Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
How Could You Use Information To Communicate Cross-Culturally As A Health Care Administrator?
READ THIS ARTICLE TO ANSWER THE QUESTION 175-265 WORDS
Culture & Health Literacy
Tools for Cross-Cultural Communication and Language Access Can Help Organizations Address Health Literacy and Improve Communication Effectiveness
Group of four people in a meeting.Effective communication recognizes and bridges cultural differences.
The ideas people have about health, the languages they use, the health literacy skills they have, and the contexts in which they communicate about health reflect their cultures. Organizations can increase communication effectiveness when they recognize and bridge cultural differences that may contribute to miscommunication.
Culture Allows and Can Get in the Way of Communication
Culture can be defined by group membership, such as racial, ethnic, linguistic or geographical groups, or as a collection of beliefs, values, customs, ways of thinking, communicating, and behaving specific to a group.As part of a cultural group, people learn communication rules, such as who communicates with whom, when and where something may be communicated, and what to communicate about. Members of a cultural group also learn one or more languages that facilitate communication within the group.
Sometimes, though, language can get in the way of successful communication. When people and organizations try to use their in-group languages, or jargon, in other contexts and with people outside the group, communication often fails and creates misunderstanding and barriers to making meaning in a situation.
Doctors, nurses, dentists, epidemiologists, and other public health and healthcare workers belong to professional cultures with their own languages that often aren’t the everyday language of most people. When these professionals want to share information, their jargon may have an even greater effect when limited literacy and cultural differences are part of the communication exchange with patients, caregivers, and other healthcare workers. Review the Find Training section of this website for courses in culture and communication.
Translation and Interpretation Are Necessary but Not Complete Solutions
Translated materials and interpreter services can help bridge language differences, but translations and interpreter services may not be fully accurate or complete. Not all languages have words for something that exists in other languages and cultures, and not all words and ideas can be easily translated into or explained in another language.Or, people may have weak literacy and numeracy skills in their native language, and translated materials are too complex or technical for them. The interpreter may not be fully attuned to the need for everyday language, making it difficult for the client to fully comprehend the information.
The context for communication, such as the physical location or people’s shared or different experiences, may also affect the meaning of translated and interpreted words. The intended meaning may be lost, causing confusion even when everyone involved in the communication exchange believes they understand what is being said.
Organizations Can Support Cross-Cultural Communication and Language Access
The National Institute on Minority Health and Health Disparities (NIMHD) launched a resource for people who work with health disparity populations with limited English proficiency: the Language Access Portalexternal icon (LAP). The LAP contains information, in multiple languages, for six disease areas where major health disparities have been identified in non-English speaking populations. The portal supports NIH’s comprehensive Language Access Plan by providing access to reliable cross-cultural and linguistically appropriate health information from NIH and other federal agencies.The National Culturally and Linguistically Appropriate Services (CLAS) Standardsexternal icon can help organizations address the cultural and language differences between the people who provide information and services and the people they serve. The principal standard is to provide effective, equitable, understandable and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy and other communication needs.
Organizations can use the Guide to Providing Effective Communication and Language Assistance Servicesexternal icon to help communication between those who provide and receive care in a health care facility.
Federal agencies, and potentially organizations that receive federal funds, must create and follow plans to meet the needs of people with Limited English Proficiencyexternal icon. On November 3, 2015 the U.S. Census Bureau released a set of new tablesexternal icon reporting at least 350 languages that U.S. residents speak in their homes. These tables show the number of speakers of each language and the number who speak English less than “very well” — which is a common measure of English proficiency.
The best way to make sure of translation and interpreter quality is to select and match certified translators and interpreters with the primary audience. The American Translators Associationexternal icon has information on the certification process. A good match between translator or interpreter and primary audience happens when the translator or interpreter uses information about the language preferences, communication expectations, and health literacy skills of the audience to create appropriate messages and materials.
Health professionals and educators can use the Primer for teaching cultural competency. The Primer: Cultural Competency and Health Literacyexternal icon guide provides teaching tools to improve cross-cultural communications skills, deliver culturally and linguistically appropriate healthcare services to diverse populations, and develop programs and policies to improve health outcomes and reduce health disparities.
The CDC webinar, Cultural Competence in Preparedness Planning, can help your organization enhance its commitment to cultural competence during emergencies and reduce the disparities among people of different cultural backgrounds that can sometimes arise during disasters. Our Emergency Partners Information Connection and Office of Minority Health and Health Equity came together for this webinar to discuss:
Why responding organizations should demonstrate cultural competence during emergencies
What can happen if a responding organization is culturally incompetent
Where you can find resources to help build your organization’s understanding of cultural competence
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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