National CLAS Standards in Health and Health Care

National CLAS Standards in Health and Health Care

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National CLAS Standards in Health and Health Care

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Title:The National CLAS Standards in Health and Health Care: A Tool for Tribal Communities

Link To Video:  https://youtu.be/pwJURw02oig

 

Miscommunication in health and medical contexts can have tragic consequences. Standards for culturally and linguistically appropriate services (CLAS) address communication barriers by providing services that are respectful of individual cultural health beliefs and practices, preferred languages, health literacy levels, and communication needs. This webinar overviews national CLAS standards, themes, and processes for implementation. It also includes examples from tribal programs about how they have successfully implemented CLAS standards to serve their home communities more effectively. The webinar is presented by Darci Graves, Esther Tenorio, and Gary Neumann, supported by the SAMHSA Tribal Training and Technical Assistance Center. Visit http://beta.samhsa.gov/tribal-ttac for more information on SAMHSA Tribal Training and Technical Assistance Center.

Directions:

TWO (2) posts are required for each discussion forum. Try to make your first initial post (response to the discussion question) by Saturday and your next posts (response to other students’ posts) by Sunday.

 

1) Discussion Two:

 

After reviewing the Standards for culturally and linguistically appropriate services (CLAS) video  and reading Chapter 13 Answer the following question(s): The minimum word count to the initial discussion board question(s) should be 300 words or more (for both Discussion Questions) (excluding references and reinstatement of the discussion board questions).

 

1. What is the purpose of the CLAS standards and why are they relevant to healthcare today.
2. Evaluation of training is essential to ensure effectiveness. The quality assurance director at a healthcare facility advises the chief executive officer that she would like health professionals to participate in the process. List and describe a minimum of three (3) approaches that should be considered and what type of information may be acquired from health professionals in doing so?

*For question #2; aslong as you list and describe a minimum of three (3) approaches that should be considered and what type of information may be acquired from health professionals in doing so will be sufficient. You can utilize the material from the textbook, the CLAS Standard approaches, or  you may found other approaches that are mention on numerous websites that will be more beneficial.*

 

– A minimum of one reference is required to support your response to the discussion question and reply to a classmate. You may cite the course required textbook and or other sources in which you have used content from. Make sure your references are in APA format. 

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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