BY LINDA NGAMEDURU

Explain what diversity is and why it is important Apply ways and tips for promoting teaching and learning

Describe how our experiences and backgrounds impact how we relate to others.
Understanding ways to communicate effectively to help improve quality of services and patient outcomes.

Meeting lawmaking, regulatory, and accreditation mandates. Decreasing the likelihood of charge and malpractice claims Cultural competency generates respect for, not just tolerance of, cultures other than ones own Improving quality of services and outcomes.. Teachers promoting cultural competency help aid and increase productivity among a multi-culturally diverse classroom.

Diverse classroom
Cultural competence

Awareness: Are you aware of your prejudices and presence of racism? Skills: Do you know to conduct a cultural assessment in a sensitive manner?

Encounters: How many face-to-face interactions and other encounters have you had with people from cultures different from yours? Desire: Do you want to become culturally competent?

Knowledge: Do you know about different cultures worldviews?

People dont care how much you know, until they first know how much you care.
Cultural assessment is for everyone.

Cultural competence is not limited to any one ethnic group. Every clinical encounter is a cross-cultural encounter. The goal is to become comfortable in relating to and working with cultural backgrounds outside your own.

When a patient is not treated well on the very first visit, follow-up care is impossible. The Customer (student) is the center of the interaction and is respected no matter what the teachers perspective.

People hold stereotypes of other people on the basis of race, class, gender, age, physical disabilities, ethnicity, religious preference, and sexual orientation. Stereotyping occurs automatically. These stereotyping effect the interpretation of students or fellow staffs behavior as well as educators decisions.

Verbal

Nonverbal behaviors: eye contact, body

language, touching, hand gestures, use of space, and silence

Create a learning-friendly, nonthreatening environment. Read the individuals non-verbal cues (lack of eye contact, body language).

The Handshake
Western Culture are often judge by their handshake In the Philippines, Germany, Poland and Czech Republic, men should wait for women to extend their hand to shake Muslim and Hindu men do not shake womens hands Chinese and Japanese use softer and longer handshakes The Japanese prefer to bow.

Eye to Eye Contact

Mexico Continued, intense eye contact is considered aggressive and threatening. Japan Prolonged eye contact is not the norm. Looking people directly in the eyes invades their privacy. France Dont be surprised if you may be looked at more intensely than you expect. This can be intimidating for some Asians and North Americans.

Great Britain Often the British do not look a person directly in the eye or dont maintain eye contact when talking. Dont b

My Space or Ours
Standing very close to speak with someone is looked at as rude and as an invasion of personal space and can create a very awkward or uncomfortable feeling for many Americans.

The Japanese comfort distance is more then 3 feet

In Mexico the distance is closer. The British maintain a wide physical space between conversation partners. Some culture, will close the gap if you try to step away and may even touch your shoulder.

Reflective writing: Student write down their beliefs and assumptions in a journals. Games: Students participate in games to get experiences of different cultures. Exploring family histories

Exploring personal history and development

Learning about the history and current experiences of diverse groups

Immersion in different cultures.

Build relationships with students and their parents. Listen actively and carefully. Effective education is precisely directed at the learning needs of all students.

Look for cultural interpreters in school or community Take advantage of available resources. It is important to keep an open mind when seeking opportunity to teach students about cultural acceptance or practice.

Teachers learn from students, co-worker learn from each other, and our future success is linked.
The closer to communication, the better the outcomes for both sides.

Cultural competence is a process, not an event; a journey, not a destination; dynamic, not fixed; and involves the paradox of knowing.