Diversity in Health Care Essay
Diversity in Health Care Essay
Diversity has a significant influence on health care. Studying transcultural health care helps health professionals understand different cultures in order to provide holistic and individualized health care. Review the Purnell Model for Cultural Competence, including the theory, framework and 12 domains. Write 750-1,000 word paper exploring the Purnell Model for Cultural Competence. Include the following:
- Explain the theory and organizational framework of the Purnell Model, and discuss its relevance to transcultural health care.
- Describe Purnell’s 12 domains of culture, and assess how each of these domains plays an active role in the diversity of health care in your specific field.
- Discuss how this model can be applied when working with different cultures in order to become a more culturally competent health care provider.
- Cite at least three references, including the course textbook.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| HLT-324V | HLT-324V-O500 | Benchmark – Diversity in Health Care Essay | 150.0 | |||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 80.0% | |||||||
| Knowledge of the Theory and Framework Underlying Purnell’s Model of Cultural Competence and Its Relation to Transcultural Health Care | 25.0% | Explanation of Purnell’s theory and organizational framework is not presented. Relevance of Purnell’s model to transcultural health care is not explored. | Explanation of Purnell’s theory and organizational framework is incomplete. Explanation does not accurately describe the theory or framework or its intended purpose, Some aspects of the theory or framework are incorrect. Discussion of how this model is relevant to transcultural health care is missing or incomplete. | A general explanation of Purnell’s theory and organizational framework is provided. The explanation does not include a clear description of the model’s purposes. Discussion of how this model supports transcultural health care is presented, but lacks sufficient support or examples to fully demonstrate its relevance to transcultural health care. | An explanation of Purnell’s theory and organizational framework is provided. The general purposes of the model are described. Discussion demonstrates the model’s relevance to transcultural health care. | Explanation uses details and support to clearly illustrate Purnell’s theory and organizational framework. The purposes of the model are described. Discussion is insightful. Support and examples are provided that demonstrate the relevance of the model to transcultural health care. | ||
| Understanding of Purnell’s 12 Domains of Culture Among Different Cultures | 25.0% | Purnell’s 12 domains of culture are not discussed; fewer than 10 domains are discussed. Analysis of domains when working with different cultures in the student’s specific field of health care is not presented. | Purnell’s domains of culture are discussed, but with inaccuracies; only 11 domains are discussed. A very basic analysis of how these domains can be applied when working with different cultures in the student’s specific field of health care is discussed. The analysis lacks support, or is not realistic for the student’s specific field of health care. | Purnell’s domains of culture are discussed, but with minor inaccuracies; all 12 domains are discussed. A general analysis of how the domains can be applied is presented. The analysis in not inclusive of the diversity in health care, or does not include realistic examples relevant to the student’s specific field of health care. | The main concepts regarding Purnell’s 12 domains of culture are described. Analysis of the domains is presented, including a general overview addressing diversity. The analysis is relevant to the student’s specific field of health care. | An in-depth description of Purnell’s 12 domains of culture is presented. A detailed analysis of the domains and their application in the student’s specific field of health care is clearly presented. Analysis contains specific examples of the model’s application for diverse cultures. Application of the model is insightful and has true application potential. | ||
| Application of Purnell’s Model to Increase Cultural Competence as a Health Care Provider | 30.0% | Application of Purnell’s model to improve the student’s cultural competence as a health care provider is not present. | Application of Purnell’s model to improve the student’s cultural competence as a health care provider model is not evident. The application does not demonstrate cultural competence. The rationale for how the model will improve the student’s cultural competence as a health care provider lacks significant support. | Application of Purnell’s model is presented, but the strategy for how this will occur is unclear. Discussion provides a limited approach to cultural competence, or it is not inclusive for all cultures or variants of culture. Cultural competence is limited using this application. | Application of Purnell’s model is presented. Discussion provides a general approach to cultural competence and is inclusive of most cultures or variants of culture. The proposed application of this model supports a high degree of cultural competency. | Application of Purnell’s model is presented. Discussion provides a clear approach to cultivating cultural competence. The application of Purnell’s model is inclusive for all cultures or variants of culture. The proposed application of this model clearly supports cultural competency. | ||
| Organization and Effectiveness | 17.0% | |||||||
| Thesis Development and Purpose | 6.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. | ||
| Paragraph Development and Transitions | 6.0% | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||
| Format | 3.0% | |||||||
| Paper Format (use of appropriate style for the major and assignment) | 1.0% | Template is not used appropriately, or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | ||
| Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) | 2.0% | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. | In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. | ||
| Total Weightage | 100% |
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