Successful cross-cultural communication is critical for adequate exchange of ideas with our patients. Our communities have become more diverse, and thus, the necessity has increased. The murder of George Floyd and other atrocities have sparked recognition of the need to address social injustice and racism and as we fight the ongoing coronavirus disease 2019 (COVID-19) pandemic. Allergist-immunologists are uniquely trained to explain the complex immunology of COVID-19 to patients, but they have less experience discussing issues of health equity. Here, we explore critical components of patient-provider communication: communicating with those for whom English is a second language, advising patients with limited health literacy, and understanding nonbiomedical views of health and wellness. Two barriers to communication are discussed: implicit bias and structural racism. Finally, we consider how the recent innovations in technology, the electronic health record including its patient portal and the use of telemedicine, have both impeded and improved communication. We offer suggestions as to what we could do to address these in our own local communities that would ensure better understanding and exchange of health information. This perspective grew out of an effort by the American Academy of Allergy, Asthma, and Immunology (AAAAI) Committee on the Underserved to provide training in cross-cultural communication.
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http://dx.doi.org/10.1016/j.jaip.2022.01.010 | DOI Listing |
J Pediatr Nurs
January 2025
Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Alfred Nobels Allé 23, 23 300, SE 141 83 Huddinge, Sweden.
Purpose: Nurses are expected to provide appropriate care for children from diverse cultural backgrounds to achieve the aims of current legislation on good care and to ensure equal terms for the entire population. This study aim was to describe nurses' experiences of cross-cultural care encounters when interacting with children and families with a Culturally and Linguistically Diverse background in Swedish pediatric hospital care.
Design And Methods: A descriptive qualitative study was conducted.
Am J Med
January 2025
Undergraduate Student at Cornell University, Department of Medicine, Ithaca, NY. Electronic address:
J Adv Nurs
January 2025
Faculty of Medicine and Health Sciences, Department of Public Health and Nursing, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
Aims: The aim of this study is to explore patterns of the lived experiences of first-generation Turkish immigrants (≥ 60 years) living and ageing in Norway regarding their experiences with healthcare services and ageing.
Design: This study used a qualitative study.
Methods: The sample consisted of 17 individuals aged 60 and above who were of Turkish origin, and immigrated to and living in Norway.
Braz Oral Res
January 2025
Universidade Federal dos Vales do Jequitinhonha e Mucuri UFVJM, School of Biological and Health Sciences, Department of Dentistry, Diamantina, MG, Brazil.
Although it is recognized that periodontal disease negatively impacts quality of life, there is no validated instrument to assess this impact in Brazil. This study aimed to translate, cross-culturally adapt, and validate the OHIP 14 PD (Oral Health Impact Profile Applied to Periodontal Diseases) for application among Brazilian patients. The original instrument was translated and validated into Brazilian Portuguese in a cross-sectional study with 110 participants recruited from a Dental School clinic.
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January 2025
Departamento de Fonoaudiologia, Universidade Federal de Santa Maria - UFSM - Santa Maria (RS), Brasil.
Purpose: This study aimed to adapt the Montreal Cognitive Assessment Hearing Impaired (MoCA-H) into Brazilian Portuguese (BP).
Methods: This was a descriptive, cross-sectional, quantitative, and qualitative study involving participants selected by convenience. The instrument was adapted from its original version, in a six-stage process consisting of the following: Stage 1 - Translation and back translation of the MoCA-H; Stage 2 - Stimulus analysis and selection; Stage 3 - Semantic analysis of stimuli; Stage 4 - Analysis by non-expert judges, part 1; Stage 5 - Analysis by non-expert judges, part 2; Stage 6 - Pilot study.
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