2004 OPEN FORUM Abstracts
Integration of Diversity Concepts into a Respiratory Care Course.
David López, Ed.D., RCP, RRT, Loma Linda
University, School of Allied Health Professions, Department of
Cardiopulmonary Sciences, Loma Linda California.
Introduction:
As health care professionals working in a continually more diverse
environment, it is essential that students be prepared to not only
appreciate and respect others, but to provide the best possible care
to those we serve. To educate health care practitioners for this
changed environment it is essential that student be exposed to these
issues and how they relate to the practice and business (politics) of
health care delivery. The
purpose of this didactic and clinical experience was to utilize
present structures in the curriculum to integrate the issues of
diversity in a practical relevant approach.
Method:
An assignment was designed to provide first hand experience in
providing appropriate treatment and care to outpatient respiratory
care populations. The students were respiratory care students in
their last quarter of their bachelors program in respiratory care. A
total of 14 students over two years were used to provide data and
analysis to this project. Students were given objectives that would
require them to suggest appropriate respiratory care to their
clients. The students completed a patient assessment and provided
feedback and suggested a plan that included diversity. The following
description of diversity was used: Those of different ethnic groups,
genders, age, learning differences, international origin, and the
physically challenged. The students used this description to
evaluate the diversity needs of the client and provide a plan or
mechanism to deliver the respiratory care being identified. For
example, if the student had a female client that presented with
chronic obstructive pulmonary disease, moderate to severe dyspnea,
and Spanish speaking, the assignment called for a specific action
plan that would target how to educate, and provide a resource for
further care. This action plan would explain how to, or who could,
explain and educate the respiratory care plan to the client in their
own language with consideration for any cultural, age, physically
challenged issues that might present. Reflective writing objectives
were also required as part of the clinical experience.
Results:
The student’s reflective writing and assessments were analyzed
using grounded theory and triangulation and revealed the following
categories of discovery: 1) Sensitivity towards others. The
student’s were able to articulate the unique place others had
in society as a function of socioeconomic factors and not just as a
group or race of people. They recognized the individual as a person.
2) Application of appropriate care. The diversity data of the
client was not seen as a barrier to appropriate care, rather
diversity was embraced as a mechanism to provide better care, based
on the individuals needs. 3) Introspection and self-worth of others.
The students saw themselves, and their clients, as part of the
community. This self identification and that of the clients seems to
be a surprise to the students in their writing as being able to see
the condition of others and moved them to view others as part of
humanity as they saw themselves. 4) Client advocacy. Once the
student had collected the diversity and respiratory data, the
assessment and plan became more than a written exercise. The
student’s were move to accomplish as much of the action plan on
his or her own as possible. The students not only identified with
the client, but also took it upon themselves to make sure the care
was done by either them or done quickly by others. Resources were
sought and brought into to care for the client. For example,
translators, appropriate clergy, appropriate care giver (gender, age,
or ethnic representative), or adaptive equipment. The student’s
were able to recommend appropriate care based on the individual
diversity needs of the client. This outcome was especially
surprising due to the client advocacy that developed. The advocacy
of care went to the heart of providing the best care for the client.
Conclusion:
The results of this diversity learning experience demonstrated that
the students were able to not only articulate in writing their
appreciation and new found respect for others, but to also provide
appropriate respiratory care modalities with diversity playing a
direct role in the implementation of appropriate patient care.