Discuss a patient of another culture. How can the health care professional communicate in presenting patient education? Consider language, family, cultural differences, and method of communication.
Health Care Professional Communication In Presenting Patient Education To Multicultural Groups
According to Avetisyan and Voskanyan (2018), cultural principles within a given setting comprise their norms, ethics, beliefs, and social practices learned and shared within the group. Remarkably, a given group’s shared practices take in their modes of communication, traditions, linguistic characteristics, customs, and other aspects distinguishing different cultural groups. Schouten and Meeuwesen (2006) asserted that language, communication, and cultural differences between the patient and the social or health care expert lean towards creating barricades to patient teaching. In its simplest sense, the inability of the health care practitioners to put their family, communication, religious and cultural viewpoints aside could render it challenging for their clients to understand the patient educational plan given effectively. This paper shall discuss how health care professionals can communicate effectively while presenting patient education to a multicultural group.
Schouten and Meeuwesen (2006) suggested that cross-cultural communication challenges due to family, language, and cultural differences arise in cross-cultural patient teaching plans. Similarly, Kai et al. (2011) concurred that issues in cultural difference consist of a lack of clarity of the language used by health care providers while giving information. Therefore, for patient teaching to be effective, a social or health expert must communicate with the client verbally and through nonverbal approaches. Besides, the experts must explain their activities to the patient to certify that they understand every information and instruction. Furthermore, Jennings (2017) suggested that applying the teach-back approach could help the health care providers confirm that the patients have understood or are capable of reading the material provided to certify that they can articulate what they are supposed to when they get home.
To sum up, health care practitioners could address family, language, communication, and challenges due to cultural differences by developing a framework for cultivating health literacy by better understanding the barriers accompanying communication with at-risk populations. As a result, they could develop evidence-based best practices linked to linguistically and culturally proper communication with clients from a different culture.
- Avetisyan, N., & Voskanyan, S. (2018). LANGUAGE AS A MANIFESTATION OF CULTURAL NORMS AND SOCIAL PATTERNS. Belgorod State University Scientific Bulletin. Series Humanities, 37(1), 46-51. Retrieved from: https://doi.org/10.18413/2075-4574-2018-37-1-46-51
- Jennings, A. (2017). Utilizing Standardized Patients to Teach Motivational Interviewing to Gerontology Health Care Providers. Journal Of Gerontology & Geriatric Research, 06(01). Retrieved from: https://doi.org/10.4172/2167-7182.1000385
- Kai, J., Beavan, J., & Faull, C. (2011). Challenges of mediated communication, disclosure and patient autonomy in cross-cultural cancer care. British Journal Of Cancer, 105(7), 918-924. Retrieved from: https://doi.org/10.1038/bjc.2011.318
- Schouten, B., & Meeuwesen, L. (2006). Cultural differences in medical communication: A review of the literature. Patient Education And Counseling, 64(1-3), 21-34. Retrieved from: https://doi.org/10.1016/j.pec.2005.11.014