Campinha-Bacote Model of Cultural Competency, Essay Example

Introduction

The Campinha-Bacote Model of Cultural Competency was developed by Dr. Josepha Campinha-Bacote. She perceived the model from a premise of offering assumptions and guidance pertaining to ‘The Process of Cultural Competence in the Delivery of Healthcare Services.’ The theorist gives a definition for cultural competence. Further, it was explained that the model assumes a position of developing cultural competence does not deliver one of being culturally competent (Campinha-Bacote, 2007).

Concepts and sub concepts of the theory

The major assumption in this theory states that cultural competence is “the process in which the healthcare professional continually strives to achieve the ability and availability to effectively work within the cultural context of a client” (Campinha-Bacote, 2007 p. 12). In this context the client is referred to the family community and individual.  Subconceps explaining the main concept cultural competence are cultural awareness; cultural knowledge; cultural skills; cultural encounters and cultural desire. These five subconcepts are referred to the five constructs of cultural competence (Campinha-Bacote, 2007).      .

Dr. Campinha-Bacote perceives cultural awareness as a self examination encounter whereby the individual conducts an introspection into his/her own cultural values identifying personal biases of other cultures that have been inculcated. This process is undertaken forma professional background and is expected to be an in-depth evaluation. Cultural awareness also involves the individual’s awareness of documented racisms and marginalization of certain ethnic groups in the society and healthcare delivery system (Campinha-Bacote, 2007).

Cultural knowledge goes beyond awareness whereby the healthcare professional gathers a profound education that supports data available about other cultures. The purpose of obtaining cultural knowledge through education is for the healthcare processional to function to promote integration rather than separatism.  Health-related beliefs practices and values; disease evidence and prevalence are the three integration focus areas. Cultural skill is a more complex mechanism because it requires the ability to evaluate culture through cultural assessment protocols. It means accurately acquiring relevant information compiling them into data. This data explains the prevailing problem experience by the client being assessed (Campinha-Bacote, 2007).

Cultural encounters offer opportunities for the health care professional to engage in face to face interactions with clients of diverse cultural backgrounds. The purpose is to enhance modification of existing beliefs to avoid stereotyping. Cultural desire referred to the healthcare professional’s willingness to participate in the cultural competence process by becoming aware, obtaining knowledge, developing the skills, and engaging in the encounter. Dr. Campinha-Bacote advances that cultural encounter while being the outcome of the process is pivotal to all the other five constructs (Campinha-Bacote, 2007)

Description of the theory generality and application across cultures

An across cultures application reveal Dr. Campinha-Bacote‘s own critique of the concept cultural competence. She posits that in a general context this is interpreted as an extension of the patient-oriented care philosophy. This concept was explored in its entirety. The theorist further explained that cultural competence can be interpreted distinctly as a required combination of skills needed by nurses to facilitate rendering appropriate care. The key question is, how this care is delivered efficiently and effectively to produce the desired outcomes. Patient-centered care is expected amidst diverse ‘health beliefs, values and practices,’ (Campinha-Bacote, 2011 p 5). which conflicts with the previously established guidelines. Consequently, she re-evaluated some of the theoretical premises offering a more general conception of her propositions related to cultural competence (Campinha-Bacote, 2011).

In relation to patient-centered care this concept is defined as understanding and assessing health care from the patient’s point of view, subsequently adapting relevant intervention strategies in anticipation of meeting patients’ health needs. However, this cannot be accomplished without adequate skills. These skills offer theoretical generality, which facilitate application across cultures. Dr. Campinha-Bacote contends that skills are scientific tools used to learn about a patient’s health desires and beliefs. Various mnemonics were suggested to facilitate the process. For example, ETHNIC, E- xplanation ,T-reatment , H-ealers, N-egotiate, I -intervention and C-Collaboration (Campinha-Bacote, 2011). Patients are from all cultures and this  theoretical modification is applicable to all cultures.

Predictability

This theory has strong predictability potential because so far there has been no one addressing patient-centered care from a cultural competence angle. Healthcare often focuses on health assessment. Cultural assessments are new and very necessary to the science. Human are social as well as physical beings. Many health conditions have a cultural predisposition. The impact of cultural assessments would greatly improve healthcare delivery in the future. For example,  there is a high incidence of hypertension  among African Americans. Scientists have alluded the incidence to been environmental and attitudinal. These two features are cultural in their orientation. Health-care providers conduct studies which are patient centered to find out that they do not respond to medications as other cultures. If there were no cultural competent theories and assessment interventions this section of the population would have been mismanaged (Saha, Beach & Cooper, 2008).

Conclusion

This essay interpreted Dr. Campinha-Bacote theory of cultural competence theory. Concepts and subconcepts were thoroughly reviewed. Cross cultural applications were explored. The predictability potential was projected too.

References

Campinha-Bacote, J. (2007). The process of cultural competence in the delivery of healthcare services: The journey continues (5th Ed.). Cincinnati, OH: Transcultural C.A.R.E. Associates

Campinha-Bacote, J. (2011). Delivering Patient-Centered Care in the Midst of a Cultural Conflict: The Role of Cultural Competence. Journal of Issues in Nursing. 16(2) Manuscript 5

Saha, S., Beach, M. C., & Cooper, L. (2008). Patient centeredness, cultural competence and healthcare quality. Journal of the National Medical Association, 100(11), 1275-1285