Introduction
Nowadays one of the major principles and standards for health care professionals is equity. For instance, Douglas et al. (2009, p. 258) put equity in the first place as the first “standard of practise for culturally competent nursing care” they define as social justice, which is based on the principle of equity. Betancourt (2006) also states that achieving equity in health care is one of the major goals for the contemporary health care.
Admittedly, it is important to fully understand what equity is. Thus, Chu and Goode (2009) provide a comprehensive definition. The researchers claim that equity is “system that provides high quality of care that does not vary because of personal characteristics such as gender, ethnicity, geographic location, and SES” (Chu & Goode, 2009, p. 9).
Admittedly, equity is closely connected with such issues as cultural diversity and cultural competence. For instance it is estimated that by 2050 more than a half of population of the USA will be people of color (Andrulis et al., 2010). Such a diverse society needs new standards.
Health care is one of those fields which already need these new standards. Increasing number of people of different cultural background has made health care professionals start paying more attention to cultural competency (Smith, 2005). Each group needs specific attention as these groups often need a bit different approaches in terms of communication patterns, psychological supports and even treatment itself.
The present report dwells upon a particular ethnic group of patients in the USA health care. The report addresses issues Asian Americans often face when addressing health care professionals. Health care professionals’ cultural competency and the professionals’ attitude towards cultural competency are also highlighted. Notably, here cultural competency will be narrowed down to some linguistic, cultural and medical skills. The report touches upon various standards and principles existing (or coming into existence) in this field.
The Elements and Principles of Cultural Competency
In the first place it is important to define the notion of cultural competency. Simmons et al. (2009, n.p.) state that cultural competency is health care professional’s “ability to work effectively with individuals and communities from different cultural and ethnic backgrounds”. The researchers point out that this notion also includes “awareness of one’s cultural influences, personal biases and prejudices” (Simmons et al., 2009, n.p.).
Sareen et al. (2005) report that issues concerning cultural diversity started being addressed only two decades ago. The researcher stresses that though there are some improvements in the field, the steps undertaken are not enough. Now health care professionals and educators understand the necessity to overcome linguistic gap and cultural gaps (Beach et al., 2005).
Thus, Betancourt et al. (2005) report that LCME (Liaison Committee on Medical Education) set specific standards which have led to considerable changes in curricula of many schools. Thus, many schools have integrated cultural competency in their curricula (Dogra, 2005). Betancourt et al. (2005) also mention that many hospitals launch training programs for their employees.
Betancourt et al. (2005) also state that the Agency for Healthcare and Quality in collaboration with the National Institutes of Health have funded numerous studies and educational programs in cultural competency. Therefore, cultural competency is being addressed to on institutional level.
Cultural competency is also manifested on individual level. Thus, health care professionals resort to the help of translators (Betancourt, 2006). Apart from this, various studies confirm that health care professionals understand the necessity to acquire cultural competence as they are eager to provide high quality service and meet patient’s demands and expectations.
Policies and Guidelines for Cultural Competency in Health Services
Importantly, the need to improve health care practices is acknowledged at different levels. Thus, various governmental and non-governmental organizations pay a lot of attention to the issue. For instance, The US Department of Health and Human Services worked out a plan “to reduce racial and ethnic health disparities” in 2011 (Ida et al., 2012).
The National Asian American Pacific Islander Mental Health Association has launched numerous programs and initiatives aimed at decreasing disparity in health care. Now various organizations aimed at needs of different ethnic groups exist. These organizations have specific standards which shape their activities. Notably, these standards and principles lie within the boundaries of specific domains (Olavarria et al., 2005).
For instance, Cultural Responsiveness Frame work was launched in 2009. This framework has a comprehensive approach to addressing the problem. The approach presupposes research, analysis, training and control over various processes taking place in terms of Victorian health services (“Cultural responsiveness framework,” 2009).
Another framework, Ethno-Racial Diversity Initiative, launched by Centretown Community Health Centre, was not that comprehensive. It focused on evaluation of existing practices and identification of possible gaps in the field (Olavarria et al., 2005). Of course, the first framework is exemplary as it does lead to improvements in the field. However, the second framework should not be considered useless as it helped to identify the need in particular standards.
Safe and Equitable Health Practice
Such comprehensive approaches have led to significant improvements. Of course, there remain a lot of issues to address. Researchers reveal various valuable data which can be used by health care professionals. For instance, it has been acknowledged that Asians (as well as other ethnic groups) can metabolize different medications differently which leads to “differences in drug and medication sensitivity and tolerance, side effects, and medication effectiveness” (Upsher, 2009, p. 3).
Boone et al. (2006) claim that Asians often experience lots of problems communicating with health care professionals. These patients often have difficulties when describing their symptoms and discussing history. Chu and Goode (2009) reveal several cases when there was misunderstanding between the health care professional and the patient. The researchers provide quite amusing stories concerning these cases of misunderstanding. Nonetheless, often the lack of understanding can lead to serious problems (Chu & Goode, 2009).
Another significant obstacle is the gap between cultures. Vaughn et al. (2009) point out that collectivism is a peculiar feature of Asians, which should be taken into account by health care professionals. Luckily, these cultural peculiarities are highlighted during various courses. However, one of the most difficult issues concerning ethnic groups is social. Of course, this is unacceptable.
Recommendations
Notably, now health care professionals, educators and officials are trying to achieve equity in health care. Certain steps can help the Australian society to progress. In the first place, it is important to continue reshaping educational system. Future health care professionals should be ready to face various issues.
Thus, curricula in medical schools should include various courses aimed at developing cultural competency. Notably, it can be helpful to provide more information on certain ethnic groups in accordance with demographic situation in the area. Thus, if a school is situated in the area where Aboriginal people dwell, it is but natural that there should be enough training courses devoted to specific ethnic groups’ cultural peculiarities.
Though, it is still important to remember that student should be aware of various important features of different ethnic groups as demographic situation is very changeable. Importantly, students should not only know some facts about people coming from different ethnic groups. Students should be able to accept these differences. Students should understand that there can be a lot of bias and students should be ready to overcome any prejudices. These measures will help future health care professionals get ready for their future work in a culturally diverse environment.
Apart from this, health care professionals should be “allocated” wisely. Medical school graduates should have the necessary information on job opportunities. It can be effective to create some resources which could help students to make the right decision (which hospital and community can benefit from hiring the student). This system of interchange between schools and hospitals can be beneficial for all involved. This will increase effectiveness of medical training as novice health care professionals will be able to use their skills and abilities to the fullest.
Conclusion
On balance, it is possible to state that now health care professionals, officials, researchers and educator have started paying a lot of attention to cultural competency and equity in health care. There are many governmental and non-governmental organizations which have specific principles and standards.
Admittedly, a lot has been improved. The most burning issues have been acknowledged, which is one of the major achievements in the field. Now health care professionals are aware of domains which should be addressed. It is necessary to note that education plays the crucial role in solving problems related to ethnic and cultural diversity.
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