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Krause, AB, SM Abstract Nurses today are providing care, education, and case management to an increasingly diverse patient population that is challenged with a triad of cultural, linguistic, and health literacy barriers.
For these patients, culture and language set the context for the acquisition and application of health literacy skills.
Yet the nursing literature offers minimal help in integrating cultural and linguistic considerations into nursing efforts to address patient health literacy. Nurses are in an ideal position to facilitate the interconnections between patient culture, language, and health literacy in order to improve health outcomes for culturally diverse patients.
In this article the authors begin by describing key terms that serve as background for the ensuing discussion explaining how culture and language need to be considered in any interaction designed to address health literacy for culturally diverse patients.
The authors then discuss the interrelationships between health literacy, culture, and language. Next relevant cultural constructs are introduced as additional background. The authors conclude by offering recommendations for promoting health literacy in the presence of cultural and language barriers and noting the need for nursing interventions that fully integrate health literacy, culture, and language.
The Online Journal of Issues in Nursing. Nurses, who work with patients from increasingly diverse cultural groups, experience daily how these three threats offer a challenge to the effective provision of care at the system, provider, and patient levels.
However, health literacy, both conceptually and in practice, has often been siloed from interventions designed to overcome cultural and linguistic barriers. Integrating cultural and linguistic consideration with health literacy necessitates an expanded paradigm.
The purpose of this conceptual article is twofold. The first aim is to help nurses appreciate how culture and language can affect patient health literacy. The second aim is to demonstrate the need for nursing interventions that fully integrate health literacy, language, and culture.
First we will describe key terms that serve as background for the ensuing discussion explaining how culture and language need to be considered in any interaction designed to address health literacy for culturally diverse patients.
Next we will discuss the interrelationships between health literacy, culture, and language. We will then introduce relevant cultural constructs as additional background. We will conclude by offering recommendations for promoting health literacy in the presence of cultural and language barriers and noting the need for nursing interventions that fully integrate health literacy, culture, and language.
A Prescription to End Confusion. This definition expands upon earlier conceptual understandings of health literacy, which focused chiefly on the written word and native speakers of English.
The IOM definition attributes importance to understanding health information for the purpose of decision making, which is integral to the multiple areas of health-related functioning.
According to Leininger Culture refers to the learned, shared and transmitted knowledge of values, beliefs, and lifeways of a particular group that are generally transmitted intergenerationally and influence thinking, decisions, and actions in patterned or in certain ways p.
At a practical level, nurses must be cognizant that culture affects individual and collective experiences that are directly and indirectly related to health.
Examples of cultural influences on patient health beliefs and behaviors can be found in patients' perceptions of locus of control, preferences, communication norms, and prioritization of needs, as well as in their understanding of physical and mental illness and of the roles of the individual, family, and community.
We would add the acquisition and application of health literacy skills to this list. Language in its many forms is a primary purveyor of culture, yet it does so in ways that are not always easily translated.According to Diplomas Count: An Essential Guide to Graduation Policy and Rates (Olson, ), the national graduation rate is percent.
This report estimates that in more than million students—most of them members of minority groups—will not graduate from high school in four years with a regular diploma.
Immigration. Roger Daniels.
Immigration and immigration policy have been an integral part of the American polity since the early years of the American Republic. familism predicted psychosocial outcomes in the context of stress, and whether familism moderated the relationship between peer discrimination, acculturative stress, and economic stress predicting these outcomes in a sample of Latino adolescents.
the role of familism in explaining Hispanic family patterns by focusing on two dimensions of childbearing orientation: the social value of children and fertility intentions. Using data from the and NSFG we find little support for the idea that familism undergirds ethnic differentials in .
Caballerosidad. Caballerosidad" in Spanish, or cavalheirismo in Portuguese, or the English mixture of both but not a proper word in any of the previously mentioned languages, caballerismo, is a Latin American understanding of manliness that focuses more on honour and chivalry.
The meaning of caballero is "gentleman" (derived from the one who follows a code of honour like knights used to do, or. Familialism or familism is an ideology that puts priority to family. The term familialism has been specifically used for advocating a welfare system wherein it is presumed that families will take responsibility for the care of its members rather than leaving that responsibility to the government.
The term familism relates more to family values. This can manifest as prioritizing the needs of.