section presents a rationale for the critical importance of cultural
self-assessment in health training programs as well as key content
for incorporation into curricula.
and other health care training programs have an essential role in preparing
personnel who have values, knowledge,
skills sets to work effectively cross-culturally.
All aspects of
the current health care system must undergo fundamental change to
respond effectively to the diverse people who comprise American society
The NCCC embraces
a conceptual framework and model for achieving cultural
competence adapted from the work of Cross et al. (1989). An essential
element of cultural competence is the capacity to engage in self-assessment
at the individual and organizational levels.
Assessing attitudes, practices, policies, and structures of organizations
and their personnel is a necessary, effective, and systematic way
to plan for and incorporate cultural and linguistic competence
Both individuals and organizations are at various levels of awareness,
knowledge, and skills along the cultural competence continuum.
self-assessment is particularly relevant for health care training
programs because many are in the initial stages of addressing both
and cultural and linguistic competency within their academic institutions.1
is an established body of literature on the correlation between
capacity to provide culturally and linguistically competent care
and improved health outcomes.2 Self-assessment is emerging
as an important method to address attitudes, bias, prejudice, and
racism in health
care delivery at the practitioner level.3
The NCCC is examining
the use of a self-assessment instrument for health practitioners to
cultural and linguistic competence
contribute to the goal of eliminating racial and ethnic disparities
Content Areas in Self-Assessment
- List benefits,
values, and guiding principles of self-assessment
processes and tools for self-assessment at the individual and
the relevance of self-assessment to public health policy
1 Albritton & Wagner,
2002; Barzansky & Etzel, 2003; Flores, Gee, & Kastner, 2000;
Shapiro, Hollingshead, & Morrison, 2002.
2 Betancourt, Green, & Carrillo, 2002; Brach & Fraser,
2000; Flores et al., 2000; Kehoe, Melkus, & Newlin, 2003; Smedley,
Stith, & Nelson, 2002.
3 Godkin & Savageau, 2003; Godkin & Savageau, 2001; "Healthcare
narratives from diverse communities—a self-assessment tool for
healthcare providers," 2001; Paniagua, O'Boyle, Tan, & Lew,
2000; Shaw-Taylor & Benesch, 1998.