414(3) Relationships and expectactions

MBMB
timer Asked: Apr 26th, 2015

Question Description

Continuing with the same cultural group and health issue for the Session Long Project that you began in Module 2, write a 2- to 3-page paper to address the following:

Describe the Relationships and Expectations of the group you chose (Chinese)cross_culture_patient_communication.docx. Specifically address how each of the PEN-3 model’s three factors within the dimension of Relationships and Expectations applies to your group and provide examples.

Use subheadings to clearly show that you have addressed each of the three factors. Support your discussion with references from scholarly and professional references (not just your opinion).

SLP Assignment Expectations

- To earn full credit, review all required background materials and ensure that your paper meets these standards:

LENGTH: Your paper should be typed and double-spaced, with one-inch margins and 12-point font, and meet the exact number of pages specified in the assignment instructions.

COVER PAGE: Copy the exact assignment onto your cover page (the actual questions or task).

REFERENCES: Cite your references in the text of all papers and on the reference list at the end. For examples, review the way the references are listed in the modules and on the background reading list.

PRECISION: Each question of the assignment is specifically addressed in the paper.

CLARITY: The paper reads clearly (i.e., it is not confusing) and is well-structured. Subheadings are used to guide the reader.

BREADTH: The paper presents appropriate breadth covering the questions of the assignment (multiple perspectives and references, multiple issues/factors considered, as appropriate).

DEPTH: The paper presents points that lead to a deeper understanding of the matters and/or issues being discussed and integrates several points into coherent conclusions.

EVIDENCE: Statements and points are well-supported with facts or statistics, and references.

CRITICAL THINKING: Set aside personal biases and instead approach the subject matter using available scholarly evidence. Consider the strengths and weaknesses of competing arguments/perspectives on this topic. Having read these scholarly sources, make a judgment as to the merit of the arguments presented therein.


Unformatted Attachment Preview

Running head: CROSS CULTURAL COMMUNICATION Cross Cultural Communication Institution Affiliation: Date: 1 CROSS CULTURAL COMMUNICATION 2 When dealing with a patient from a different cultural background, health professionals need to consider a pile of things to ensure that services they offer are of good quality and do not harm patients. According to video clips provided, the doctor in Good Cross-Culture did a number of things that helped her deliver her services effectively. She gave full concentration to every detail that the Chinese patient gave about her feelings and beliefs. This helped her in clearly understanding the cultural differences with the patient giving her a perfect ground to treat her without issues. Secondly, she created a perfect environment that made the patient to selfdisclose so that she can understand him better. She created a friendly environment for the patient so that he can feel free to openly communicate and effectively give out his view for the doctor to have a clear understanding. The doctor was also accommodating since she was willing to learn and understand the patient health beliefs and willing to work with it. The doctor was also supportive as she explored the cultural difference and acknowledged it to create working environment for the patient. Health education efforts are significantly affected by cultural beliefs, traditions and values. This is because different cultural groups have different beliefs on health and therefore teaching multicultural groups on health may pose a big challenge since the group may not have uniformity in their beliefs (Brislin, 2008). This affects the willingness of the patient to accept information and incorporate it in to his or her lifestyle. Therefore, health education effort is greatly challenged since each member of a cultural group shares some characteristics that are different for other groups. On the other hand, health education effort is positively affected by cultural believes and values. This is because some members of the community are willing to learn new health care aspects from different group thus promoting health education. CROSS CULTURAL COMMUNICATION 3 For example, in the video clip titled Good Cross Cultural Communication, the doctor is willing to learn more about the health beliefs from Chinese community. She created a good environment for her to learn about Chinese health beliefs and culture. On the other hand, in Bad Cross Cultural communication, the doctor is not willing to learn more about the Chinese cultural beliefs and want to stick to her American way even when dealing with the patient (Flecky, and Gitlow, 2011). This makes her not to create a good environment to learn making it difficult for her to learn. Health professionals who want to improve their cross cultural communication skills should first know themselves. This will help them to understand what triggers their cross cultural communication so that they can manage them. Secondly, they should have an understanding of differences in their personal space. This will help them in acknowledging their emotions, when a person from different cultural background gets into their personal space, to deal with it and carry on with life (Hurn, and Tomalin, 2013). Health professionals should also consider pausing in a conversation so as to avoid being considered rude in the conversation. This would promote cross cultural communication skills. I would also recommend to the professionals to consider creating a perfect environment that would make patients to openly talk about their culture. This would also lead to good communication skills with cross cultural groups as they do their work. Finally, they should be flexible to learn and not too rigid to their culture since it might be too irritating to the patient thus hindering communication. CROSS CULTURAL COMMUNICATION 4 Reference Brislin, R. W. (2008). Working with cultural differences: Dealing effectively with diversity in the workplace. Westport, Conn: Praeger. Flecky, K., & Gitlow, L. (2011). Service-learning in occupational therapy education: Philosophy and practice. Sudbury, Mass: Jones and Bartlett Publishers. Hurn, B. J., & Tomalin, B. (2013). Cross-cultural communication: Theory and practice. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
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