Week 4I

Interview responses specifics and grading rubric

Please address the following questions for both interviews in a cohesive word or pdf document that

you upload/attach to Bb. Please feel free to add anything to your responses that you feel is pertinent

to mention. The purpose of this assignment is for you to increase your cultural awareness by

reading/listening to interviews that I conducted (please read the context with each interview so you

have an idea of the nuances) and then apply your increased awareness to life. You are not in any way

to evaluate how the interview was conducted, state what I should have done differently, discuss

whether Matilda or Paa handled themselves properly as you were not present and cannot place

judgement; this is not about you evaluating or criticizing the interview itself it is about increasing

awareness and hopefully causing your to reflect on the ways you interact with others.

What cultural barriers or challenges did Matilda/Paa address in the interview?

Please define cultural humility and discuss examples that Matilda/Paa mentioned where they reflected

and discussed cultural humility or examples that they mentioned in the interview where cultural

humility could have been strengthened.

Where there situations, conversations, examples that were mentioned by the individual being

interviewed, that you felt could have been better addressed in a more culturally competent manner?

This does not mean you evaluate how the interview was conducted or what you would have asked; this

means address the examples that the individual that is being interviewed discusses and how those

examples could have been handled in a more culturally competent manner.

What other thoughts did you have about the interview that correlate with the importance of cultural

competency in the healthcare profession?

Formatting

Each response to an interview should address all the above questions, as well as including your

thoughtful insight. Each response should be at least one typed page in 12 font, should be written in a

comprehensive manner with paragraphs, transitions, and a clear beginning and ending; and it should be

submitted in word or pdf to Bb. Please do not simply answer the question or submit your paper on this

sheet. This sheet is for clarification of expectations and provides you with a detailed grading rubric.

Please refer to your syllabus for the due date.

Grading Rubric

Each interview is worth (10 points) in total which is 20% of your final grade for this course

________________ (5 points) for answering all the above listed questions in a thoughtful manner

________________ (5 points) for overall grammar, spelling, and flow of the response

________________ (10 points) total

It is important to understand these definitions and to be able to use them in your scenarios, discussions, book review and final exam. Please review the definitions and apply them as needed to the assignments.

Culture-  An integrated pattern of learned beliefs and behaviors that can be shared among groups, including thoughts, styles of communicating and ways of interacting, views on roles and relationships, values, practices, and customs.

Rose (2013) stated, "Cultural competence involves ensuring that the needs of diverse patients/clients/customers are met by health service professionals based on the acquisition of specific skill sets, valuing diversity, and taking concrete steps to ensure efficacy in serving minority populations" (pg.50).

Rose, P. R. (2013). Cultural competency for the health professional. Jones & Bartlett Publishers.

Cultural Awareness -  the ability of healthcare providers to appreciate and understand their client's values, beliefs, lifeways, practices, and problem-solving strategies.

Cultural Blindness -  Scenarios in which all people are viewed the same without taking into consideration that cultural differences matter.

Cultural Competence -  cultural and linguistic competence is a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enables effective work in cross-cultural situations., Per the cultural competence continuum: involves ensuring that the needs of diverse patients/clients/customers are met by health service and public health organizations based on the acquisition of specific skill sets, valuing diversity and taking concrete steps to ensure efficacy in serving minority populations.

Cultural Desire -  the ability of the healthcare provider/health service administrator/public health practitioner to possess a drive to achieve cultural competence.

Cultural Humility  -ability to maintain an interpersonal stance that is other-oriented (or open to the other) in relation to aspects of cultural identity that are most important to the [person]” APA

Cultural Destructiveness -  characterized by attitudes, policies, structures, and practices within a system or an organization that are destructive to a cultural group.

Cultural Incapacity -  the lack of capacity to respond effectively to culturally and linguistically diverse groups.

Cultural Knowledge -  the ability to have insight and knowledge about physical, psychological, and biological variations among groups as well as having knowledge about various cultures to better understand their clients.

Cultural Sensitivity - An awareness of and respect for a patient's cultural beliefs and values.

Cultural Pre-competence - When a healthcare organization is aware of its strengths and areas for growth and there is a clear commitment to human and civil rights.

Cultural Proficiency -  Takes the process of cultural competence a step further by employing staff and consultants with cultural expertise, ensuring assessment and training efforts, and reviewing policies and procedures to ensure the inclusion of culturally competent language.

Paradigm Shift - A revolutionary change from one way of thinking to another, which does not just happen but is driven by agents of change.

Rose, P. R. (2013). Cultural competency for the health professional. Burlington, MA: Jones & Bartlett Learning.