cultural caring: bringing occupational therapy into high definition for clients across cultures...
DESCRIPTION
Theses are the slides from a presentation by Cristina Reyes Smith, OTD, OTR/L and Susan Toth-Cohen, PhD, OTR/L from the 2011 AOTA Conference in Philadelphia, PA.TRANSCRIPT
Cristina Reyes Smith, OTD, OTR/L, Coastal Therapy Services, Inc., Charleston, SC
Susan Toth-Cohen, PhD, OTR/L, Thomas Jefferson University, Philadelphia, PA
CULTURAL CARINGBRINGING OCCUPATIONAL THERAPY INTO HIGH DEFINITION FOR CLIENTS ACROSS CULTURES
Objectives
Identify professional guidelines for clinical practice when serving clients across diverse cultures
Discuss supports and barriers to care uniquely experienced by clients across diverse cultures
Discuss strategies and resources for enhancing clinical practice related to clients across cultures
Discuss reflections on own culture/values and how they relate to practice
Occupational Therapy’s Roots in Cultural Caring
Now and into the future:AOTA’s Centennial Vision
"We envision that occupational therapy is a powerful, widely recognized, science-driven, and evidence-based profession with a globally connected and diverse workforce meeting society's occupational needs.“
http://www.aota.org/News/Centennial.aspx
Settings… Assisted living Community
mental health Corporations Early
intervention Home health Hospitals &
clinics Private practice Schools Skilled nursing facilities Other community-based
programs
U.S. Population by Race/Ethnicity
(Kaiser Family Foundation, 2010)
World Population Distribution by Region
Based on United Nations Population Division, Briefing Packet, 1998 Revision of World Population Prospects; and World Population
Prospects, The 2006 Revision.
(Population Reference Bureau, 2011)
Professional Guidelines for Clinical Practice Related to
Serving Clients Across Diverse Cultures
National Standards on Culturally and Linguistically Appropriate Services (CLAS) Published by U.S. Department of Health & Human
Services Office of Minority Health (OMH), 2007 Directed at health care organizations and
providers For integration in partnership with communities Topics include:
Culturally Competent Care (Standards 1-3) Language Access Services (Standards 4-7) Organizational Supports for Cultural Competence
(Standards 8-14)(OMH, 2007)
CLAS Standards
Mandates for Federal fund recipients: Standards 4, 5, 6, and 7*
Recommended adoption by accrediting agencies: Standards 1, 2, 3, 8, 9, 10, 11, 12, and 13
Voluntary adoption by health care organizations: Standard 14
(OMH, 2007)
List of CLAS Standards (1-4)
Health care organizations should:
Standard 1: Ensure patients/consumers receive effective, understandable, and respectful care compatible with cultural health beliefs, practices, and language.
Standard 2: Implement strategies to recruit, retain, and promote diverse staff and leadership representative of the service area.
Standard 3: Ensure staff at all levels/disciplines receive ongoing education and training in culturally and linguistically appropriate service delivery.
*Standard 4: Offer and provide free language assistance services for each patient/consumer at all times.
(OMH, 2007)
List of CLAS Standards (5-8)
*Standard 5: Provide verbal and written notices in preferred language informing patients of right to language assistance services.
*Standard 6: Assure competence of language assistance provided by interpreters and bilingual staff. (Family and friends not used unless requested by the patient/consumer).
*Standard 7: Provide easily understood patient-related materials and signs in commonly encountered languages in the service area.
Standard 8: Develop, implement, and promote written strategic plan to provide culturally and linguistically appropriate services.
(OMH, 2007)
List of CLAS Standards (9-11)
Standard 9: Conduct initial and ongoing organizational self-assessments of CLAS-related activities and integrate related measures into audits and performance improvement programs.
Standard 10: Ensure data on the individual race, ethnicity, and language (spoken and written) are collected, integrated, and periodically updated.
Standard 11: Maintain current demographic, cultural, and epidemiological community profile and needs assessment for planning/implementing services.
Standard 12: Develop participatory, collaborative partnerships with communities and facilitate involvement in designing/implementing CLAS-related activities.
(OMH, 2007)
List of CLAS Standards (12-14)
Standard 13: Ensure conflict and grievance resolution processes are culturally and linguistically sensitive and effective for cross-cultural conflicts or complaints.
Standard 14: Regularly provide public information about progress/successful innovations in implementing CLAS standards and about availability of the information.
(OMH, 2007)
OT Resources to Guide Practice
Occupational Therapy Code of Ethics (AOTA, 2010)
OT Practice Framework (AOTA, 2008) On Cultural Competency and Ethical
Practice (Wells, 2005) Five Competencies for the Future (Moyers,
2003)
Occupational Therapy Code of Ethics Public statement of principles for the profession Promotes inclusion, diversity, independence,
and safety Relates to all recipients in various stages of life,
health, and illness Aims to empower all OT beneficiaries Extends to recipients as well as colleagues,
students, educators, businesses, and the community
(AOTA, 2010)
Occupational Therapy Code of Ethics
Occupational therapy personnel shall:
Principle 1. Beneficence Demonstrate a concern for the well-being and safety of
the recipients of their services.
Principle 2. Nonmaleficence Intentionally refrain from actions that cause harm.
Principle 3. Autonomy and Confidentiality Respect the right of the individual to self-determination.
Principle 4. Social Justice Provide services in a fair and equitable manner.
(AOTA, 2010)
Occupational Therapy Code of Ethics
Principle 5. Procedural Justice Comply with institutional rules, local, state, federal,
and international laws and AOTA documents applicable to the profession of occupational therapy.
Principle 6. Veracity Provide comprehensive, accurate, and objective
information when representing the profession.
Principle 7. Fidelity Treat colleagues and other professionals with respect,
fairness, discretion, and integrity.
(AOTA, 2010)
OT Practice Framework: Domain and Process
2nd Edition published by AOTA in 2008 Explains promotion of health and participation
through engagement in occupation Relates to people, organizations, and
populations Core beliefs of profession include:
positive relationship between occupation and health
people are occupational beings
(AOTA, 2008)
OT Practice Framework (cont.)
“All people need to be able or enabled to engage in the occupations of their need
and choice, to grow through what they do, and to experience independence or
interdependence, equality, participation, security, health, and well-being” (Wilcock
& Townsend, 2008, p. 198).
OT Practice Framework (cont.)
Area of Occupation
Client Factors
Performance Skills
Performance Patterns
Context and Environment
Activity Demands
Activities of Daily Living (ADL)Instrumental Activities of Daily Living (IADL) Rest and Sleep Education Work Play Leisure Social Participation
Values, Beliefs, and Spirituality Body Functions Body Structures
Sensory Perceptual Skills Motor and Praxis Skills Emotional Regulation Skills Cognitive Skills Communication and Social Skills
Habits Routines Roles Rituals
Cultural Personal Physical Social Temporal Virtual
Objects Used and Their Properties Space Demands Social Demands Sequencing and Timing Required Actions Required Body FunctionsRequired Body Structures
Figure 4. Aspects of Occupational Therapy’s Domain
On Cultural Competency & Ethical Practice
Advisory Opinion released by AOTA Ethics Commission
Highlighted ethical care requires acknowledging the relationship between trust, cultural competence, and the therapeutic relationship.
(Wells, 2005)
Five Competencies for the Future
Integrates concepts from Health Professions Education: A Bridge To Quality (Institute of Medicine, 2003)
For professional development and entry-level education
I. Client-centered care: Understand client differences, values, preferences, and
expressed needs. Effective communication skills (listen carefully, clearly
inform client, etc.). Collaborative clinical decision-making between client and
clinician. Knowledge of how community health is influenced by health
of each citizen. Community engagement in occupations influences individual
health.
(Moyers, 2003)
Five Competencies for the Future
II. Working in teams and integrating services Providing continuity of care (reliable processes to
manage health needs continuously and without disruption).
III. Evidence-based practice Using best available research evidence with clinical
expertise and client values to select strategies for optimum care.
IV. Quality improvement competencies Knowledge of standardization and simplification. Improvement strategies for changes in systems and
processes.
V. Informatics Technological management to enhance patient care
and reduce error.
(Moyers, 2003)
Current Evidence
Numerous studies have been conducted including:
improving attitudes and reducing resistance towards addressing cross-cultural communication (Kaul & Guiton, 2010),
improving patient satisfaction for patients with limited English proficiency (Fung, Lagha, Henderson, & Gomez, 2010), and
measuring attitudes toward caring for immigrant patients (Hudelson, Perron and Perneger, 2010)
Kaul & Guiton, 2010
Reduced resistance and improved students’ attitudes towards medical cross-cultural communication by Utilizing upper-level students with clinicians
as instructors Providing opportunities to relate to culture
personally and medically Providing opportunities to practice skills to
address culture
Fung, Lagha, Henderson, & Gomez, 2010
Found that addressing interpreter position significantly impacted patient satisfaction Instructed interpreter to sit behind patient
to support clinician-patient eye contact
Hudelson, Perron and Perneger, 2010
More likely to think providers should adapt to needs of immigrant patients Medical students, hospital doctors, women, those
trained in cultural competence, and those interested in immigrant care
Had greater interest in caring for immigrant patients Medical students, doctors with more immigrant
patients, and those trained in cultural competence Gave greater importance to psychosocial contexts for
immigrant patients Medical students, women, those younger, those
trained in cultural competence, and those interested in immigrant care
Bringing OT Into High Definition For Clients Across
Cultures
Promote Language
Access
Language Interpreting Proficiency
Cultural Competence
Community Partnerships
Strategies for OT Practice
Promoting Language Access
Effective medical language interpretation conducted by individual fluent in
conversational and medical vocabulary in both languages
Effective medical document translation Verified for meaning, grammatical, and
contextual accuracy Effective signs and patient information
Verified for meaning, grammatical, and contextual accuracy
Promoting Language Interpreting Proficiency
Recruit interpreters and translators from Entities serving cultural groups in the
community Diverse university, religious, and social groups Language-oriented organizations and businesses Medical interpreting education/certification
programs Collaborate with academic or community
entities for Medical Interpreting workshops Utilize non-medical interpreters for non-
medical patient encounters
Promoting Cultural Competence
Coordinate or collaborate with cultural celebration events
Hold small/focus group discussions for reviewing articles, topics, or resources
Explore personal cultural identities and their influences on health and occupation
Invite individuals from diverse cultures to share their stories and occupations
Distribute resources on cultural competence
Promoting Community Partnerships Provide services at community health fairs and cultural
festivals Partner with media and publications to promote health
and wellness events, resources, or information Collaborate with public or advocacy groups to address
social conditions which impact health and well-being Collaborate with educational institutions incorporating
student learning into practice
Potential Community Partnership Groups Poverty and
homelessness Racism and social
inequality Crime prevention Domestic and child
abuse prevention Professional
associations Cultural groups Religious groups
Student groups Civic groups Media and
broadcasting Small Businesses Corporations ESL and language
organizations
Resources on Cultural Competence “Unnatural Causes” PBS documentary series on
socio-economic and racial inequalities in health (Adelman, Smith, & Herbes-Sommers, 2008): www.unnaturalcauses.org
“Provider's Guide to Quality and Culture” (Management Sciences for Health, 2008): http://erc.msh.org/mainpage.cfm?file=1.0.htm&module=provider&language=English
National Center for Cultural Competence: http://www11.georgetown.edu/research/gucchd/nccc/
AARC Cultural Diversity Resources: http://www.aarc.org/resources/cultural_diversity/assessing_competency.cfm
Resources on Self-Assessment & Growth ASHA Self-Assessment for Cultural Competence:
http://www.asha.org/practice/multicultural/self.htm Cultural Competence Health Practitioner Assessment
(CCHPA): http://www11.georgetown.edu/research/gucchd/nccc/features/CCHPA.html
“A Guide to…Planning and Implementing Cultural Competence Organizational Self-Assessment” (Goode, Jones, & Mason, 2002): http://www11.georgetown.edu/research/gucchd/nccc/documents/ncccorgselfassess.pdf
“Conducting A Cultural Competence Self-assessment”
(Andrulis, Delbanco, Avakian, and Shaw-Taylor, n.d.): http://www.consumerstar.org/pubs/Culturalcompselfassess.pdf
Supports and Barriers to Care for Clients and Communities
Across Diverse Cultures
Case Study
1y.o. AA male patient “Alexander” Born premature at 23 weeks PMHx Grade IV IVH with post hemorrhagic
hydrocephalus, sensorineural hearing loss, CVI, and dysphagia
Lives with great-grandmother, grandmother, mother, and young cousins
Family resides in inner city community
Case Study (cont.)
Stable family structure
Family language/literacy
Family familiarity with healthcare system
Family organizational skills
Access to early intervention services
Limited family income Limited family education Some distrust of
healthcare system Medical complications Limited transportation High provider turnover Limited provider
communication
Supports Barriers
Patient “Alexander” Outcomes
Created journal to enhance provider communication Included provider contact info and pt. medication
list Informally inquired about the “lived experience” of
the patient and family Collaborated with family on goals and objectives Integrated home programs into family routines Educated family on interventions, potential
outcomes, and medical resources Directed family to community-based resources for
additional funding and supplies
Case Study
55 y.o. female patient “Dina”: Recently diagnosed with diabetes Lives with husband and 2 middle-aged
sons Low income, high crime community Pt. speaks only Spanish
Case Study (cont.)
Stable family structure
Family organizational skills
Access to charitable healthcare services
Some transportation
Limited family income Limited family education Limited language fluency Limited literacy Limited familiarity with
healthcare system Limited trust of
healthcare system
Supports Barriers
Patient “Dina” Outcomes
Patient was able to access free medical clinic Provided language interpreter services to
facilitate clinical encounter Provided medical information in native language Educated on medications, potential outcomes,
and medical resources Educated on necessary lifestyle changes (i.e.
diet and exercise, etc.) Educated on relevant features of the healthcare
system
Case Study “DCC”
Organizational Cultural Competence
Organizational Case Study
Faith-based medical clinic “DCC” opened Jan. 2009
Free medical services for uninsured local residents
Low-income, low-education, & high-crime area Racially diverse community (White, AA, &
Hispanic) Staffed by medical and non-medical
volunteers (mostly from neighboring communities)
Organizational Case Study (cont.)
Supports to Organizational Cultural Competence Incorporated, non-profit charitable organization Enthusiastic coordinators and volunteers Large volunteer base (over 300 initially) Free-standing facility acquired in October 2008 Informed by Community Health Needs Assessment Established sub-committees for various needs Relationship established with community and host
church Website established for communication Mobile medical units
Organizational Case Study (cont.)
Barriers for Organizational Cultural Competence Limited patient access (hours and transportation) Limited staff training and experience in the setting Limited knowledge of potential cultural challenges Limited resources to facilitate cultural competence Limited staff to assist non-English speaking patients Limited trust from community groups Limited referral systems for culturally-relevant services Operating costs
Cultural Compete
nce Plan
Key Players & Stakehold
ers
Supports &
Barriers
National CLAS
Standards
Organization
Mission Statement
Organizational
Environment
& Culture
Development of Cultural Competence Plan
Organizational Case Study (cont.)
Objectives: Promote communication across language
barriers Provide culturally-sensitive clinical care Establish sense of trust and safety for
patients Access community resources to address
issues
Organizational Strategies for “DCC”
Translator and Interpreter Training: mission and background of clinic concept of “cultural caring” need for enabling language access roles/qualifications for interpreters &
translators interpreter etiquette ethical/legal considerations resources for further study
Ambassador of Cultural
Caring
Skillful Communicator
Seeking Understanding
Knowledgeable Patient-CenteredRespectful of
OthersHumbly
Educating
Leading
Organizational Strategies for “DCC”
Interpreters & translators as “Ambassadors of Cultural Caring”
Organizational Strategies for “DCC”
Meeting held for staff and volunteers: Discussed values, beliefs, and behaviors Discussed importance of patient access to skilled
language interpreting services Discussed importance of sensitivity to cultural issues for
“cultural caring” Discussed individual and organizational strategies for
working across cultures
Small Group Discussion (15 min)
Your cultural identity and how it relates to practice
Observed barriers to care in various practice settings related to cultural factors
• Strategies for developing culturally competent clinicians and organizations in your practice area
Large Group Discussion and Synthesis
Insights and innovations
Continued challenges or questions
Additional resources for further study
References
References
AOTA. (n.d.). The Road to the Centennial Vision. Retrieved from http://www.aota.org/News/Centennial.aspx
AOTA. (2010). Occupational therapy code of ethics. American Journal of Occupational Therapy, 64, in press. Retrieved from http://www.aota.org/Practitioners/Ethics/Docs/Standards/38527.aspx
AOTA. (2008). Occupational therapy practice framework: Domain and process 2nd edition. American Journal of Occupational Therapy, 62(6), 625-683.
Adelman, L. (Executive producer), Smith, L. M. (Co-executive Producer) & Herbes-Sommers, C. (Senior Producer). (2008). Unnatural Causes: Is Inequality Making Us Sick? [Television Broadcast]. San Francisco: California Newsreel in association with Vital Pictures, Inc.
References (cont.)
Andrulis, D., Delbanco, T., Avakian, L., and Shaw-Taylor, Y. (n.d.). Conducting a Cultural Competence Self-Assessment. Retrieved from http://www.consumerstar.org/pubs/Culturalcompselfassess.pdf
Fung, C. C., Lagha, R. R., Henderson, P., & Gomez, A. G. (2010). Working with interpreters: how student behavior affects quality of patient interaction when using interpreters. Medical Education Online, 15. doi: 10.3402/meo.v15i0.5151
Goode, T. D., Jones, W., & Mason, J. (2002). A Guide to…Planning and Implementing Cultural Competence Organizational Self-Assessment. Retrieved from http://www11.georgetown.edu/research/gucchd/nccc/documents/ncccorgselfassess.pdf
References (cont.)
Hudelson, P., Perron, N. J., & Perneger, T. V. (2010). Measuring physicians' and medical students' attitudes toward caring for immigrant patients. Evaluation & the Health Professions. Retrieved from http://ehp.sagepub.com.proxy1.lib.tju.edu:2048/cgi/rapidpdf/0163278710370157v1
Institute of Medicine. (2003). Health professions education: A bridge to quality. Washington, DC: National Academy Press.
Kaiser Family Foundation. (2010). Distribution of U.S. Population by Race/Ethnicity, 2010 and 2050. Retrieved from http://facts.kff.org/chart.aspx?ch=364
Kaul, P., & Guiton, G. (2010). Responding to the challenges of teaching cultural competency. Medical Education, 44(5):506.
References (cont.)
Management Sciences for Health. (2008). The culturally competent organization. Provider's Guide to Quality and Culture. Retrieved from http://erc.msh.org/mainpage.cfm?file=9.1.htm&module=provider&language=English
Moyers, P. (2003). Five competencies for the future. OT Practice, 8(20), 8.
Population Reference Bureau. (2011). World Population Distribution by Region, 1800–2050. Retrieved from http://www.prb.org/Educators/TeachersGuides/HumanPopulation/PopulationGrowth/QuestionAnswer.aspx
Wallace, E. A., & Duffy, F. D. (2010). Cultural competency training and performance measures to reduce racial disparities in health care quality. Annals of Internal Medicine, 152, 685.
References (cont.)
Wells, S. A. (2005). On Cultural Competency and Ethical Practice. Retrieved from http://www.aota.org/Practitioners/Ethics/Advisory/36525.aspx
U.S. Department of Health & Human Services Office of Minority Health. (2007). National Standards on Culturally and Linguistically Appropriate Services (CLAS). Retrieved from http://www.omhrc.gov/templates/browse.aspx?lvl=2&lvlID=15