View attached explanation and answer. Let me know if you have any questions.Running head: CULTURAL COMPETENCE TOOLKITCultural competence toolkitNameLecturerCourseDate1CULTURAL COMPETENCE TOOLKIT2Cultural competence toolkitA cultural competence toolkit is essential in the health care sector as there exists a significantrelationship between health and race. The cultural competence toolkit has enabled greateffectiveness in the health care sector, especially when dealing with minority groups such asmigrant workers, illegal residents, and recent immigrants into the society through specific tools(Dreachslin, Gilbert, and Malone, 2012). These tools are essential in dealing with and integratingdiversity and competence in offering health care services to patients. The various culturalcompetence toolkit tools include a mission-based approach tool, human resources tool,administration tool, planning and policies tool, a recruitment tool, screening tool, training,orientation tool, the supervision tool, management of records tool, recognition tool, and theevaluation tool. In addition, these cultural competence toolkit tools help healthcare organizationsto recruit individuals who would provide various language interpretation services (Dreachslin,Gilbert, and Malone, 2012).Cultural competence toolkitToolName1human resources2administration3planning and policies4recruitment5screening6Training and orientation7supervisionCULTURAL COMPETENCE TOOLKIT38management of records9mission-based approach10recognition tool11Volunteer assignments12evaluationMigrants into a society originate from different races and hence communicate using differentlanguages. Communication and understanding the patients are crucial when providing health careservices to ensure effective treatment of patients and prevent excessive injuries, pains, or deaths(Horevitz, Lawson, and Chow, 2013). Therefore, it is essential to have interpreters of languagesencountered when offering health care services to patients, especially the migrant groups.Volunteer language interpreters would also help when dealing with patients from diverse culturalbackgrounds who speak different languages.The above 12 tools in the cultural competence toolkit help health care organizations identifyvolunteer language interpreters easily and access them without interfering with work.Organizations can hire individuals from minority groups as health care staff to help interpretlanguages when patients who speak similar languages are brought to the facility. Additionally,health care providers can be trained to provide competent health care services to patients withdifferent cultural backgrounds (Horevitz, Lawson, and Chow, 2013). Identifying qualitylanguage interpreters for the organization would require identifying individuals with excellentcommunication skills, willing to learn, with great knowledge and proficiency in that language.Health care organizations should have fixed payment rates of interpreters either offering theirservices physically at the organization or on the telephone.CULTURAL COMPETENCE TOOLKIT4Interpreter’s scheduleTimeInterpreterLanguage06.00a.m – 10.00 a.m.Staff who is not on dutyAll languages10.00a.m – 02.00p.mAvailable volunteerAll languages02.00p.m – 06.00pmStaff who is not on dutyAll languages06.00p.m – 12.00a.mAvailable volunteerAll languages12.00a.m – 06.00a.mStaff who is not on dutyAll languagesCULTURAL COMPETENCE TOOLKIT5ReferencesDreachslin, J. L., Gilbert, M. J., & Malone, B. (2012). Diversity and cultural competence in healthcare: A systems approach. John Wiley & Sons.Horevitz, E., Lawson, J., & Chow, J. C. C. (2013). Examining cultural competence in health care:Implications for social workers. Health & Social Work, 38(3), 135-145.Tool For Assessing Cultural Competence Training (TACCT)I(a). Domains (Overview)PDomain VDomain IVDomain IIIDomain II Domain ICourse Name/ Curriculum Year/ Type of Course (block, longitudinal, PBL, etc.)Institution and Date CompletedTACCT DomainsA. Definition of cultural competenceRationale,B. Definitions of race, ethnicity, and cultureContext, andDefinitionC. Clinicians’ self assesment and reflectionA. Epidemiology of population healthKey Aspects ofB. Patients’ healing traditions and systemsCulturalC. Institutional cultural issuesCompetenceD. History of the patientUnderstanding A. History of stereotypingthe Impact ofB. Bias, discrimination, and racismSterotyping onMedical Decision-C. Effects of stereotypingA. History of health-care discriminationHealth DispaitiesB. Epidemiology of health-care disparitiesand FactorsC. Factors underlying health-care disparitiesInfluencingD. Demographic patterns of disparitiesHealthE. Collaborating with communitiesA. Differing values, cultures, and beliefsB. Dealing with hostility/discomfortC. Eliciting a social and medical historyCross-CulturalD. Communication skillsClinical SkillsE. Working with interpretersABCABCDOrientationPerson Completing Form and Function (course director, coordinator, block director, etc.)training seminarstraining seminarstraining seminarstraining seminarstraining seminarstraining seminarstraining seminarscase based modulescase based modulescase based modulescase based modulescase based modulescase based modulescase based modulesA training seminarscase based modulesB training seminarscase based modulesCABCDEABCDEcase based modulescase based modulescase based modulescase based modulescase based modulescase based modulescase based modulescase based modulescase based modulescase based modulescase based modulestraining seminarstraining seminarstraining seminarstraining seminarstraining seminarstraining seminarstraining seminarstraining seminarstraining seminarstraining seminarstraining seminarsTool For Assessing Cultural Competence Training (TACCT)I(a). Domains (Overview)PCourse Name/ Curriculum Year/ Type of Course (block, longitudinal, PBL, etc.)Cross-CulturalInstitution and Date CompletedClinical SkillsTACCT DomainsF. Negotiating and problem-solving skillsRationale,G. Diagnosis and patient-adherence skillsContext, andDefinitionOrientationDomain IDomain VPerson Completing Form and Function (course director, coordinator, block director, etc.)F training seminarsG training seminarscase based modulescase based modulesPRE-CLINICAL COURSE NAMEScontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizescontroversies about the topicquestions and quizesPRE-CLINICAL COURSE NAMEScontroversies about the topicquestions and quizescontroversies about the topicquestions and quizesTool for Assessing Cultural Competence Training (TAACT)I(b). Domains (Overview)CLINIDomain VDomain IVDomain IIIDomain II Domain ICourse Name/ Curriculum Year/ Type of Course (block, longitudinal, PBL, etc.)…

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