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Rationale for cultural competence

The level of disparities among the various health status as well as access to heath care is pathetic within the country. The 21st Century brings about a heightened awareness of how the beliefs, languages together with other cultural and social economic factors influence health promotions as well as help seeking behaviors. The ministry of health has therefore resolved to make it compulsory for all the medical and nursing students to take two classes on cross cultural competencies. Rationale for cultural competence

The reason for proposing the incorporating the classes of cultural competence with the normal medical and nursing studies is to support the development of patient-centered care that recognizes, respects and also addresses the differences in the values, preferences as well as expressed needs of the patient. The rationale also includes the directive to eradicate health disparities, upon which the nurses and the medics are required to be prepared to function in the universal environment and in collaboration with other disciplines in the health care system.

Disparities within the Health care One of the America’s major challenges is reducing the adverse disparities within the status of health. The portion of the population that experiences include health disparities involve racial as well as ethnic minority groups, the economically disadvantaged and the rural population. Inadequate education opportunities and resources, reduced access to quality health care coupled with unhealthy living conditions usually lead to increased level of disparities and add to the burden of disease.

To add on the available documents about heath disparities, there are other indicators of wide spread disparities within the health care system. A report published by IOM in 2002 shows that there are significant variation in the medical procedure rates by race, income, and age. Harshness of the prevailing conditions are analogous (Jeffreys 20). The report compiled by IOM stresses education for health professionals as an avenue of eliminating healthcare disparities.

In addition to that, a critical analysis of the research conducted by Jeffreys highlight the inadequacy in the contents that address issues concerning racism together with discrimination in nursing education. For that reason, a curriculum which can increase awareness about health as well as heath care disparities and develops the needed skills and knowledge to enhance working towards eradication of the racial and ethnic disparities within the health care is mandatory. Social Justice

Medicine and nursing as professions are committed in the provision of safe and high quality care to all, basing on the tenets of social impartiality and the rights of human being (Demetrius 200). Social justice indicates that people everywhere need to have access to a just share of the remuneration of the social order as well as fair treatment. Doctors and nurses deal with vulnerable people who lack basic rights, freedom or the admission to health care, or persons who have tested the uneven share of risks of health in the society.

Provision of culturally competent form of care to persons who are vulnerable is therefore, a moral mandate, and is inline with a social justice as well as human right orientation. The doctors and nurses are uniquely positioned to bring out a difference in outcomes for the vulnerable group (Demetrius 201). Globalization Basing on the health perspective, the doctors and the nurses are required to respond to global infectious disease epidemics together with the increasing rates of the unending diseases.

The expectancy that nurses together with the doctors provide efficient care across diverse population groups prompts the need for attainment of cultural competency by both the trainees in the nursing and medical fields (Connerley and Pedersen 80). Guiding Assumption • As one of the foundation of cultural competency in the medical and nursing fields, the following assumptions directed the efforts towards coming up with the resolution. • Liberal education for the doctors and the nurses gives them a foundation of intellectual skills together with capabilities for learning and also working with varied population and contexts.

• Faculty with the needed attitude, skills as well as the knowledge can expand the required culturally varied learning experiences. • Improvement in the cultural competence in students and ability takes place well in environments that are supportive of a variety and facilitated by the guided experiences with diversity. • Cultural experience is beached in the positive reception of the profound influence of custom in the lives of people together with the commitment to minimize the negative responses of the providers of healthcare to the differences.

• Cultural competence leads to enhanced measurable results, which include the perspectives of those being served. Basing on the above factors, it is therefore necessary that the objectives have to be fulfilled so that the targeted goals can be attained. When there is acceptance and the respect for other cultures then there would be an occurrence of cultural competency. The proficiency in culture is the greatest positive end of the continuum (Jeffreys 45). Various cultures will be held high respect. The word “proactive” is the best for medical and nursing institutions at this level.

The educated nurses together with the doctors will conduct research to enhance various approaches that are based on culture. The end result will be a society that is capable of fulfilling the requirements of each individual. Works Cited Jeffreys R. Marianne. Cultural capability in Nursing & Health Care. New York: Springer Publishing Company, 2006. Demetrius, Porche. Public & Community Health Nursing Practice. U. K. : SAGE, 2004. Connerley Mary and Pederson Paul. Leadership in a varied and Multicultural setting. U. K. : SAGE Publishers, 2005.

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