Page 130 - Cultural Competence in Health Education

Community
Family Person Family
Global Society Person Overview/heritage Dominant language Person Global Society
Communication
Origins
Residence
Family
Dialects
Economics
Health care Topography Facial expressions Head of household Family
Contextual use
practitioners
Volume/tone
Politics
Education
Perceptions of
Spatial distancing
Occupation
Eye contact
Folk practitioners
Gender and health
Person practitioners care Temporality Social status Gender roles Person
Greetings
organization
Family roles and
Time
Names
Goals and priorities
Touch
Roles of aged
Developmental tasks
Extended family
Family Health care practices Focus on health care Traditional practices Magicoreligious religious beliefs Responsibility for health Transplantation Rehabilitation/ lifestyles Language barriers Acculturation Family
alternative
Community Person chronicity Self-medication Pain/sick role Mental health Barriers Person Community
Autonomy
Workforce issues
Family Spirituality and health Meaning of life practices Religious Spirituality Biocultural ecology Biological variations Skin color Heredity Genetics Ecology Drug metabolism Family
Use of prayer
Individual strength
behaviors
Person High-risk Tobacco Person
Alcohol
Physical activity
Nutrition Recreational drugs
Safety
Meaning of food
Pregnancy
Common foods
Death rituals
Death rituals
Bereavement
Fertility practices
Family Pregnancy beliefs Deficiencies Family
Rituals
Views toward
pregnancy
Limitations
Person Postpartum Person Health promotion Person Global Society
Birthing
Global Society
Family
Community Family
Unconsciously incompetent—Consciously incompetent—Consciously competent—Unconsciously competent
Primary characteristics of culture: age, generation, nationality, race, color, gender, religion
Secondary characteristics of culture: educational status, socioeconomic status, occupation, military status, political beliefs, urban
versus rural residence, enclave identity, marital status, parental status, physical characteristics, sexual orientation, gender issues,
and reason for migration (sojourner, immigrant, undocumented status)
Unconsciously incompetent: not being aware that one is lacking knowledge about another culture
Consciously incompetent: being aware that one is lacking knowledge about another culture
Consciously competent: learning about the client’s culture, verifying generalizations about the client’s culture, and providing
culturally specific interventions
Unconsciously competent: automatically providing culturally congruent care to clients of diverse cultures
FIGURE 6.1. Purnell Model for Cultural Competence.
Source: Purnell, 2005, p. 11. Reprinted with permission of the author.
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