Liberty University

HSCI 715 Cultural Competency in Health Sciences

Jonathan Giles

4th January 2023

Seminar Brief: Traditions and Biases

The topic on influence of language barriers on access to healthcare services in the United States remains an important element discussed in the first module. In a bid to illuminate on this topic, Spector (2016, p. 11) argues that the United States is a home for people from diverse cultural backgrounds. These people have their first languages and not all of them can speak English well. In this light, Spector (2016) note that these people experience several language barriers. These limitations can culminate in limited access to essential health services. This revelation fortifies the essence to extend the conversation on the role of cultural competence in enhancing access to essential health services to all in the United States.

The fundamental question in line with the issue of language differences and the barriers to access of care emerging from the differences is whether equality in access of care is really a necessity. Spector (2016, p. 10) answers this question by citing Title VI of the Civil Rights Act of 1964 which specifies that no individual living in the United States shall be discriminated from accessing benefits or participation in any activity or program funded or provided for by the

Federal government of the United States or the bases of color, race or nationality of origin.

Writing to the Galatians, Apostle Paul taught that all people are equal in Christ Jesus

(Harmon, 2021). As such, the acknowledgement of equality is deep rooted in the general culture and legal frameworks in the United States. Accordingly, Spector (2016) argues that all stakeholders in the United States have a duty to make reasonable efforts aimed at enhancing equality. Subsequently, the Title VI of the Civil Rights Act of 1964 requires that when people with limited competency in English language usage seek for health services from various institutions, the relevant providers should not discriminate them. In its stead, the institutions should make reasonable adjustments to ensure that these members of the United States community access care.

While the need for equality in accessing healthcare is unanimously supported in the

United States, people with limited skills in speaking English are on the increase in the states. A Squires (2018) argues that globalization has increased movement of people across the globe. Czaika & De Haas (2014) contend that immigrants procreate leading to population growth of people speaking particular languages in the United States. Wars and civil disputes have also contributed to the increase of immigrants into the United States. As a consequence, the population of people who speak another language other than English in the United States has grown tremendously. Hudelson  & Vilpert  (2022) note that although there are language lessons offered to reduce language related barriers, some groups of people still experience problems acquiring proficiency in English language use.

Olani et al. (2023) acknowledge that experiencing people with language barriers in the healthcare change how healthcare providers approach service delivery. This change is necessitated by the law as well as the ethical code of conduct of nurses in the United States.

Services such as providing interpreters have been found essential in mitigating this challenge (Schwei et al., 2016). Besides the organizational interventions, research has also provided support for the need to educate nurses and other healthcare providers on cultural competence which plays a fundamental role in enhancing attainment of healthcare access equality.

Evidently, the United States remains a home for people from various racial, ethnic, cultural and nationality backgrounds. As such, their languages and cultural perspectives differ. Despite the differences and capacities to use English language, each person deserves equal opportunity to access care. This needed for equality is provided for by the law and the fundamental ethical expectations among healthcare service providers. As such, the primacy of cultural competence and commitment to mitigate barriers to access of care is underpinned throughout the topic covered in the module one.

References

Czaika, M., & De Haas, H. (2014). The globalization of migration: Has the world become more migratory? International Migration Review, 48(2), 283-

323. https://doi.org/10.1111/imre.12095

Harmon, M. S. (2021). Galatians: Evangelical biblical theology commentary. Lexham Press.

Hudelson, P., & Vilpert, S. (2022). Overcoming language barriers with foreign-language speaking patients: A survey to investigate intra-hospital variation in attitudes and practices. Cahiers du Centre de Linguistique et des Sciences du Langage, (28), 73-

93. https://doi.org/10.26034/la.cdclsl.2010.1326

Olani, A. B., Olani, A. B., Muleta, T. B., Rikitu, D. H., & Disassa, K. G. (2023). Impacts of language barriers on healthcare access and quality among Afaan oromoo-speaking patients in Addis Ababa, Ethiopia. BMC Health Services

Research, 23(1). https://doi.org/10.1186/s12913-023-09036-z

Schwei, R. J., Del Pozo, S., Agger-Gupta, N., Alvarado-Little, W., Bagchi, A., Chen, A. H., Diamond, L., Gany, F., Wong, D., & Jacobs, E. A. (2016). Changes in research on language barriers in health care since 2003: A cross-sectional review study. International Journal of Nursing Studies, 54, 36-

44. https://doi.org/10.1016/j.ijnurstu.2015.03.001

Spector, R. E. (2016). Cultural diversity in health and illness. Pearson.

Squires, A. (2018). Strategies for overcoming language barriers in healthcare. Nursing

Management, 49(4), 20-27. https://doi.org/10.1097/01.numa.0000531166.24481.15