Social Selective Theory (SST)
The case study explores the story of Lucia, who currently lives with her grandmother Elena, is concerned about Elena’s previous incidents of becoming lost while returning home and has linked these episodes to symptoms of Alzheimer’s disease. Lucia introduces Elena to Dr. Bandari, who has communication difficulties due to their different cultural backgrounds. Elena, on the other hand, feels herself to be in good health, even though Lucia failed to inform her about her plans to visit the doctor and undergo extra medical testing. The goal of this study is to investigate Elena’s concerns and barriers to progress using two psychological frameworks: the socioemotional selectivity theory and the cultural competency model. Furthermore, it will propose alternative remedies to the observed problem.
Carstensen (2021) posits the Socioemotional Selectivity Theory (SST) as a hypothesis regarding human growth throughout life that is based on our unique ability to detect and comprehend the passage of time. SST contends that the occurrence of endings, whether due to aging or other events such as transferring to a new region or dealing with a serious illness, causes motivational changes in which emotionally significant goals take precedence over pursuing information. Because they have less time, the elderly prioritize gaining emotional fulfillment, which leads to greater focus and memory retention. Elena’s hesitation to see the doctor and undergo tests stems from her belief that these actions risk her enjoyment and freedom. Elena noticed that she did not have any alarming symptoms and decided to prioritize obtaining more rest. Elena’s behavior can be explained by her preference to be near her family members rather than under the watch of strangers.
The SST model can provide useful insights into Elena’s growth stage, showing that she may prioritize maintaining strong relationships and emotional well-being. This can help professionals like Dr. Bandari respect Elena’s tastes and beliefs while adjusting their communication and intervention to meet her specific needs and motivations. The SST approach offers practical solutions to Elena’s issues, such as the need for medical care to improve her health and quality of life. As a result, she would be able to spend more valuable time at home, surrounded by family, and in a familiar environment. A realistic alternative would be for Lucia and Dr. Bandari to actively include Elena in the decision-making process, allowing her to get reassurance and support from dependable family members like Lucia.
Cultural Competency Theory (CCM)
The cultural competence model (CCM) is an alternative paradigm that investigates several aspects of cultural competence in hospital employees, and hospice nurses, and the relationship between cultural competence and psychological empowerment in acute care nurses. Stubbe (2020) contends that cultural competency highlights the importance of healthcare organizations and professionals being aware of and accepting of patients’ cultural viewpoints and origins. The patient’s and their family’s preferences, values, cultural traditions, language, and financial situation are recognized and appreciated. Cultural competency and patient-centered care have many characteristics.
In Elena’s case, Dr. Bandari displayed a lack of cultural competence by neglecting to address the patient’s cultural history and linguistic barrier. Dr. Bandari failed to get informed consent from the patient since she did not provide Elena with an explanation of the tests’ need and purpose. Dr. Bandari used her excellent communication skills to explain the aim of the test to Elena, who struggled to understand her because of the doctor’s strong Italian accent.
Elena’s cultural background and expectations can be better understood using the cultural competence model, as she may have different views, norms, and behaviors than the healthcare providers do. This can assist professionals involved in the case in becoming aware of and recognizing cultural differences and hurdles, allowing them to alter their communication and therapy delivery as needed. The CCM theory offers numerous answers for the patient since greater cultural competency at the hospital allows the patient to obtain information about her current health status and be empowered to make independent health decisions. The hypothesis argues that all healthcare staff receive mandated cultural sensitivity training to provide excellent patient-centered care and communication methods. A different technique entails hiring a diversified workforce and community workers from various ethnic backgrounds to develop cultural sensitivity within the hospital.
Research
Jongen et al. (2018) examined treatments aimed at improving cultural competency among healthcare personnel. The intervention procedures, results, and measurements of the included studies were all examined throughout the scoping review. Its goal was to collect data that might be utilized to develop and evaluate future treatments aimed at improving the cultural competency of healthcare workers. The interpretative research approach was used to guide the study’s design. The study used data from numerous countries, including Canada, Australia, the United States, and New Zealand, provided between 2006 and 2015. A total of 64 research on cultural competency interventions were located, with 16 of them focusing on the health workforce.
The research findings demonstrated a large variation in workforce intervention tactics, measures, and results reported in different studies, making it difficult to compare the effectiveness of interventions (Jongen et al., 2018). The most common options for workforce intervention were cultural competency training and various professional development interventions, such as further training and mentorship. Out of the 16 participants, the majority (7) had positive outcomes in terms of enhanced practitioner skills. Furthermore, 9 participants claimed increased knowledge, while 5 indicated a shift in attitudes and views. Although a small number of studies looked at health care (6/16) and health (2/16) outcomes, there was insufficient evidence to support the favorable effects of interventions. Only four research used validated evaluation measures to assess intervention results (Jongen et al., 2018). The study indicated that strengthening the healthcare staff’s talents and awareness is a critical step toward promoting cultural competency in health services and systems.
The study’s research findings are specific to the case study and provide more information on the available evidence on cultural competency interventions for the health workforce. This is pertinent to the situation involving Dr. Bandari, Lucia, and Elena. Jongen et al. (2018) present an in-depth summary of the key findings, methodologies, and metrics employed in cultural competency interventions. The study also emphasizes the current limitations and shortcomings in putting these treatments into practice and conducting scholarly research on the subject. According to the research findings, implementing cultural competence training, mentorship, and coaching programs for Dr. Bandari may help to settle the scenario involving Elena, Lucia, and Dr. Bandari. These programs would enable Dr. Bandari to learn about various cultural ideas and customs, as well as gain the necessary skills to apply cultural competency effectively in her professional job. Elena and Lucia will benefit from Dr. Bandari’s cultural competency because she will effectively use cultural awareness when providing patient care.
Barber et al. (2016) researched to investigate the impact of a constrained future on the amount of positivity in people of different ages. The study provided empirical evidence for the Socioemotional Selectivity Theory (SST), which states that older people are more likely than younger people to concentrate their attention on and recall positive information rather than negative information. The study used an experimental technique and a sample size of 161 people, 80 younger adults and 81 older adults, all of whom lived in the Los Angeles region. Due to data loss and the elimination of non-native English speakers, the final sample size consisted of 77 younger persons and 76 older adults. The average age of older people was 69.47 years (with a standard deviation of 5.27 and a range of 61 to 80 years), while the average age of younger persons was 20.30 years (with a standard deviation of 2.56 and a range of 18 to 34 years). The older adult sample had significantly more men (50%) than the younger adult sample (18%) (Barber et al., 2016). However, the experimental writing condition was randomly assigned to males and girls in each age group. The study outcomes from both trials revealed that, regardless of age, thinking about a constrained future enhanced the relative positivity of participants’ memories. Furthermore, the findings from Experiment 2 showed that this phenomenon was unaffected by mood fluctuations. As a result, the discovery that older people have a higher inclination for positive recollection than younger people may point to an intrinsic shift in temporal perceptions and aims that occurs with age (Barber et al., 2016).
Barber et al. (2016) conducted research that is related to the case study of Lucia, Elena, and Dr. Bandari. The study gives empirical support for the Social Cognitive Theory (SCT), which explains Elena’s developmental behavior and preferences. The study shows that people of all ages can adopt a more positive mindset when they believe their future is limited, which may influence their memory and emotional management abilities. The study also allows us to develop an effective solution in the instance, as it demonstrates that modifying patients’ perceptions of time can have an impact on their mental well-being. One possible solution in this case would be to assist Elena in focusing her attention on the positive aspects of her life and the present moment, rather than dwelling on the negative impact of her condition or the uncertainty of her future. Lucia and Dr. Bandari can use mindfulness techniques and positive affirmations to help Elena focus on the benefits of the testing and treatment.
Cultural Competency
The Campinha-Bacote model serves as a framework for practitioners to ensure cultural competency in their professional endeavors. In their study, Sahamkhadam et al. (2023) proposed that the Campinha-Bacote model provides a comprehensive framework for developing cultural competency. This paradigm consists of five main components: cultural skills, cultural contacts, cultural knowledge, cultural desire, and cultural awareness. To build cultural competency, it is critical to recognize the equal value of different cultural viewpoints. When working in culturally diverse situations, it is critical to possess certain key characteristics. These elements include recognizing the benefits of diversity, assessing one’s cultural history, having a thorough understanding of numerous cultures, and being aware of the dynamics that arise during cultural exchanges.
The case study found several cultural challenges, including Dr. Bandaris’ lack of cultural immersion, competence, skills, awareness, and drive. Dr. Bhandari should evaluate her cultural ideas, biases, and assumptions, and consider how these may have influenced her approach to Elena and Lucia. She should recognize and apologize for any cultural insensitivity or disrespect she may have demonstrated, as well as express her desire to learn and change her behavior. Dr. Bhandari should improve their understanding of Elena and Lucia’s cultural beliefs, practices, conventions, and expectations around health, disease, and medical care. This will help them grasp how these elements influence their perception, behavior, and communication. Furthermore, she should have a thorough awareness of the ethnohistorical and environmental aspects that may have influenced their experiences and opinions. Dr. Bhandari should improve and use more effective and suitable communication skills while interacting with Elena and Lucia. This requires communicating both verbally and nonverbally, attentively listening, and demonstrating cultural humility. To accomplish effective communication, it is recommended that she engage skilled interpreters, provide brief and intelligible explanations, eliminate technical jargon and abbreviations, and periodically assess understanding and solicit feedback. Dr. Bhandari should aggressively seek, integrate, and utilize cultural knowledge and abilities in her professional pursuits. She should also actively promote and encourage cultural diversity and inclusivity within her organization and community. Furthermore, she should assess the impact of her cultural competency intervention on Elena and Lucia’s satisfaction, health outcomes, and use of healthcare services, and make any necessary changes.
The ideas I developed for Dr. Bandari will serve as a model for my future professional endeavors, allowing me to provide more effective care and services to people of diverse backgrounds by strengthening my responsiveness and respect. The guidelines will help me create reliable and enjoyable relationships with my acquaintances while also preparing me to avoid misunderstandings and conflicts caused by a lack of cultural awareness. By participating in this activity, I will strengthen my professional abilities and position in the area (Jongen et al., 2018). I may use a variety of ways to improve my cultural competency, like reading articles and books about various cultures. This will improve my cultural competence by providing me with a thorough awareness of their traditions, habits, and communication styles. I may participate in cultural competency training programs and webinars that are specifically relevant to my field and professional efforts. This will allow me to gain useful insights and information from competent professionals and colleagues with substantial skills and expertise in this field (Jongen et al., 2018). I am capable of reflecting on my own cultural beliefs, prejudices, and assumptions and assessing how these affect my interactions with others. I can also seek criticism and direction from others to help me recognize and address any cultural biases or limitations I may have.
References
Barber, S. J., Opitz, P. C., Martins, B., Sakaki, M., & Mather, M. (2016). Thinking about a limited future enhances the positivity of younger and older adults recall: Support for socioemotional selectivity theory. Memory & Cognition, 44(6), 869-882.
Carstensen, L. L. (2021). Socioemotional selectivity theory: The role of perceived endings in human motivation. The Gerontologist, 61(8), 1188-1196. https://doi.org/10.1093%2Fgeront%2Fgnab116
Jongen, C., McCalman, J., & Bainbridge, R. (2018). Health workforce cultural competency interventions: a systematic scoping review. BMC health services research, 18, 1-15.
Sahamkhadam, N., Andersson, A. K., Golsäter, M., Harder, M., Granlund, M., & Wahlström, E. (2023). Testing the Assumptions in the Process of Cultural Competence in the Delivery of Healthcare Services Using Empirical Data, Focusing on Cultural Awareness. Journal of Transcultural Nursing, 34(3), 187-194.
Stubbe, D. E. (2020). Practicing cultural competence and cultural humility in the care of diverse patients. Focus, 18(1), 49-51. https://doi.org/10.1176%2Fappi.focus.20190041
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