Familial Health Traditions
Familial Health Traditions
Instructions:
- Read and follow the directions on pages 160 and 161.
- Conduct an interview with an older family member.
- Summarize your findings regarding familial and social changes, and your ethnocultural and religiousheritage. (Include one example)
- Your paper should be:
- One (1) page
- Typed according to APA style for margins, formating and spacing standards
- See NUR3045 – Library (located on left-side on menu) for tutorial Using APA Style
- Typed into a Microsoft Word document, save the file, and then upload the file.
- I ATTACHED THE PDF OF THE BOOK SO YOU CAN LOOK AT PAGE 160 AND 161 WHCIH IS PART OF CHAPTER 7 Familial Health Traditions
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Overview
Unit I focuses on the background knowledge one must recognize as the foundation for developing CULTURALCOMPETENCY.
■ Chapter 1 presents an overview of the significant content related to the
on-going development of the concepts of cultural and linguistic competency as it is described by several different organizations.
■ Chapter 2 explores the concept of cultural heritage and history and the
roles they play in one’s perception of health and illness. This exploration
xiv ■ Preface
is first outlined in general terms: What is culture? How is it transmitted? What is ethnicity? What is religion? How do they affect a person’s
health? What major sociocultural events occurred during the life trajectory of a person that may influence his or her personal health beliefs Familial Health Traditions
and practices?
■ Chapter 3 presents a discussion of the diversity—demographic, immigration, and poverty—that impacts on the delivery of and access to
health care. The backgrounds of each of the U.S. Census Bureau’s categories of the population, an overview of immigration, and an overview
of issues relevant to poverty are presented.
■ Chapter 4 reviews the provider’s knowledge of his or her own perceptions, needs, and understanding of health and illness.
Unit II explores the domains of HEALTH, blends them with one’s personal
heritage, and contrasts them with the Allopathic Philosophy.
■ Chapter 5 introduces the concept of HEALTH and develops the concept in broad and general terms. The HEALTH Traditions Model is presented, as are natural methods of HEALTH maintenance and protection.
■ Chapter 6 explores the concept of HEALTH restoration or HEALING and
the role that faith plays in the context of HEALING, or magico-religious,
traditions. This is an increasingly important issue, which is evolving to a
point where the health care provider must have some understanding of
this phenomenon. Familial Health Traditions
■ Chapter 7 discusses family heritage and explores personal and familial
HEALTH traditions. It includes an array of familial health/HEALTH beliefs and practices shared by people from many different heritages.
■ Chapter 8 focuses on the health care provider culture and the allopathic
health care delivery system.
Once the study of each of these components has been completed, Unit III
(Chapters 9 to 13) moves on to explore selected population groups in more detail, to portray a panorama of traditional HEALTH and ILLNESS beliefs and practices, and to present relevant health care issues.
Chapter 14 is devoted to an overall analysis of the book’s contents and
how best to apply this knowledge in health care delivery, health planning, and
health education, for both the patient and the health care professional.
Each chapter in the text opens with images relevant to the chapter’s topic. They
may be viewed in the CULTURALCARE Museum on the accompanying web page.
These pages cannot do full justice to the richness of any one culture or
any one health/HEALTH belief system. By presenting some of the beliefs and
practices and suggesting background reading, however, the book can begin to
inform and sensitize the reader to the needs of a given group of people. It can
also serve as a model for developing cultural knowledge of populations that are
not included in this text. Familial Health Traditions
There is so much to be learned. Countless books and articles have now
appeared that address these problems and issues. It is not easy to alter attitudes
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and beliefs or stereotypes and prejudices, to change a person’s philosophy.
Some social psychologists state that it is almost impossible to lose all of one’s
prejudices, yet alterations can be made. I believe the health care provider must
develop the ability to deliver CULTURALCARE and knowledge regarding personal fundamental values regarding health/HEALTH and illness/ILLNESS. With
acceptance of one’s own values come the framework and courage to accept
the existence of differing values. This process of realization and acceptance can
enable the health care provider to be instrumental in meeting the needs of the
consumer in a collaborative, safe, and professional manner.
This book is written primarily for the student in basic allied health professional programs, nursing, medical, social work, and other health care provider
disciplines. I believe it will be helpful also for providers in all areas of practice,
especially community health, long-term oncology, chronic care settings, and geriatric and hospice centers. I am attempting to write in a direct manner and to use
language that is understandable by all. The material is sensitive, yet I believe that
it is presented in a sensitive manner. At no point is my intent to create a vehicle
for stereotyping. I know that one person will read this book and nod, “Yes, this is
how I see it,” and someone else of the same background will say, “No, this is not
correct.” This is the way it is meant to be. It is incomplete by intent. It is written
in the spirit of open inquiry, so that an issue may be raised and so that clarification of any given point will be sought from the patient as health care is provided.
The deeper I travel into this world of cultural diversity, the more I wonder at the
variety. It is wonderfully exciting. By gaining insight into the traditional attitudes
that people have toward health and health care, I found my own nursing practice
was enhanced, and I was better able to understand the needs of patients and their
families. It is thrilling to be able to meet, to know, and to provide care to people
from all over the world and every walk of life. It is the excitement of nursing. As
we go forward in time, I hope that these words will help you, the reader, develop
CULTURALCARE skills and help you provide the best care to all.
You don’t need a masterpiece to get the idea. Familial Health Traditions
—Pablo Picasso
■ Features
■ Research on Culture and Health. As evidence-based practice grows
in importance, its application is expected in all aspects of health care.
This special feature spotlights how current research informs and impacts cultural awareness and competence.
■ Unit and Chapter Objectives. Each unit and chapter opens with objectives to direct the reader when studying.
■ Unit Exercises and Activities. The beginning of each unit provides exercises and activities related to the topic. Questions stimulate reflective
xvi ■ Preface
consideration of the reader’s own family and cultural history as well as
to develop an awareness of one’s own biases.
■ Figures, Tables, and Boxes. Throughout the book are photographs,
illustrations, tables, and boxes that exemplify and expand on information referenced in the chapter. Familial Health Traditions
■ Health Traditions Imagery. These symbolic images are used to link
the chapters. The images were selected to awaken you to the richness of
a given heritage and the practices inherent within both modern and traditional cultures, as well as the beliefs surrounding health and HEALTH.
(HEALTH, when written this way, is defined as the balance of the person,
both within one’s being—physical, mental, spiritual—and in the outside
world—natural, familial and communal, metaphysical.)
■ Keeping Up. Selected resources that present information that is frequently published in a timely manner to keep you abreast of data, on
such topics as poverty, income, immigration, and so forth, as the facts
and figures change. This is a new feature for this edition.
■ Supplemental Resources
■ CulturalCare Guide. Previously available as a separate booklet, the
contents of this helpful guide are now available for downloading on
the Companion Website. The guide includes the Heritage Assessment Tool, Cultural Phenomena Affecting Health Care, CulturalCare
Etiquette, and other assessment tools and guides.
■ Companion Website. www.prenhall.com/spector. The Companion
Website includes a wealth of supplemental material to accompany each
chapter. In addition to the complete contents of the CulturalCare
Guide, the site presents chapter-related review questions, case studies,
exercises, and MediaLinks to provide additional information. Panorama
of Health and Illness videos accompany many chapters, and a glossary
of terms appears for each chapter. Also included is a collection of the
author’s photographs and culturally significant images in the CULTURALCARE Museum. Familial Health Traditions
■ Instructor’s Resource Center. Available to instructors adopting the
book are PowerPoint Lecture Slides and a complete testbank available
for downloading from the Instructor’s Resource Center, which can be
accessed through the online catalog.
■ Online Course Management. Built to accompany Cultural Diversity
in Health and Illness are online course management systems available
for Blackboard, WebCT, Moodle, Angel, and other platforms. For
more information, contact your Pearson Education sales representative. Familial Health Traditions
