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Culturally Competent Healthcare Services To The Patients

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This is one of the most educative courses I have ever attended in this institution. Since I joined this college, I have been studying different kinds of subjects. The positive aspect of this course is that it provided me with important knowledge on cultural diversities and how to deliver culturally-competent healthcare services to the patients (Kirmayer, 2012). It also enabled me to learn to be a team player by participating in group work. During our group work, we took time to engage in a series of activities. However, the negative aspect of the course is that it was a bit short and had no enough time to learn and discuss all the skills. At the same time, it did not involve other resource persons apart from the lecturer. The purpose of this paper is to present an in-depth and critical reflection of the group work. It applies Gibb’s reflection cycle of description, feelings, evaluation, analysis, conclusion, and action to reflect on what we did during our group work.

During our group work, we engaged in two activities. First, we engaged on a discussion on the topic of cultural diversities. Here, we concluded that Australia is a diverse society made up of people from different cultural backgrounds. There are the indigenous and non-indigenous communities that should be should be given proper attention during healthcare delivery (Jongen, et al., 2014). At the same time, we discussed about sexuality and healthcare. Here, we centered on the people with sex identity issues such as the lesbians, gays, and trans-gender individuals. The second thing we did during our group work was the design of a poster.  Here, we took the initiative to design an educative poster for the lesbians.


Personally, I have a feeling that we tried to do a good job. Before I joined my group, I knew for certain that the lesbians are people who have not been properly treated in the society. I had a feeling that the needs for this special group of people have not been properly met. The lesbians have been subjected to all forms of discriminatory practices wherever they are (Fairman, Rowe, Hassmiller & Shalala, 2011). There have been several complaints lodged by the lesbians to protest against the oppressive treatments to which they are subjected at home, in the workplace, learning, and healthcare institutions (Bylund, Peterson & Cameron, 2012). Therefore, we took the necessary measure to design a good poster that would be used to sensitize the public to be concerned about the welfare of the lesbians.

Since I was actively involved in the design of the poster, I would like to candidly express that we did a good job. Our group succeeded in two things. One, we managed to utilize the little time we had so well. The group was properly organized because during our initial meetings, we decided to begin by choosing our leaders who would guide us and coordinate all the activities right from the beginning up to the end. I am pleased that we managed to schedule for meetings in the library and get in touch with one another through the email and telephone (Arnold & Boggs, 2015). Two, we succeeded in designing a good poster that was quite educative and informative. However, we did not manage to achieve all our objectives because of certain challenges that we faced. First, we had time constraints because of conflicting time schedules. Besides, we did not fully-discuss all the issues because of lack of cooperation from some group members. This hindered the group from doing an excellent job as anticipated.

Therefore, in my action plan, I would wish to make lots of improvements in the future. If granted an opportunity to perform a similar task, I would take my time to approach my lecturers and request them to give us enough time during the tutorials to engage in group discussions. Besides, I would advocate for a face-to-face communication because it would compel all the group members to be committed to group work. Communication is a very powerful tool that should be effectively applied during group work (Dawson, Bernstein, Wilkins & Bekki, 2015).



Arnold, E.C. & Boggs, K.U. (2015). Interpersonal relationships: Professional communication skills for nurses. new York: Elsevier Health Sciences.

Bylund, C.L., Peterson, E.B. & Cameron, K.A. (2012). A practitioner's guide to interpersonal communication theory: An overview and exploration of selected theories. Patient education and counseling, 87(3), pp.261-267.

Dawson, A.E., Bernstein, B.L., Wilkins, K. & Bekki, J.M. (2015). Honing interpersonal communication skills for difficult situations. In 2015 122nd ASEE Annual Conference and Exposition. American Society for Engineering Education.

Fairman, J. A., Rowe, J. W., Hassmiller, S., & Shalala, D. E. (2011). Broadening the scope of nursing practice. New England Journal of Medicine, 364(3), 193-196.

Jongen, C., et al., (2014,). Aboriginal and Torres Strait Islander maternal and child health and wellbeing: a systematic search of programs and services in Australian primary health care settings. BMC pregnancy and childbirth, 14(1), p.1.

Kirmayer, L., (2012). Rethinking cultural competence. Transcultural Psychiatry, 49(2), 149.

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