The self-assessment checklist is intended for individuals involved in healthcare systems that focus on children with disabilities and specific healthcare needs, as well as their families. The purpose of this checklist is to help individuals determine their strengths and weaknesses in cultural awareness and competency. The checklist consists of thirty-six questions, each rated by the respondent according to how frequently they carry out each action or behavior in the field of healthcare services. Responses are given in the form of letters: A (frequently), B (occasionally), and C (rarely or never). Answers that consist mostly of C’s indicate that an individual may not fully understand or advocate for cultural diversity and exhibit cultural competency in the workplace. (Goode, 2007)
The results of the checklist indicate that I am highly aware of cultural diversity, with mostly A’s and some B’s. This awareness allows me to work towards establishing a healthcare environment that is sensitive to issues related to cultural differences, particularly in providing services for children with special needs and disabilities and their families. In healthcare, cultural diversity is not limited to race and ethnicity but encompasses a wide range of differences among various groups. Cultural awareness recognizes these variations across different races and ethnicities (Glazner, 2008).
Some individuals in the healthcare field may wonder why cultural diversity has become a trend in providing services. The answer lies in globalization and increased immigration, resulting in heterogeneous populations within nations (Vinz & Doren, 2007). Access to healthcare services is a right awarded to all individuals regardless of cultural differences. Therefore, cultural diversity and competence are essential in the field of healthcare (Verheijde, Rady, & McGregor, 2007).
I have learned that providing healthcare services to children with disabilities and special needs is a great responsibility that should not be neglected. It is essential to improve my craft as a healthcare service professional. Moreover, there still remains room for improvement as exhibiting all competencies in everyday practice is not unqualified (as there are answers that are B’s or occasionally done).
In order to enhance cultural competence and display the application of concepts of cultural diversity comprehensively, specific approaches should be employed. Examples of these approaches include opening up opportunities for learning cultural diversity and offering chances to apply or experience concepts obtained from learning experiences.
To fully address this resolution, there is a need to undergo healthcare training under the context of cultural diversity, under the most appropriate circumstances led by a culturally competent leader and educator. (Neal, 2007)
Getting acquainted with oneself, in terms of cultural background and competency in the workplace, influences personal healthcare practices exhibited within the healthcare institution. For instance, self-awareness enhances how I will be able to deal with situations that are highly sensitive under the view of cultural diversity. One such issue, hypothetically speaking, is handling the termination of counseling upon the occurrence of death.
Considerations should include the diversity in cultural practices and perceptions when it comes to grieving and bereavement. Although grief is something common among people who experience loss despite cultural differences, diversity in culture still bears an influence on how cases will be handled during such situations.
Following the death of their loved ones, healthcare providers should at least exert effort to learn about cultural practices and beliefs. For African-Americans, they depend on their nuclear family for emotional support. Moreover, they believe in the concept of reincarnation. On the other hand, Hispanics are highly dependent on their healthcare providers seeking assistance from them during a difficult time.
Generally speaking what healthcare providers should learn is that they should be able to provide for needs and expectations dictated by culture when people experience loss so that they can recover from grief or bereavement effectively (Hardy-Bougere 2008).
Glazner, L. K. (2008). Cultural Diversity.” AAOHN Journal, Vol. 56, Iss. 10. Retrieved October.
Retrieved on August 28, 2008, from AAOHN via ProQuest website: http://proquest.umi.com/pqdweb?did=1573087331&sid=1&Fmt=3&clientId=4538&RQT=309&VName=PQD
Goode, T. D. (2007). Promoting Cultural Competence and Cultural Diversity.
Early Intervention and Early Childhood Setting” was retrieved on October 28, 2008 from http://gucchd.georgetown.edu/nucc/documents/Checklist.CHSN.doc.pdf.
Hardy-Bougere, M. (2008) explored the cultural manifestations of grief and bereavement in a clinical setting.
Perspective: Journal of Cultural Diversity, Volume 15, Issue 2. Retrieved on October 28, 2008 from ProQuest at http://proquest.umi.com/pqdweb?did=1549306391&sid=1&Fmt=3&clientId=4538&RQT=309&VName=PQD.
Neal, D. (2007) discusses cultural competency and how managers can improve their preparedness.
Using a Stages of Change Approach, an article in Addiction Professional (5.7, 25(3)), can be retrieved from General OneFile via Gale on October 28, 2008. The website for retrieval is http://find.galegroup.com/ips/start.do?prodId=IPS.
Verheijde, J. L., Rady, M. Y., and McGregor, J. L. (2007) conducted a study on the Revised Uniform in the United States.
Anatomical Gift Act (2006): New Challenges to Balancing Patient Rights and Physician Responsibilities. Philosophy, Ethics, and Humanities in Medicine. Retrieved October 28, 2008, from AcademicOne File via Gale.
Vinz, D. and Doren, M. (2007) present a new perspective on diversity policies and practices in healthcare.
Care: Journal of Public Health can be accessed through Health Reference Center Academic via Gale. Retrieved on October 28, 2008. Visit the website at http://find.galegroup.com/ips/start.do?prodId=IPS.