Practical Tasks Answer Guide

Transcription

1 Practical Tasks Answer Guide Unit of competency Instructions: The candidate is required to provide written responses to the following tasks. The size of the text boxes below are not an indication of the length of expected responses, expand text boxes as necessary. Task 1 Self-Reflection Introduction Self-reflection can simply be thought of as self-awareness and it requires that you identify both your strengths and areas for growth, particularly in relation to working across cultures. Before you can begin to have insight into diverse communities, individuals and groups, you need to understand and know your own culture and identity. Critical self-reflection involves being aware of your own culture and value systems to avoid biases or making assumptions about cultures or groups that are seemingly different from your own. Through self-reflection, health care providers are able to acknowledge their own cultural beliefs and values, including their beliefs about health, which will allow them to make adjustments, where appropriate, to work competently and sensitively across cultures Your first task is to make some observations about your own cultural influences and record them in the table below: What cultural group do you identify with? Reflect on your own cultural beliefs and values. What are the general community attitudes of the cultural group you identify with? Identify the policies and structures followed within your own culture. How does the above impact on other people and groups from diverse culture? How does your culture affect the way you form and maintain interpersonal relationships? How does your culture affect the social expectations you have of others? May include: Beliefs may be related to ethics, religion Values : morality, respect Could include any specific stereotype, generalisation May include: Family structure, do s and don ts, relationship Impact on attitude, expectations, easily notice the differences, learn diverse ways of life May include the way people interact, topics chosen to talk about, impacts on how people build relationships You expect people to behave in a certain way, pre-set notions and concepts

2 Identify your strengths and limitations of social awareness. Must include their competence in how they react to various social situations in interactions with people. 1 Queensland Health. Five Cross Cultural Capabilities for clinical staff. Division of the Chief Health Officer, Queensland Health. Brisbane 2010 under a Creative Commons Attribution Non-Commercial 2.5 Australia license

3 1.2 Choose 3 main cultural groups which you come across commonly in your workplace and reflect on the various aspects of the culture. One of the cultural groups must be Australia s Aboriginal and Torres Strait Islander. Note the following details for each of the cultural groups. Knowledge and Characteristics: Identify information regarding the cultural group, culture, ethnicity, religious or spiritual beliefs, verbal and non-verbal communication Differences to your own culture: What are the key areas of diversity? Differences in rules, behaviours, communication, cultural values that are different from one s own culture Perspectives and Biases regarding the culture: What perspectives have you formed regarding the cultural group? What assumptions or opinions you have about the people form a particular cultural group? What biases are you aware that you have regarding people from diverse backgrounds? Inclusiveness: What you might do differently following your reflection on your own cultural awareness? How can you meet needs specific to the cultural group? Ways to value and respect diversity, Work practices you may follow to work inclusively? Cultural group Knowledge & Characteristics Differences to your own culture Perspectives and Biases Inclusiveness 1. Australian Aboriginal and Torres Strait Islander Culture: Aboriginal culture is deeply rooted to their land which is fundamental to the wellbeing from which they derive the core of the cultural practices such as the ceremonies, music, dance and art. Ethnicity: Aboriginal language and culture is not uniform throughout the continent, but varies in different regions. The people of the Torres Strait Islands in far North Queensland do not consider themselves as Aborigines, but rather, as a distinct group. Religion: Aboriginal religious faith in god is depicted in various Lowering your eyes and avoiding eye contact with older people or authority figures; not pointing when giving directions It is a mark of cultural respect not to discuss traditionally female issues ( women s business ) in the presence of men and vice versa. Often Indigenous Australians will refer to Elders or leaders within their community as Aunt or Uncle, even if not blood-related, as a sign of respect. You may also hear Indigenous Australians refer to each other as brother or sister even though not blood-related. Some of the perspectives and bias may include: Traditional tribal lifestyle Primitive Lack complex laws and social organisation Have drinking problems Health issues Unemployed, no education Lazy Problem creators Reconciliation actions Do not single them out Acknowledge and appreciate the positive aspects Being aware of their culture and communication styles Do not assume knowledge, keep them informed and ask questions Make expectations clear Encourage

4 forms of landscape feature/ an image in a rock or plant or animal form. Aboriginal deities have many roles and no single description or term can describe all of these. Based on their primary role, they fall into three main categories, and any one deity may belong to one, two, or all three of these categories: creation beings (landscape), ancestral beings (ancestors), totemic beings (animal or plant) Aboriginal spirituality is again linked to the land which is the food, culture, spirit and identity. Dreaming is the environment the aboriginal people lived in and it still exists today all around us. Communication: English or indigenous language. Indirect communication style is common, non-verbal cues such as looking down, no eye contact, and avoiding body contact. Cultural group Knowledge & Characteristics Differences to your own culture Perspectives and Biases Inclusiveness 2. Chinese Culture: Chinese culture relates to a music, literature, arts, cuisine, visual arts, philosophy and religion. Ethnicity: Han Chinese is a majority of the ethnic groups with numerous other smaller Chinese New year, symbols, Traditional festivals Chinese people all look the same. They eat everything that moves. Made in China is cheap and poor quality. Can t speak English Understand their needs, Give them lot of guidance and direction as needed, Learn about their culture

5 ethnic groups. Religion: Multi-religion- Buddhism, Taoism, Christianity. Belief in the fundamental concept of yin and yang. Communication: Dialects and varieties of Chinese languages, Mandarin, non-verbal communication lowering head and bend upper body slightly to show respect, body actions and gestures to indicate response. 3. Indian Culture: Indian culture is engrained in everything they do and every moment of their life. Culture is the way of living manifested in its traditions, values, morals, customs, languages, handicrafts, art and food. Culture is largely varied and distinct in various parts of the country and almost every state has carved out its own cultural niche yet unifying with diversity. Religion: Birthplace of Hinduism, Buddhism, Jainism and Sikhism. The vast majority follow Hinduism which is a more a way of life and less of a religion. Minor percentage of Christianity, Islam, Sikhism, Buddhism and Jainism exists amongst Indians. Indian culture connects every Way of greeting people with palm together in front of chest with a slight bow of the head (Namaste). Handshake not preferred. Family and marriage system form a strong foundation system of society. Live-in relationships are a subject of taboo. Traditional dressing. Respect for elders and referring to strangers as uncle, aunt, brother, sister. Hospitality: Highly caring and sharing. Treating guests are God. Eating with hands. Indians eat only rice and rich spicy curries, Indians can t speak English, uncomfortable with opposite sex, Indian movies mean Bollywood, Conservative, Poor Understanding their cultural needs, values, beliefs, fears and interests, dietary requirements, catering to their requirements, Ask questions and support them. Leverage the strengths they have.

6 aspect of it to Spirituality. There is a rich wealth of spiritual knowledge and practices amongst Indians seeking to connect to the supreme self. Communication: Multi-linguistic, language varies if they are from different states. Most Indians would know more than 1-2 languages. English, regional language is commonly used in conversations. There is a high reliance on nonverbal gestures. Emotions and body language are important part of communication style.

7 Task 2 Cultural Competence: Diverse backgrounds and situations In order to work effectively with people from diverse backgrounds, you need to have cultural awareness and sensitivity. If cultural awareness and competence is applied by the healthcare professional, it can create an interactive environment in which the patients feel safe. Your cultural competence is about how open you are and willing to accept diversity, respect other cultural values and provide appropriate services based on the specific needs to culturally diverse people. The following cases set the scene for some of the scenarios you may have when dealing with people from diverse backgrounds. As you read through the scenarios reflect on the situation and critically analyse the issues associated with each of the scenarios. Think about what could have been done differently at different points and who would you involve. Take into the account the rights and responsibilities of all people involved in the scenarios and suggest an appropriate course of action. Scenario 2.1: Mele Mele is a new client from an indigenous background. You have tried to talk to her a few times but she will not look at you. Often, she will simply look down and shrug her shoulders. Mele communicates something with the family member accompanying her. You do not understand the language and believe could be an indigenous dialect.. The only word you could pick in their conversation was Mrs. Sharma who happens to be one of the General Practitioners at your medical practice. This does not make any sense to you and without paying heeds to their conversation you ask Mele to fill out the patient information form. At this stage Mele becomes frustrated and storms out of the reception. This would lead her to miss her appointment with the General Practitioner. A senior health administration intervenes and brings a female indigenous interpreter to talk to Mele. After talking to Mele, the interpreter realises Mele was previously conversing with the family member in request to see Mrs. Sharma as she is comfortable and engages better with female doctors rather than male doctors. Identify issues and difficulties Identify what the client s specific needs might be. What principles are recommended for working with indigenous groups? Reluctant to access medical services, uncomfortable to look into eyes of a person during conversation Client may be comfortable talking to an indigenous person or in indigenous language, may not be comfortable talking to a male, specifically may be wanting to see a female doctor Mrs.Sharma Being aware of indigenous culture, respectful and mindful of their needs. Cater to their requirements. Have indigenous interpreters available How could you have made this more culturally safe for Assisting Mele with filling out the form instead of asking her to fill up by herself. To have called for an indigenous interpreter

8 all parties? What actions or communications would you undertake? much earlier Ask for assistance from supervisor, apologise for inconvenience to Mele, Note that the patient would need an interpreter. Scenario 2.2: Abdul and Saira Abdul and his wife Saira have returned to the reception desk after visiting the GP. Saira has been requested to provide blood samples for testing. They would like to know the directions to the collection centre which is adjacent to the medical centre. You point fingers towards your right and with fewer words show them the directions. You show your thumb held upwards and ask if they got the directions. Abdul and Saira do not respond to this and with a disturbed face they walk away towards the collection centre. When they reach the collection centre, it happens to be a male phlebotomist on roster. Saira is wearing full length body cover and veil and does not cooperate with the phlebotomist in drawing blood from her arm. Abdul also refuses to allow the phlebotomist to draw blood from his wife. Identify issues and misunderstandings in this case Identify what the client s specific needs might be. How could you have used verbal and non-verbal communication constructively to develop better relationship? Body language, pointing fingers, thumb up could mean something entirely different and derogatory in a different cultural context. In certain parts of the Middle East, thumbs-up is definitely a highly-offensive gesture. Male phlebotomist may not be preferred by Saira. Talk to them and walk them through the directions to the collection centre, do not use hand signs. How could you have made this more culturally safe for all parties? What actions or communications would you undertake? Check with client of their preference, allocate female phlebotomist, talk to them respectfully and with sensitivity. Inform the collection centre staff about client preference, make notes in the client request form 8

9 Scenario 2.3: Jenny Tara is at the front desk when Jenny presents to the medical centre for a follow-up test and requests to see a female General Practitioner. Tara makes a note of this requirement in the patient file and discovers that the patient s file lists her male name as James. Tara questions Jenny about incorrect identification and asks for photo ID proof. The photo in the ID which Jenny presents doesn t seem to match with the person in front. Tara interrogates further to seek clarification. Jenny feels this to be extremely confronting, looks nervous and without any response immediately walks away and takes a seat in the waiting area. A colleague asks Tara Is it she-male? Jenny hears this and is very disappointed. Jenny is a male to female transgender and ever since transition has been dressing and looking differently. She has not legally changed her name and hence her documents displayed her given name as James. On seeing the GP, it appears that Jenny was not at all very comfortable. After this incident Jenny has never made another visit to the clinic. Prior to this incident Jenny was very faithful in regular appointments and clinical visits but now is hesitant to access medical services. Identify issues and misunderstandings in this case Identify what the client s specific needs might be. What would be the appropriate way to start the interaction with the client? How could you have done to provide culturally safe care for the client? What actions or communications would you undertake? Sensitive issue of transgender, confrontational approach, biased and derogatory comments, uncomfortable and sensitive client Client expects and deserves respect and equal treatment Politely mention about the name mismatch, ask for legal name and for ask for an identity proof. Not to confront client, do not approach in an interrogative attitude, if required speak to them in private Report the comments made by colleague, advise about the illeffects and impact it has on the client, train cultural awareness 9

10 Candidate s name Candidate s signature Outcome Choose an item. Assessor s name Assessor s signature Date Click here to enter a date. Version Details of the Revision Date Approved Number V1.0 Original issue 02/08/16 TS 10