Jennifer Heil
HLT 05 Healthcare System and Transculture
Daisy Savarirajan ,PH.D
October 31, 2011

Trust Factor

There are many elements that contribute to the specialzed populations’ distrust of the healthcare system. A few of them are trustworthiness, trans cultural communication, and cultural competence. Knowing more about these elements will help to break down the distrust of the healthcare system and help to build up more trust which is extremely important because when there is no trust, patients do not seek preventative care or specialty care. According to Cook, Kosoko-Lasaki, and O’Brien (2009) trust and distrust play significant roles in the interactions with in the healthcare system (p.16). This trust drives the frequency of the interactions between the culture and healthcare professionals. Trust can also be generational deriving from family members past experiences, also from others within the culture and this can affect future relationships within a particular group. Just like distrust can drive down interactions trust and increased understanding can increase a cultures competence. Trustworthiness can go a long way in helping clients and healthcare as a whole. Cultural competency has been attempting to improve starting at the caregiver and institutional levels. Policies have been made to heighten the sensitivity awareness when caring for others. “A big challenge to the adoption of cultural competency education is that no single method or body of knowledge has been proven to be the most effective for educating health professionals”(Cook et al, 2009, p21). There have been no daily actions that have been agreed upon or identified and this makes it hard for healthcare professional to move past simple nondiscriminatory practices. To help set up a proper environment for all that is involved from leadership to clients there has to be information gathered from employees and clients alike. Trans cultural communication is the final element that contributes to a populations distrust in a healthcare system. Just as our schools have been transformed by children of many cultures and nations so have the fields of business and healthcare. Where exactly do you think that the children came from? They have to have families that they belong to and these families have the right to proper healthcare. Learning to interact with other cultures is so much more beneficial than just tolerating them. This is where trans cultural communication comes into play. Learning to communicate cross-culturally is by learning the concepts and being able to designate which areas to red flag among cultures. If a patient’s actions contradict that of the provider there are several questions that should be asked: are the actions wrong or just different? What is worth fighting for? Will the practice bring harm to the patient? What are the patients’ rights? (Cook al et, 2009) Being aware of the different cultures beliefs in such things as touching or death and dying rituals helps the provider to seem more caring. A mixture of trans cultural communication, cultural competency, and trustworthiness can impact healthcare in positive and negative ways. Being able to posses’ moral, social, and financial responsibilities that help to provide care helps all cultures. It is not only beneficial to the providers but also to the patients who need the care that they deserve.

References:
Cook, C. T., Kosoko-Lasaki, S., & O'Brien, R. L. (2009). Cultural proficiency in addressing health disparities. Sudbury, MA: Jones and Bartlett.

Expectations | Does Not Approach Expectations (1-59%) | Approaches Expectations(60% - 69%) | Meets Expectations(70% - 79%) | Exceeds Expectations(80% - 89%) | Outstanding(90% - 100%) | Points Earned | Competency (e.g. Content and Comprehension):80__% __8__point(s) possible | Reveals inaccurate comprehension of material and lacks the ability to apply information. | Displays a lack of comprehension but attempts to apply information. Presentation of material does not meet minimal requirements of the assignment as there is not enough information from which to understand key aspects. Demonstrates no critical thinking aspects. | Exhibits comprehension/ understanding of key aspects and policies. Attempts to integrate information and present basic thoughts and formulation of similarities and differences in values and practices. | Demonstrates integrative comprehension. Student exhibits thorough and thoughtful processing of information. Evidentiary support is creatively interwoven and presented in a manner that supports the writer’s position and perspective. | Demonstrates integrative comprehension and thoughtful application of concepts and application in real-world situations. Presentation of material and components include expanded and unique outlook. | | | Subject matter is absent, inappropriate, and/or irrelevant. | Weak, marginal coverage of subject matter with large gaps in presentation. | All subject matter is covered in minimal quantity and quality. | Comprehensive coverage of subject matter. | Coverage extends beyond what is needed to support subject matter. | | Feedback to student | | Competency (e.g., Organization and Format):_10__% _2__ point(s) possible | Does not follow directions. Inappropriate quantity and quality of work. | Partially follows directions; task not completed as assigned. | Follows directions and adequately meets guidelines for length and complexity. | Follows directions and more than adequately completes the assignment. | Follows directions and resonates quality in the completeness of the assignment. | | | Demonstrates superficial thinking and poor research. Insufficient quality of work. | Shows little effort at critical thinking or merely repeats what has been presented in other’s work. | Demonstrates preparation and critical thinking. Follows APA guidelines. | Reveals thoughtful expression of personal critical thinking. Follows APA guidelines. | Well-crafted demonstration of deep critical thinking. Follows APA guidelines. | | | Plagiarism; rarely follows any documentation format correctly; uses noncredible sources. | Uses documentation, but frequent formatting/citation errors are present; some sources have questionable credibility. | Sources used are credible and documented; formatting /citation is usually correct | Documentation is appropriate and formatting/citation is correct (a few errors/typos may be present); most sources are authoritative. | There are no errors in documentation format or citation; all sources are authoritative | | | Paragraphs and transitions consistently lack unity and coherence. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationship to each other. | Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used appropriately. | There is a sophisticated construction of paragraphs and transitions. Individually and collectively, paragraphs are coherent and cohesive—they “sparkle.” | | Feedback to student | | Competency (e.g., Writing Skills): (spelling, punctuation, grammar, sentence structure, word choice)10____% _2__ point(s) possible | Surface errors are pervasive enough that they impede communication of meaning. | Includes frequent and repetitive mechanical errors that distract the reader. | Some mechanical errors or typos are present, but are not overly distracting to the reader | Document is largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written American English. No errors present. | | | Inappropriate word choice and/or sentence structure, lack of variety in language use. Unaware of audience. | Some distracting and/or inconsistencies in language choice, sentence structure, and/or word choice are present. | Sentence structure is correct and occasionally varies. Word choices and language are appropriate to the targeted audience. | Clearly aware of audience; uses a variety of sentence structures and appropriate vocabulary; uses figures of speech to communicate clearly. | Uses a variety of sentence constructions, figures of speech, and word choices in unique and creative ways that are appropriate to purpose, discipline, and scope. | | Feedback to student | | Jennifer, you did a good job describing elements that contribute to specialized populations' distrust of the health care system. Your response explains the importance of trust while integrating historical perspectives along with current trends. I especially liked your emphasis on trustworthiness that is not only beneficial to the providers but also to the patients who need the care that they deserve Good keep it up! | Total Score10/10 |