1887

n Health SA Gesondheid - Riglyne vir kultuurkongruente gesondheidsvoorligting

USD

 

Abstract

Gesondheidsvoorligting is 'n belangrike komponent van gesondheidsbevordering wat gemoeid is met die gesondheidstatus van individue en die gemeenskap. Gesondheidsvoorligting vind daagliks plaas en word deur die verpleegkundige en pasiënt heplan ten einde hom/haar in staat te stel om vrywillig ingeligte gesondheidskeuses uit te oefen op grond van sy/haar eie keuses. Indien die verpleegkundige die pasiënt voorsien met inligting en kennis ten opsigte van gesondheid- en siektegedrag en dit stem nie ooreen met sy/haar kulturele agtergrond nie, sal die verpleegkundige nie daarin slaag om die pasiënt te bemagtig om ingeligte keuses te maak nie, aangesien die inligting nie kultuurkongruent is nie. Ten einde kultuurkongruente gesondheidsvoorligting te gee moet daar spesifieke aandag aan die beraming van die pasiënt se gekommunikeerde behoeftes gegee word. Beide die verpleegkundige en die pasiënt betree die voorligtingsaksie vanuit hul eie kulturele konteks. Die verpleegkundige se sentrale fokus moet die kulturele agterergrond van die pasiënt wees. Die doel van hierdie studie is om te bepaal tot watter mate gesondheidsvoorligting wat deur finalejaar B. Cur studente op die Phelophepa trein gegee word, kultureel kongruent is. Gesondheidsvoorligtingaksies is geëvalueer ten opsigte van kultuurkongruensie en na aanleiding van die bevinding is riglyne vir kultuurkongruente gesondheidsvoorligting beskryf. Vir die doeleindes van hierdie studie is daar gebruik gemaak van 'n verkennende beskryywende en kontekstuele ontwerp. Gesondheidsvoorligting is verken deur video-opnames en geëvalueer aan die hand van naïewe sketse deur kundige evalueerders. Bevindinge is met die literatuur gekontroleer en aan die hand hiervan is riglyne vir kultuurkongruente gesondheidsvoorligting in gemeenskapsverpleegkunde beskryf. Die algemene bevindinge dui daarop dat gesondheidsvoorligting nie kultuurkongruent is nie. Die drie hoofkategorieë wat geïdentifiseer is, is 'n leemte in kulturele agtergrondsberaming, waardeverheldering en oneffektiewe kultuurkongruente kommunikasie. Die drie hoofkategorieë word ondersteun deur die drie beginsels vir kultuurkongruensie wat deur Chrisman beskryf is naamlik kennis, wedersydse respek en onderhandeling. Riglyne vir kultuurkongruente gesondheidsvoorligting is aan die hand van 'n modelgeval beskryf.

Health Education is an important component of health promotion, which is concerned, with the health status of both the individual and the community. Health education takes place daily and is planned by the nurse and the patient in order to enable the latter to willingly make independent informed decisions about health and to practice those of his/her own choice. The nurse provides the patient with information and knowledge concerning health and illness management and if this information is not compatible with his/her cultural background the nurse will not succeed in enabling the patient to make informed choices, as the information is not congruent with the prevailing cultural milieu. In order to provide culture-congruent health information, specific attention must be given to the planning of the patient's communicated needs. Both the nurse and the patient approach the education process from their own cultural context. The nurse's central focus must be the cultural context of the patient. The aim of this study is to determine to what extent health education given by final year B. Cur students on the Phelophepa train is culture-congruent. Health education sessions were evaluated. Health education is evaluated for culture congruence and as a result of the findings, guidelines for culture-congruent health education are described. For the purposes of this study, use was made of an exploratory, descriptive and contextual design. Health education was explored on video tapes and evaluated by means of naive sketches by expert evaluators. These results were compared with the literature and as a result of this, guidelines for culture-congruent health education in community nursing were developed. The general findings indicate that health education is not culture-congruent. The three main categories that were identified are : a lack in cultural background assessment, value clarification and ineffective culture-congruent communication. These three main categories are supported by the three principles for culture-congruent care described by Chrisman, namely knowledge, mutual respect and negotiation. Guidelines for culture-congruent health verification have been illustrated by means of a model case.

Loading

Article metrics loading...

/content/health/5/2/EJC35153
2000-01-01
2016-12-04
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error