The Practice Guideline was written following a comprehensive review of the literature from 1990 to 1998 (Barkham and Mellor-Clark, 2003) and commissioned by the Department of Health to attempt to ensure that referral decisions were rooted in research evidence (Parry et al., 2003), rather than impromptu or random allocations leading to inappropriate psychological therapy. This emphasis on evidence-based practice can be seen as an attempt to ensure “that patients receive treatments of proven ‘efficacy’” and that service provision is based on evidence about which interventions lead to the best outcomes for clients (Bower, 2003). The Practice Guidelines use Eccles et al.’s (1998) adaptation of the classification of grading the evidence on which its recommendations for practice are based (Shapiro 2002), shown below: • Ia Evidence from meta-analysis of randomised control trials. • Ib Evidence from at least one randomised control trial • IIa Evidence from at least one controlled study without randomisation • IIb Evidence from at least one other type of quasi-experimental study • III Evidence from descriptive studies, such as comparative studies,
You also need to recommend changes necessaryto improve procedures and the overall process, based on current research. You will be given copies of 2000 Healthcare United recruitment guidelines and the 2010 Healthcare United
As Dr. Campinha-Bacote constructed model, it evolved five different areas: cultural awareness, cultural knowledge, cultural skills, Cultural encounters, and Cultural desire. In this paper I will further demonstrate my understanding of the cultural competence in the above aspects. Cultural awareness, has been described as “the deliberate cognitive process in which healthcare providers become appreciative and sensitive to the values, beliefs, life ways, practices, and problem solving strategies of clients’ cultures” ( Camphina-Baconte, P204). In this process, health care provider, conduct self-examination of one’s own biases towards other cultures and the in-depth exploration of one’s cultural and professional background. The example of the process in this course was that on the assignment # 2, Exploring Your Cultural Background.
UNIT 2: EQUALITY, DIVERSITY AND RIGHTS IN HEALTH AND SOCIAL CARE This unit investigates how equality, diversity and rights are central to the effective operation of health and social care services. The unit explores discriminatory practice and its potential effects on patients/service users; the promotion of anti discriminatory practice by, for example, legislation and codes of practice, and the application of this to the health or social care workplace. The knowledge and skills gained from this unit will underpin many of the other units in the qualification and it is essential in preparing you for your period of vocational experience. Summary of Learning Outcomes: To achieve this unit you must demonstrate that you: 1. Understand concepts of equality, diversity and rights in relation to health and social care 2.
Cultural competence, the veteran culture, and minority female veterans will be discussed. In addition, discussion about standards of cultural competence, potential impacts of delivery of care, and possible solutions to implement where standards are not being met will be explored. Cultural Competence According to Freidman, Bowden, and Jones (2003), culture is viewed as a model for our way of living, behaving, living, and feeling. There exists an association between culture and heath practices. In fact culture is the most influential factor in determining health beliefs and behaviors (Campinha-Bacote, 2003).
Followers of each religion require special aspects to be considered when taken care of by health care providers. When these needs are met it results in compliance towards the health care providers recommendations. This paper explains that these particular religion’s beliefs and practices can be applied to improving the practice of health care. Religions and cultures share similarities and differences on philosophies of healing. The faiths chosen for this analysis are Islam, Sanatana Dharma (Hindu), the Native Americans, and Christianity.
Application to Practice In this section, be sure to focus on communication (assessing, comforting, teaching) that would demonstrate cultural sensitivity to the cultural group. You may also include other nursing interventions that would demonstrate cultural sensitivity. Cite from chapters in text to provide additional general information applicable to key points. Conclusion In the conclusion, address the importance of cultural sensitivity in communication, both generally and with this population. Describe any conclusions you have drawn from the article/text readings related to this paper.
Running head: CULTURAL HERITAGE TRADITIONS Cultural Heritage Traditions Michelle Pierson, RN Grand Canyon University Family Centered Health Promotion NRS-429-V Leslie Greenberg August 12, 2012 Cultural Heritage Traditions Heritage and culture plays an important role in a person’s life. It can affect a person’s beliefs, habits, choices, and behaviors (Edelman & Mandel, 2010, p. 17). To provide competent care nurses must be able to understand different cultures, and identify how a person’s heritage can affect their health. The Heritage Assessment tool (HAT) can be used to help healthcare workers understand their patients, thus enabling them to provide culturally competent, holistic care. This paper will compare three different cultures, Mixed American, Hispanic and Jewish-American, and how these cultures affected the patient’s health maintenance, protection and restoration.
And Freeman, S. (2002) Interprofessionalism and ethics: consensus or clash of cultures? Journal of Interprofessional Care 16:199-210. Hubbard, G. & Themessl-Huber, M. (2005) Professional perceptions of joint working in primary care and social care services for older people in Scotland. Journal of Interprofessional Care, 19(4): 371-385. Pollard, K., Thomas, J. and Miers, M. (2010) Understanding Interprofessional Working in Health and Social Care: Theory and Practice.
Effective Communication and Interpersonal Skills in Health and Social Care Tutor- Rachel Wadsworth Student- Pratiksha Rai Contents 1) Introduction 2) Argyle’s stages of communication 3) Tuckman’s stages of group communication 4) Factors and barriers that influence communication and interpersonal interactions 5) Strategies used in health and social care to overcome barriers to communication 6) Evaluation of the strategies used to overcome barriers within health and social care 7) Conclusion. 8) Author/s or website/s names in alphabetical order 9) References Introduction This report is about the Effective Communication and Interpersonal Skills in the ‘Health and Social Care’ sector. This report evaluates and explains that how some factors can affect the communication between two people and make a barrier between them. This report’s purpose is also to show what the strategies in health and social care are, and how they are used