Cultural Competency in Health Care? Discussion Topic- In this last discussion, I would like you to tell me in about 150- 200 words what was the topic or chapter that stood out to y
Cultural Competency in Health Care
Discussion Topic-
In this last discussion, I would like you to tell me in about 150- 200 words what was the topic or chapter that stood out to you most? Why was this chapter the most impactful for you? As a health care practitioner, what impact did this course, in its entirety, have on you?
APA Format 200 Words.
Course Materials: Rose, Patti (2013) Cultural Competency for the Health Professional. Jones and Bartlett
Chapter 14 Lecture Notes
I. Learning Objectives
· Understand current accreditation requirements for healthcare organizations.
· Delineate key accrediting organizations and their requirements/perspectives on cultural competence.
· Recognize the importance of necessary educational initiatives in terms of healthcare administration and public health.
II. Key Terms
· Agency for Healthcare Research and Quality (AHRQ)
· American Medical Association (AMA)
· Commission on the Accreditation of Healthcare Management Education (CAHME)
· Council on Education for Public Health (CEPH)
· Institute of Medicine (IOM)
· Joint Commission
· Sullivan Commission
III. Introduction
1. This chapter focuses on current accreditation requirements for healthcare organizations relevant to cultural competence.
2. Key reports and studies are highlighted.
3. Recommendations are also made regarding the necessary educational requirements that should be considered in terms of healthcare administration and public health education to increase cultural competence levels.
IV. American Medical Association (AMA_
1. AMA is involved in providing input regarding medical school curricula and impacts the daily work of all physicians, residents, fellow and medical students in the U.S.
2. The AMA’s primary concern, in terms of minorities is health disparities although cultural competence is important.
3. The AMA is not an accrediting organization but provides information regarding the medical field and support for physicians.
IV. The Commission on the Accreditation of Healthcare Management Education (CAHME)
1. The CAHME is an accrediting body that sets criteria regarding healthcare management.
2. This organization was initiated by healthcare management programs in an effort to foster peer review and self-management and focuses only on healthcare management at the graduate level (master’s degree programs).
V. The Joint Commission
1. The accrediting body for healthcare organizations, including hospitals, community health centers and other types of healthcare facilities.
2. The Joint Commission initiated a cross-sectional language study entitled Hospitals, Language and Culture (HLC).
VI. The Council on Education for Public Health (CEPH)
1. CEPH is an organization that accredits institutions that prepare graduates for public health practice.
2. Schools and programs must conduct a comprehensive self-study, provide required documentation and undergo a site visit.
VII. The Institute of Medicine (IOM)
1. A component of the National Academy of Sciences and its purpose is to advise the nation about health, biomedical science and medicine.
2. IOM has produced a number of reports on health disparities including Unequal
Treatment: Confronting Racial and Ethnic Disparities in Healthcare.
VIII. The Agency for Healthcare Research and Quality
1. One of 12 agencies within the Department of Health and Human Services (DHHS).
Mission: to improve the quality, safety, efficiency and effectiveness of healthcare for all Americans.
IX. The Sullivan Commission
1. Under the leadership of Dr. Louis Sullivan, former U.S. Secretary of HHS.
2. Primarily a diversity initiative and attempts to reduce racial and ethnic disparities through increasing diversity in the health professions.
XI. Challenging Health Service Administrators and Public Health Practitioners,
1. Health service administrators and public health practitioners must move cultural competence forward.
1. Identification of where an organization fits on the Cultural Competence Continuum should take place.
XII. Conclusions
1. Accrediting organizations are embracing the notions of diversity and cultural competence.
2. Educational institutions that offer degrees in public health and health services will serve their students optimally by providing cultural competence training and education.
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© 2010 Jones and Bartlett Publishers, LLC
Chapter 14
The Ultimate
Challenge: Educational
and Institutional
Considerations
1
Key Terms
Agency for Healthcare Research and Quality (AHRQ)
Council on Education for Public Health (CEPH)
American Medical Association (AMA)
Institute of Medicine (IOM)
Joint Commission
Commission on the Accreditation of Healthcare Management Education (CAHME)
Sullivan Commission
2
Introduction
This chapter focuses on current accreditation requirements for healthcare organizations relevant to cultural competence.
Recommendations are made regarding the necessary educational requirements that should be considered in terms of healthcare administration and public health education to increase cultural competence levels.
A challenge will be posed to health service administrators and public health practitioners to take steps to move cultural competence forward, highlighting concrete ideas and possibilities that are within reach.
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THE AMERICAN MEDICAL ASSOCIATION
The AMA impacts the daily work of all physicians, residents, fellows and medical students in the U.S.
In recent years, crucial topics have been tackled such as medical liability, clinical quality, managed care, patient safety, Medicare billing and payment, medical education debt and more.
The AMA is not an accrediting organization, but provides insight and information regarding the medical field and support for physicians.
4
THE COMMISSION ON THE ACCREDITATION OF HEALTHCARE MANAGEMENT EDUCATION
An accrediting body that sets criteria regarding healthcare Management
Works closely with educational programs to ensure that they are improving.
Has a specific criterion that programs must meet, that states the following:
“Mobilizing community action to address health problems including cultural competence” (CAHME, n.d.)
Also emphasizes diversity, beyond cultural competence, for health services administrations and public health organizations.
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THE JOINT COMMISSION
The accrediting body for healthcare organizations, including hospitals, community health centers, and other types of healthcare facilities.
Recognizes the importance of culturally competent care and has been doing so since 2004.
Initiated a cross-sectional language study entitled Hospitals, Language, and Culture: A Snapshot of the Nation (HLC).
The HLC studied 60 hospitals across the country to ascertain how they provide culturally and linguistically competent care to diverse populations
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THE COUNCIL ON EDUCATION FOR PUBLIC HEALTH
An organization that accredits institutions that prepare graduates for public health practice.
The organization accredits public health schools and programs based on a number of specific criteria that must be met.
Focuses intently on diversity in that one of the criteria requires the recruitment, retention, and promotion of diverse faculty regardless of race, age, gender, disability, sexual orientation, religion, or national origin.
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THE INSTITUTE OF MEDICINE
A component of the National Academy of Sciences, and its purpose is to advise the nation about health, biomedical science, and medicine.
Has produced a number of significant and timely reports primarily focusing on health disparities.
A particularly important reports was titled Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care
Made it clear that minority groups do not receive equal treatment in terms of care and hence cultural competence is needed.
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THE AGENCY FOR HEALTHCARE RESEARCH AND QUALITY
1 of 12 agencies within the Department of Health and Human Services (DHHS).
Its mission is to improve the quality, safety, efficiency, and effectiveness of health care for all Americans.
produced a report entitled Setting the Agenda for Research on Cultural Competence in Healthcare
The purpose of the research project was to look at the impact cultural competence interventions have on the delivery of health care and health outcomes and investigate the opportunities and barriers that affect how further research in this area might be conducted.
It appears that the value of AHRQ, in terms of cultural competence, is to provide research on the matter in line with its mission of enhancing health care for all.
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THE SULLIVAN COMMISSION
The Sullivan Commission is primarily a diversity initiative and attempts to reduce racial and ethnic disparities through increasing diversity in the health professions.
The commission has a tangential goal of cultural competence because diversity initiatives are not the same as cultural competence efforts.
Makes recommendations that directly include cultural competence as a complementary strategy for increasing diversity and consider it as an initiative that would be more apt to be embraced by minority health professionals. The report also recommends cultural competence training for healthcare professionals and includes it as part of organizational strategic plans.
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CHALLENGING HEALTH SERVICE ADMINISTRATORS AND PUBLIC HEALTH PRACTITIONERS
The challenge for health service administrators and public health practitioners is to move cultural competence forward. One way this can be done is by enhancing educational curriculums to include cultural competence information.
cultural competence is not only about the people receiving services but also about those providing the services.
Diversification has been and continues to be a primary concern for health service and public health organizations.
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CHALLENGING HEALTH SERVICE ADMINISTRATORS AND PUBLIC HEALTH PRACTITIONERS
Cultural competence lends to the growth of individuals, collective groups, and organizations. It is an ongoing learning process because culture evolves; it is not static.
Health service administrators and public health practitioners should take on the challenge of identifying where their organization is on the Cultural Competence Continuum and determine areas of improvement that will make a difference in serving patients/clients/customers.
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