledge is not exclusively the result of cultural representations. It is also built from everyday experiences. Far from forming predefined action schemes, it is essentially "practical knowledge", whose logics are permanently updated. Individuals are not just cultural products. They elaborate the knowledge in a continuous experimentation process and of multiple interactions with the environment. It results from an unfinished interpretive process, fed by one's own experiences and those of others.

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Health Competence from a Transcultural Perspective. Knowing how to Approach Transcultural Care

Cited by 8 publications

References 20 publications

Cultural Competence and Healthcare

Cultural Competence and Healthcare

The Evaluation of Cultural Competence in Healthcare

Diálogo, producción y sincretismo de saberes populares y tradicionales sobre la enfermedad en Guinea Ecuatorial

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