EDI workshop student handout.docx

EDI workshop The GPhC learning outcome that this workshop is addressing and will support you to achieve is(6): Treat people as equals, with dignity and respect, and meet their own legal responsibilities under equality and human rights legislation, while respecting diversity and cultural differences...

EDI workshop The GPhC learning outcome that this workshop is addressing and will support you to achieve is(6): Treat people as equals, with dignity and respect, and meet their own legal responsibilities under equality and human rights legislation, while respecting diversity and cultural differences Also, you will proactively seek to learn about and understand communities and cultures. Pharmacy Council of New Zealand Definition of Cultural Competence is the ability to interact respectfully and effectively with persons from a background different from one’s own. It goes beyond an awareness of or sensitivity to another culture, to include the ability to use that knowledge in cross-cultural situations. Culture includes but is not restricted to age, gender, sexual orientation, race, socioeconomic status (including occupation), religion, physical, mental or other impairments, ethnicity and organisational culture. (https://pharmacycouncil.org.nz/wp-content/uploads/2021/03/Cultural-Competance-statement-2010-web.pdf) GPhC (https://www.pharmacyregulation.org/sites/default/files/document/gphc-equality-diversity-inclusion-strategy-november-2021.pdf#:~:text=Cultural%20competence%20%28or%20cultural%20sensitivity%29%20means%20an%20ability,to%20learn%20about%20the%20cultural%20practices%20of%20others) ‘Cultural competence (or cultural sensitivity) means an ability to understand and interact with people in a way that recognises and respects diversity and cultural difference, including values, beliefs and behaviours. This includes: a willingness to learn about the cultural practices of others having a positive attitude towards cultural differences, and a readiness to accept and respect those differences.’ Health care professionals need an understanding of the effect of power within a healthcare relationship, and exposing the assumptions inherent within this. The NHS Constitution (https://www.gov.uk/government/publications/supplements-to-the-nhs-constitution-for-england/the-handbook-to-the-nhs-constitution-for-england ) is a core document that sets out obligations of patients and healthcare professions/services in the NHS. ‘Expectation: ‘You should aim to contribute towards providing fair and equitable services for all and play your part, wherever possible, in helping to reduce inequalities in experience, access or outcomes between differing groups or sections of society requiring healthcare.’’ It speaks about the right culture both for staff and patients – with all being part of this. Equal access is a central theme irrespective of gender, race, age, sexual orientation, disability, religion or belief. The focus is on improving health outcomes for those who are disadvantaged for whatever reason. Sadly, there are differences in health outcomes in the UK which are, unfair and unjust – sometimes these are unavoidable. Exploring this further finds links to deprivation, but there are also disparities relating to ethnicity and other cultural affiliations (Public Health Outcomes Framework). Pharmacists need to examine the balance of power in their healthcare interactions, and empower all patients to participate in their own healthcare, in the capacity and to the extent they desire. We will improve out cultural competence by developing and improving our communication skills in different settings, and practising medication-related conversations with a variety of people. This is supported by seeing and hearing from many different perspectives. The aim of this workshop is to enable you to reflect on: how competent you are in engaging with and learning about different cultures and communities your confidence in delivering culturally competent person-centred care your plans to develop your cultural awareness and competence Tasks Answer the questions Reflect on own cultural competence using the CPPE questionnaire Case study Role play Questions  List some of the ways that culture may be observed? Give an example of cultural issues that could be observed in clinical practice in pharmacy Define cultural blindness and give an example of how this may be seen in a pharmacy setting. Define cultural blindness and give an example of how this may be seen in a pharmacy setting. Research and explain the principles for a culturally competent service Can you think of some situations where you may have inadvertently made assumptions or generalisations about a person in your care? Reflect on your own experiences. What were the challenges? How did you overcome these? What would or could you do differently next time? CPPE Questionnaire Cultural Competence Check In Question Strongly disagree 1 Disagree 2 Agree 3 Strongly agree 4 I ask for clarification from people when I do not understand what was said or implied I am interested in the ideas, beliefs, values and concerns of people who do not think and believe as I do I actively seek knowledge about the experiences of people from different cultures from my own, to enrich my understanding I share and discuss what I know about cultural differences with other people to help them learn I accommodate cultural differences in others I am aware that my cultural ideas, beliefs , values and concerns can negatively bias how I relate to others I recognise my own biases and I do not act towards people based on them I accept that people’s experiences and background may impact how they interact with and trust me I recognise and avoid language that reinforces stereotypes I avoid assuming that others will have the same reaction as I do when discussing or viewing an issue I do not generalise a specific behaviour or attitude presented by one individual to their entire community I am confident about how I consult with people who do not speak English or whose first language is not English I am at ease with having a conversation with a person about the gender pronouns they are comfortable being addressed as I am comfortable in engaging in discussions with people who have a different sexuality to my own I am confident in delivering culturally competent person-centred consultations and engaging the person in shared decision making I can distinguish between traditional cultural practices and those which may be harmful to health and engage the person in shared decision making to improve their health outcomes I treat people with dignity and respect regardless of their race, religion, physical or learning ability, gender, age, sexuality, current health, socioeconomic status and preferred living style I understand how microaggressions can impact on day-to-day interactions between people and I try to avoid using them TOTAL Youtube clip – cultural competence https://uk.video.search.yahoo.com/search/video?fr=mcafee&ei=UTF-8&p=youtub+clip+cultural+competence+in+healthcare&type=E210GB691G0#id=3&vid=fa1d66dcf6f518516538c8ee6a0b8d97&action=click https://uk.video.search.yahoo.com/search/video?fr=mcafee&ei=UTF-8&p=youtub+clip+cultural+competence+in+healthcare&type=E210GB691G0#id=4&vid=13683878663442a0a8e79ef025ac5359&action=view (Being a culturally competent nurse) See the person, not… Explore a patient condition – any physical or mental health issue and find out from their perspective how this affects them Some ideas are below – but please use any that interests you Blind campaign https://www.rnib.org.uk/our-campaigns/see-differently-see-the-person/ Humanity in healthcare - https://www.alliance-scotland.org.uk/blog/opinion/humanity-in-healthcare-seeing-the-person-in-the-patient/ Social model of disability - https://www.scope.org.uk/about-us/social-model-of-disability/ British Deaf Association - https://bda.org.uk/ Dementia - https://www.youtube.com/watch?v=-LeUEtgKdhY (https://carewatch.co.uk/dementia-care-at-home/seeing-the-person-not-just-the-condition/ ) Cancer - https://www.mariecurie.org.uk/policy/campaigns/about-me Seeing the person in the patient The Point of Care review paper - https://www.kingsfund.org.uk/sites/default/files/Seeing-the-person-in-the-patient-The-Point-of-Care-review-paper-Goodrich-Cornwell-Kings-Fund-December-2008.pdf Case Study Review this animated video of a routine first contact appointment in a GP surgery; Spencer is taking a medical history from Yasmeen. Whilst watching this clip try and make some observational notes and consider: What did Spencer do well and what could he have improved upon? How do you think Yasmeen responded? Was Spencer right to ask Yasmeen about sickle cell and thalassemia? Yes/No Role Play The Prescriber ‘I see that your blood glucose levels are raised, why aren’t you taking your insulin?’ The Patient – you can choose to be from any diverse background, have a health condition that impacts etc, and push back on this to the prescriber. You may be in poverty and can’t eat a healthy well-balanced diet as you can’t afford fresh fruit and vegetables – processed food ids cheaper. The Prescriber ‘You must take your medication as you will become unwell…’ The Patient – you can choose to be from any diverse background, have a health condition that impacts etc, and push back on this to the prescriber. You may be struggling with the frequency of taking the medicines as you forget… The Prescriber ‘Even if medicines contain gelatin, you must take them.’ The Patient – you can choose to be from any diverse background, have a health condition that impacts etc, and push back on this to the prescriber. You may be struggling with the frequency of taking the medicines as you forget… Can you think of other scenarios?