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Cultural competence is a practice of values and attitudes that aims to optimize the healthcare experience of patients with cross cultural backgrounds. [6] Essential elements that enable organizations to become culturally competent include valuing diversity, having the capacity for cultural self-assessment, being conscious of the dynamics inherent when cultures interact, having ...
Meira Levinson argued that "multicultural education is saddled with so many different conceptions that it is inevitably self-contradictory both in theory and in practice, it cannot simultaneously achieve all of the goals it is called upon to serve" [4]: 428 According to Banks, "a major goal of multicultural education is to change teaching and ...
Many factors determine the health literacy level of health education materials or interventions: readability of the text, the patient's current state of health, language barriers between the clinician and patient, cultural appropriateness of the materials, format and style, sentence structure, use of illustrations, and numerous other factors.
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
These include: developing international and community health programs in developing countries; evaluating the influence of social and cultural variables in the epidemiology of certain forms of psychiatric pathology (transcultural psychiatry); studying cultural resistance to innovation in therapeutic and care practices; analysing healing ...
Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioural, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross-cultural education are terms used for the training to achieve cultural competence.
Health can be considered a capital good; health capital is part of human capital as defined by the Grossman model. [30] Health can be considered both an investment good and consumption good. [31] Factors such as obesity and smoking have negative effects on health capital, while education, wage rate, and age may also impact health capital. [31]
Social Protection: Interventions such as "health-related cash transfers", maternal education, and nutrition-based social protections have been shown to have a positive impact on health outcomes. [ 99 ] [ 100 ] However, the full economic costs and impacts generated of social security interventions are difficult to evaluate, especially as many ...