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Cultural Beliefs in Health Education

Introduction

Various cultural beliefs across the globe have emerged to have a significant impact on health service deliverance in the community. These cultural beliefs seem to contradict healthcare delivery from professionals, thereby posing serious harm to the health conditions of their followers. However, some beliefs also promote healthcare provision across various communities. This manuscript will mull over the cultural impact on healthcare provision within various communities.

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Body

The cultural inclination may have a significant impact on the disease’s beliefs, treatment, and other health activities. As such, some cultural beliefs may be an impediment to the treatment of various diseases. Various cultural followers believe that diverse ailments result from supernatural beings and can only be cured with their believed intervention (Dayer-Berenson, 2011). This poses a magnificent health risk since after discovering that such interventions are unhelpful, they source for help from healthcare practitioners after the intensification of the symptoms. For instance, after watching the video about Jasmine’s case, it was appalling to see how her grandmother opposes the idea of undergoing heart surgery to block the hole. However, after the fruitless attempt to go to the temple for intervention, Justine’s mother finally opts for medical help.

Some cultures seem to promote healthcare by practicing a healthful diet. Additionally, cultural practices promote cleanliness that helps in reducing the chances of becoming ill. This is usually in alignment with the medical health education processes (Perez & Luquis, 2008). Besides, despite the fact that some cultural practices oppose modern health education, most have embraced it, owing to its benefits to societal members.

Besides, various cultural settings promote health education within their societal members in numerous ways. For instance, they ought to allow their members to seek professional medical help in incidences of various health challenges. For instance, in Jasmine’s case, the child could have received better medication if mitigation measures had been put in place (Loue & Sajatovic, 2011). Additionally, affected members ought to be open-minded and make their judgments in regards to seeking an expert’s medical aid.

In the two video clips, the health professionals have displayed extraordinary interaction skills while handling clients from diverse cultures. They have also emerged as excellent listeners since they are patient for clients to convey their messages. Additionally, their belief concerning health did not compel them into having misconceptions about their clients’ culture (Loue & Sajatovic, 2011). In one of the videos, the professionals employed an interpreter for the enhancement of the communication process.

For health specialists to develop their cross-cultural client-professional communications, they ought to learn some basics concerning their patients’ cultures. This implies that they should be conversant with the patient’s cultural beliefs, especially the accepted norms within their cultures. Additionally, they ought to be unbiased, though their professional teachings may contradict the beliefs of clients (Dayer-Berenson, 2011). This calls for patience on the professional’s side. Moreover, the professionals should read the clients’ body language, but should not judge the information provided by the patients. The patients can also assist by providing advice on what should be the most appropriate communication techniques for providing the solution.

Conclusion

It is apparent that various cultural beliefs have a noteworthy impact on health education. As a result, these beliefs may be detrimental to the health of individuals of certain communities, since some belief in divine intervention, most of which are infeasible. Besides, healthcare experts ought to employ learned communication skills in an effort to facilitate healthcare provision.

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References

Dayer-Berenson, L. (2011). Cultural competencies for nurses: impact on health and illness. Sudbury, MA: Jones & Bartlett Publishers.

Loue, S., & Sajatovic, M., (2011). Encyclopedia of immigrant health. Cleveland, OH: Springer Publishers.

Perez, M., & Luquis R. (2008). Cultural competence in health education and health promotion. Hoboken, NJ: John Wiley and Sons Publisher.

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StudyCorgi. (2021, December 30). Cultural Beliefs in Health Education. Retrieved from https://studycorgi.com/cultural-beliefs-in-health-education/

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StudyCorgi. (2021, December 30). Cultural Beliefs in Health Education. https://studycorgi.com/cultural-beliefs-in-health-education/

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"Cultural Beliefs in Health Education." StudyCorgi, 30 Dec. 2021, studycorgi.com/cultural-beliefs-in-health-education/.

1. StudyCorgi. "Cultural Beliefs in Health Education." December 30, 2021. https://studycorgi.com/cultural-beliefs-in-health-education/.


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StudyCorgi. "Cultural Beliefs in Health Education." December 30, 2021. https://studycorgi.com/cultural-beliefs-in-health-education/.

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StudyCorgi. 2021. "Cultural Beliefs in Health Education." December 30, 2021. https://studycorgi.com/cultural-beliefs-in-health-education/.

References

StudyCorgi. (2021) 'Cultural Beliefs in Health Education'. 30 December.

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