Discussion: Multicultural Communication

Discussion: Multicultural Communication

Discussion: Multicultural Communication

Write a 650–1300-word response to the following questions:

1. Explain multicultural communication and its origins.
2. Compare and contrast culture, ethnicity, and acculturation.
3. Explain how cultural and religious differences affect the health care professional and the issues that can arise in cross-cultural communications.
4. Discuss family culture and its effect on patient education.
5. List some approaches the health care professional can use to address religious and cultural diversity.
6. List the types of illiteracy.
   

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7. Discuss illiteracy as a disability.
8. Give examples of some myths about illiteracy.
9. Explain how to assess literacy skills and evaluate written material for readability.
10. Identify ways a health care professional may establish effective communication.
11. Suggest ways the health care professional can help a patient remember instructions

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Multicultural Communication Discussion

1. Explain multicultural communication and its origins.

Multicultural communication entails mechanisms of sharing information among people of different cultures that capitalize on a deeper awareness of the diversities in beliefs, assumptions, and behaviors. According to Shiraz et al. (2020), multicultural communication requires cultural competency that encompasses an understanding of a culture’s shared beliefs, norms, and values. The primary objective of multicultural communication is to foster collective understanding and interactions between people of different cultures. This communication dimension emanated from different origins, including the rise of intercultural trading activities like barter trade, migration, and acculturation.

2. Compare and contrast culture, ethnicity, and acculturation.

Culture, ethnicity, and acculturation have one profound similarity: they are essential elements of individual identity that explain a sense of belonging to a community or a social group. Culture entails shared traits, norms, values, and norms within a community. In the same vein, ethnicity is the condition of belonging to a particular ethnic group based on common ancestry, race, or motherland (Romero et al., 2018). On the other hand, acculturation encompasses the progressive adoption of elements of foreign cultures, including values, ideas, words, and behaviors (Maehler et al., 2019). Although the three concepts are sources of individual identity, they differ in various aspects. For example, culture and acculturation are socially acquired and highly transferable while ethnicity is biologically acquired and less transferable.

3. Explain how cultural and religious differences affect the health care professional and the issues that can arise in cross-cultural communications.

Cultures and religions account for firmly-held beliefs, perceptions, norms, practices, and worldviews that are transferable from one generation to the next. In the context of cross-cultural communication, the underlying cultural and religious differences can jeopardize interactions and cause misunderstanding among people of different cultural and religious beliefs. Also, it is complex to debunk and challenge negative cultural perspectives that discourage cross-cultural interactions and socialization. In healthcare, healthcare professionals face challenges when educating or sharing information with patients of different cultures and religions. In this sense, differences in cultural and religious beliefs prompt healthcare professionals to negotiate with patients to establish grounds for collective understanding. This concern can lead to delayed care, ethical dilemmas, and compromised care coordination.

4. Discuss family culture and its effect on patient education.

Family is the basic unit of a community with profound sets of cultural beliefs, norms, and practices that determine family members’ perspectives of care and suffering. Family involvement in healthcare is a fundamental aspect of patient-centered care because it promotes collective understanding and the development of meaningful relationships (Prior & Campbell, 2018). However, family culture can affect patient education by influencing how patients adhere to clinical instructions and teachings. Also, family culture determines the level of coordination and collaboration between healthcare professionals, patients, and family members.

5. List some approaches the health care professional can use to address religious and cultural diversity.

Healthcare professionals can address religious and cultural diversity by avoiding cultural assumptions and adopting appropriate cross-cultural communication approaches. Ladha et al. (2018) propose the LEARN (Listen, Explain, Acknowledge, Recommend, and Negotiate) model for cross-cultural communication to enhance mutual understanding and provide culturally responsive care. In this sense, healthcare professionals should assess patients’ understanding of health conditions, convey their perceptions of the health conditions, respect patients’ views, values, and preferences, recommend treatment plans consistent with patients’ needs, and establish grounds for collective understanding, collaboration, and coordination.

6. List the types of illiteracy

Health illiteracy is the inability to conceptualize health information, deficits in processing or using the information in various formats about healthcare, and the inability to maintain health through self-management and working in partnerships with healthcare professionals. Types of health illiteracy are functional (basic skills and understanding), interactive illiteracy (developing skills in a supportive environment), and critical health illiteracy (more advanced cognitive skills).

7. Discuss illiteracy as a disability

Health illiteracy increases chasms and barriers to receiving adequate healthcare and often results in poor health outcomes. According to Nguyen & Gilbert (2019), inadequate health literacy contributes to health disparities and increased care costs. As a form of disability, illiteracy affects people’s self-management competencies and limits the plausibility of collaborating with healthcare professionals to improve care outcomes and coordinate care. Also, it deprives people of opportunities to comprehend health information to improve their health and wellness.

8. Give examples of some myths about illiteracy.

One of the common myths about illiteracy is that people with limited health literacy are not intelligent. Also, there is a notion that people with limited health literacy cannot collaborate and coordinate care with healthcare professionals. These myths are uninformed because it is possible to improve the knowledge and awareness of people with limited health literacy by educating them and using teaching models consistent with their learning needs and styles.

9. Explain how to assess literacy skills and evaluate written material for readability.

Assessing literacy skills and evaluating written material for readability enable healthcare professionals to differentiate verbal instructions and use appropriate teaching materials for improving the health literacy skills of patients. Healthcare professionals can use various strategies to assess patients’ literacy skills and evaluate written materials for readability. These approaches include using the Flesch Reading Ease (FRE) score, conducting a needs assessment when developing educational materials, the Simple Measure of Gobbledygook (SMOG) scale, FORCAST, and the Gunning Fog Scale (Oliffe et al., 2019). Assessing literacy skills and material readability allow healthcare professionals to enhance patient comprehension.

10. Identify ways a health care professional may establish effective communication.

Healthcare professionals can establish effective communication by actively listening to patients’ concerns, building rapport and trust, involving family members in interdisciplinary teams, addressing implicit biases and negative perceptions toward others, using participative communication models, and adopting shared decision-making processes. Equally, it is vital to personalize teaching instructions, leverage feedback from patients to provide insights into their perceptions of healthcare services and use appropriate technologies to improve communication. When communicating with patients, it is essential to demonstrate cultural competence and respect their values, preferences, cultural beliefs, and worldviews.

11. Suggest ways the health care professional can help a patient remember instructions.

Healthcare professionals can help a patient to remember instructions by using plan, understandable, and straightforward language, encouraging note-taking to facilitate future retrieval of clinical instructions, promoting virtual communication strategies, including email and text messages, and taking advantage of advanced technologies such as video demonstrations and mobile technology (m-Health). Equally, it is essential to provide instructional manuals and other learning materials to patients to enable future references.

References

Ladha, T., Zubairi, M., Hunter, A., Audcent, T., & Johnstone, J. (2018). Cross-cultural communication: Tools for working with families and children. Paediatrics & Child Health, 23(1), 66–69. https://doi.org/10.1093/pch/pxx126

Maehler, D. B., Weinmann, M., & Hanke, K. (2019). Acculturation and naturalization: Insights from representative and longitudinal migration studies in Germany. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01160

Nguyen, J., & Gilbert, L. (2019). Health literacy among individuals with disabilities: A health information national trends survey analysis. The Permanente journal, 23, 19.034. https://doi.org/10.7812/TPP/19.034

Oliffe, M., Thompson, E., Johnston, J., Freeman, D., Bagga, H., & Wong, P. K. K. (2019). Assessing the readability and patient comprehension of rheumatology medicine information sheets: A cross-sectional health literacy study. BMJ Open, 9(2), e024582. https://doi.org/10.1136/bmjopen-2018-024582

Prior, S. J., & Campbell, S. (2018). Patient and family involvement: A discussion of co-led redesign of healthcare services. Journal of Participatory Medicine, 10(1), e5. https://doi.org/10.2196/jopm.8957

Romero, C. B. A., Laroche, M., Aurup, G. M., & Ferraz, S. B. (2018). Ethnicity and acculturation of environmental attitudes and behaviors: A cross-cultural study with Brazilians in Canada. Journal of Business Research, 82, 300–309. https://doi.org/10.1016/j.jbusres.2017.09.009

Shirazi, M., Ponzer, S., Zarghi, N., Keshmiri, F., Karbasi Motlagh, M., Khorasani Zavareh, D., & Khankeh, H. R. (2020). Inter-cultural and cross-cultural communication through physicians’ lens: perceptions and experiences. International Journal of Medical Education, 11, 158–168. https://doi.org/10.5116/ijme.5f19.5749