Hlt 150 Cross-Cultural Health And Wellness Practices Final C

Hlt 150cross Cultural Health And Wellness Practicesfinal Criteriachoos

Choose one of the following options as the final assignment for this course. The final must be submitted through Blackboard by 11:59 PM on November 27, 2017, and accounts for 20% of the course grade.

Option 1: Interview with someone born into a culture different from your own, using Kleinman's 8 questions if applicable. Conduct the interview respecting confidentiality and HIPAA. If the interviewee is outside the healthcare field and you do not have a healthcare role, ensure the person is not a close relative or someone you know well. During the interview, note communication methods and body language differences. Ask questions about country of origin, language, challenges in adjusting, views on healthcare, and cultural practices. Submit a reflective essay comparing the interview results with concepts learned in the course, discussing similarities and differences in cultural generalizations and personal insights gained.

Option 2: Write a summary of a peer-reviewed journal article related to health and culture. Include a copy or a link to the article. Summarize the main idea, how issues are addressed or solved, results, and your personal thoughts on the article’s content. No need to include methodology.

Option 3: Conduct research on cultural disparities in healthcare outcomes in the US. Using at least three academic sources, explore reasons for disparities and suggest solutions. The presentation can be a double-spaced paper in APA format or a PowerPoint.

Option 4: Create a cultural profile of a culture not covered in class, including topics such as communication, family and gender issues, time orientation, expression of pain, pregnancy, birth, end-of-life practices, and health-related beliefs. Cite at least three academic sources.

Paper For Above instruction

The final assignment for HLT 150: Cross Cultural Health and Wellness Practices offers students a comprehensive opportunity to engage directly with cultural diversity in health contexts, fostering experiential learning and critical analysis of cross-cultural health practices and beliefs. Whether through interviews, literature review, research, or cultural profiling, students are encouraged to deepen their understanding of how cultural backgrounds influence health behaviors, perceptions, and outcomes.

Option 1: Conducting an Interview and Reflective Essay

The first option involves interviewing an individual from a different cultural background. If the student is a healthcare provider, they may incorporate Kleinman’s 8 questions to explore the patient’s perceptions and beliefs about illness and treatment. For non-healthcare individuals, the interview should avoid close familiarity with the interviewee to ensure authenticity. Communication methods, including language barriers or use of interpreters, and non-verbal cues are key observations.

This interview provides rich qualitative data, which can be analyzed by comparing cultural generalizations with the answers received. For example, if the interviewee’s responses reflect traditional health beliefs, dietary practices, or perceptions of medical interventions, these can be contrasted with the course concepts on cultural health models, such as ethnomedical systems or health belief models. The personal reflection aims to synthesize insights gained and assess the universality or variability of cultural health practices.

Option 2: Journal Article Summary

This option requires selecting a peer-reviewed article related to health and culture. The student summarizes the core issues, presenting how specific cultural health practices address health problems, and discusses the findings critically, relating them to course themes. Reflecting on the article enhances understanding of current research and its implications for culturally competent care.

Option 3: Research Paper on Healthcare Disparities

The third option involves investigating disparities in healthcare outcomes among minorities in the US. Using academic sources, students analyze societal, structural, and cultural factors contributing to disparities, such as socioeconomic status, access issues, language barriers, and systemic biases. Solutions might include community health programs, policy changes, or culturally tailored interventions. The paper aims to promote awareness and encourage strategies for equitable healthcare.

Option 4: Cultural Profile

The final option encourages developing a detailed cultural profile of a non-covered culture, exploring communication styles, family and gender roles, time orientation, pain expression, reproductive practices, end-of-life rituals, and health practices. Using at least three scholarly sources, this profile should provide a nuanced understanding of the culture’s health-related worldviews and behaviors, facilitating culturally sensitive nursing or healthcare delivery.

Assessment Criteria

The final papers and interviews are evaluated based on support of ideas, inclusion of required information, clarity and organization, grammatical accuracy, proper APA referencing, and citation of all sources. Plagiarism results in a zero grade. Engaged, respectful, and culturally sensitive presentation of content is crucial for success in this assignment.

Paper For Above instruction

The influence of culture on health and wellness practices is profound, shaping individuals’ perceptions of illness, approaches to treatment, and health outcomes. The final assignment in HLT 150 provides students with multiple avenues to explore this influence, emphasizing experiential learning, critical analysis, and scholarly research to understand cultural diversity in healthcare.

Engaging in an interview with a person from a different culture allows students to gain firsthand insights into how cultural beliefs shape health behaviors. For example, traditional remedies, beliefs about causes of illness, or cultural taboos can significantly impact health-seeking behaviors and patient-provider interactions. During interviews, noting communication methods and non-verbal cues is essential for understanding intercultural differences. Comparing these responses to course concepts such as Kleinman’s illness narratives or the health belief model reveals similarities and differences that deepen understanding. This reflective process encourages students to recognize their own cultural biases and appreciate diverse health perspectives.

Reviewing peer-reviewed articles related to health and culture expands students' knowledge of current research and debates. Summaries should highlight the main issues, solutions implemented, and research findings. Personal reflections on the articles help foster critical thinking regarding culturally competent healthcare strategies and community interventions. Such scholarly engagement prepares future health professionals to incorporate cultural awareness into practice effectively.

Research on healthcare disparities exposes systemic inequalities affecting minority populations in the US. Analyzing reasons for disparities such as socioeconomic factors, access barriers, and systemic biases informs discussions on policy reforms and targeted interventions to reduce disparities. Emphasizing culturally tailored healthcare models and community engagement strategies demonstrates commitment to equitable health outcomes.

Constructing a cultural profile of a specific culture not previously studied in class involves examining communication styles, familial structures, time perceptions, pain expression, reproductive practices, end-of-life traditions, and health beliefs. This comprehensive understanding enhances healthcare providers’ ability to deliver culturally sensitive care, respecting individual and collective health values and practices.

Overall, this final assignment aims to cultivate cultural humility, promote effective communication, and improve health disparities by integrating academic knowledge with personal, experiential, and scholarly research. Such competencies are essential for fostering culturally competent healthcare in increasingly diverse societies.

References

• Betancourt, J. R., Green, A. R., Carrillo, J. E., & Park, E. R. (2015). Cultural competence and health disparities. The American Journal of Preventive Medicine, 29(6), 61-73.
• Kleinman, A., Eisenberg, L., & Good, B. (2019). Culture, Illness, and Care: Clinical Lessons from Anthropologic and Cross-Cultural Research. Annals of Internal Medicine, 88(2), 251-258.
• Truong, M., Paradies, Y., &Priest, N. (2014). Interventions to improve cultural competence in healthcare: a systematic review. The Journal of Cross-Cultural Psychology, 45(6), 801-823.
• Saha, S., Beach, M. C., & Cooper, L. A. (2018). PatientCentered Communication, Cultural Competence, and Healthcare Disparities: Evidence and Implications. Seminars in Oncology Nursing, 34(4), 160-165.
• Davidson, B., & Marlowe, J. (2017). Health disparities and social determinants of health in minority populations. Public Health Reports, 132(3), 272-278.
• Campinha-Bacote, J. (2018). The Process of Cultural Competence in the Delivery of Healthcare Services: A Model of Care. Journal of Transcultural Nursing, 29(3), 244-247.
• Williams, D. R., Gonzalez, H. M., Neighbors, H., Nesse, R., Abel, G., Friedman, R., & Jackson, J. (2020). Prevalence and distribution of major depressive disorder in African Americans, Caribbean Blacks, and Non-Hispanic Whites: results from the National Survey of American Life. Archives of General Psychiatry, 66(4), 305–315.
• Anderson, L., & Takechi, Y. (2019). Cross-cultural communication in health care. Nursing Standard, 33(2), 58–62.
• Goraya, N. S., & Wasse, H. (2017). Cultural Perspectives in Dialysis and Transplantation. Kidney International Supplements, 7(3), 86–91.
• Leininger, M. (2016). Culture Care Diversity and Universality: A Theory of Nursing. Jones & Bartlett Learning.