Nursing assignment

Tawara D. Goode ▪ National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development▪ University Center for Excellence in Developmental Disabilities, Education, Research & Service ▪ Adapted Promoting Cultural Competence and Cultural Diversity for Personnel Providing Services and Supports to Children with Special Health Care Needs and their Families ▪ June 1989 (Revised 2009). Page 1

PROMOTING CULTURAL and LINGUISTIC COMPETENCY Self-Assessment Checklist

for Personnel Providing Primary Health Care Services

Directions

: Please select A, B, or C for each item listed below.

A = Things I do frequently, or statement applies to me to a great degree B = Things I do occasionally, or statement applies to me to a moderate degree C = Things I do rarely or never, or statement applies to me to minimal degree or not at all

PHYSICAL ENVIRONMENT, MATERIALS & RESOURCES

_____ 1. I display pictures, posters, artwork and other decor that reflect the cultures and ethnic backgrounds of clients served by my program or agency.

_____ 2. I ensure that magazines, brochures, and other printed materials in reception areas

are of interest to and reflect the different cultures and languages of individuals and families served by my program or agency.

_____ 3. When using videos, films or other media resources for health education, treatment

or other interventions, I ensure that they reflect the culture and ethnic backgrounds of individuals and families served by my program or agency.

_____ 4. I ensure that printed information disseminated by my agency or program takes into

account the average literacy levels of individuals and families receiving services.

Tawara D. Goode ▪ National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development▪ University Center for Excellence in Developmental Disabilities, Education, Research & Service ▪ Adapted Promoting Cultural Competence and Cultural Diversity for Personnel Providing Services and Supports to Children with Special Health Care Needs and their Families ▪ June 1989 (Revised 2009). Page 2

COMMUNICATION STYLES

5. When interacting with individuals and families who have limited English proficiency I always keep in mind that:

_____ * limitations in English proficiency are in no way a reflection of their

level of intellectual functioning. _____ * their limited ability to speak the language of the dominant culture

has no bearing on their ability to communicate effectively in their language of origin.

_____ * they may neither be literate in their language of origin nor in English.

_____ 6. I use bilingual/bicultural or multilingual/multicultural staff, and/or personnel and

volunteers who are skilled or certified in the provision of medical interpretation services during treatment, interventions, meetings or other events for individuals and families who need or prefer this level of assistance.

_____ 7. For individuals and families who speak languages or dialects other than English, I

attempt to learn and use key words so that I am better able to communicate with them during assessment, treatment or other interventions.

______ 8. I attempt to determine any familial colloquialisms used by individuals or families that

may impact on assessment, treatment, health promotion and education or other interventions.

_____ 9. For those who request or need this service, I ensure that all notices and

communiqués to individuals and families are written in their language of origin. _____ 10. I understand that it may be necessary to use alternatives to written communications

for some individuals and families, as word of mouth may be a preferred method of receiving information.

_______11. I understand the principles and practices of linguistic competency and: _____ * apply them within my program or agency. _____ * advocate for them within my program or agency. _____ 12. I understand the implications of health literacy within the context of my roles and

responsibilities. ______ 13. I use alternative formats and varied approaches to communicate and share

information with individuals and/or their family members who experience disability.

Tawara D. Goode ▪ National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development▪ University Center for Excellence in Developmental Disabilities, Education, Research & Service ▪ Adapted Promoting Cultural Competence and Cultural Diversity for Personnel Providing Services and Supports to Children with Special Health Care Needs and their Families ▪ June 1989 (Revised 2009). Page 3

VALUES & ATTITUDES

_____ 14. I avoid imposing values that may conflict or be inconsistent with those of

cultures or ethnic groups other than my own. _____ 15. I screen books, movies, and other media resources for negative cultural, ethnic, or

racial stereotypes before sharing them with individuals and families served by my program or agency.

_____ 16. I intervene in an appropriate manner when I observe other staff or clients within my

program or agency engaging in behaviors that show cultural insensitivity, racial biases, and prejudice.

_____ 17. I recognize and accept that individuals from culturally diverse backgrounds may

desire varying degrees of acculturation into the dominant culture. _____ 18. I understand and accept that family is defined differently by different cultures (e.g.

extended family members, fictive kin, godparents). _____ 19. I accept and respect that male-female roles may vary significantly among different

cultures (e.g. who makes major decisions for the family). _____ 20. I understand that age and life cycle factors must be considered in interactions with

individuals and families (e.g. high value placed on the decision of elders, the role of eldest male or female in families, or roles and expectation of children within the family).

_____ 21. Even though my professional or moral viewpoints may differ, I accept individuals and

families as the ultimate decision makers for services and supports impacting their lives.

_____ 22. I recognize that the meaning or value of medical treatment and health education

may vary greatly among cultures. _____ 23. I accept that religion and other beliefs may influence how individuals and families

respond to illnesses, disease, and death. _____ 24. I understand that the perception of health, wellness, and preventive health services

have different meanings to different cultural groups. _____ 25. I recognize and understand that beliefs and concepts of emotional well-being vary

significantly from culture to culture. _____ 26. I understand that beliefs about mental illness and emotional disability are culturally-

based. I accept that responses to these conditions and related treatment/interventions are heavily influenced by culture.

Tawara D. Goode ▪ National Center for Cultural Competence ▪ Georgetown University Center for Child & Human Development▪ University Center for Excellence in Developmental Disabilities, Education, Research & Service ▪ Adapted Promoting Cultural Competence and Cultural Diversity for Personnel Providing Services and Supports to Children with Special Health Care Needs and their Families ▪ June 1989 (Revised 2009). Page 4

VALUES & ATTITUDES (CON’T) _____ 27. I recognize and accept that folk and religious beliefs may influence an individual’s or

family’s reaction and approach to a child born with a disability, or later diagnosed with a disability, genetic disorder, or special health care needs.

_____ 28. I understand that grief and bereavement are influenced by culture. _____ 29. I accept and respect that customs and beliefs about food, its value, preparation, and

use are different from culture to culture. _____ 30. I seek information from individuals, families or other key community informants that

will assist in service adaptation to respond to the needs and preferences of culturally and ethnically diverse groups served by my program or agency.

______ 31. Before visiting or providing services in the home setting, I seek information on

acceptable behaviors, courtesies, customs, and expectations that are unique to the culturally diverse groups served by my program or agency.

_____ 32. I keep abreast of the major health and mental health concerns and issues for

ethnically and racially diverse client populations residing in the geographic locale served by my program or agency.

_____ 33. I am aware of specific health and mental health disparities and their prevalence

within the communities served by my program or agency. _____ 34. I am aware of the socio-economic and environmental risk factors that contribute to

health and mental health disparities or other major health problems of culturally and linguistically diverse populations served by my program or agency.

_____ 35. I am well versed in the most current and proven practices, treatments, and

interventions for the delivery of health and mental health care to specific racial, ethnic, cultural and linguistic groups within the geographic locale served by my agency or program.

_____ 36. I avail myself to professional development and training to enhance my knowledge

and skills in the provision of services and supports to culturally, and linguistically diverse groups.

_____ 37. I advocate for the review of my program's or agency's mission statement, goals,

policies, and procedures to ensure that they incorporate principles and practices that promote cultural and linguistic competence.

This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural and linguistic cultural competence in health, mental health and human service settings. It provides concrete examples of the kinds of beliefs, attitudes, values and practices which foster cultural and linguistic competence at the individual or practitioner level. There is no answer key with correct responses. However, if you frequently responded "C", you may not necessarily demonstrate beliefs, attitudes, values and practices that promote cultural and linguistic competence within health and mental health care delivery programs.

How to use this checklist