2
HOSA Human Growth and Development Exam with || || || || || || ||
precise detailed solutions || ||
Culture - ✔✔a set of learned values, beliefs, customs and behaviors that is shared by a
|| || || || || || || || || || || || || || || ||
common social group and is passed down through generations of family
|| || || || || || || || || ||
Cultural sensitivity - ✔✔observing and demonstrating knowledge of culturally appropriate
|| || || || || || || || || ||
verbal language, body language, use of personal space, and gestures of respect toward fam
|| || || || || || || || || || || || || ||
members
Cultural competence - ✔✔awareness of, acceptance of, and respect for beliefs, values,
|| || || || || || || || || || || ||
traditions and practice that are different from one's own - ability to adapt health care so it
|| || || || || || || || || || || || || || || || ||
doesn't violate the culture/religion of the patient
|| || || || || ||
Cultural stereotyping - ✔✔the assumption that all the people of one culture behave the
|| || || || || || || || || || || || || ||
same way and believe the same thing - important to be sensitive to individual differences
|| || || || || || || || || || || || || ||
Beliefs - ✔✔cultural teachings of practices and values that are handed down for generations
|| || || || || || || || || || || || ||
and determines how one behaves and responds to daily life and health-care practices
|| || || || || || || || || || || || ||
Values - ✔✔deep feelings about what is wrong or right
|| || || || || || || || ||
Ethnicity - ✔✔cultural pattern shared by people with the same cultural heritage (language,
|| || || || || || || || || || || || ||
diet, customs, fam roles, etc.)
|| || || ||
Cultural awareness - ✔✔recognizing the history of patient's ancestry or culture and how
|| || || || || || || || || || || || ||
their customs influence the handling of problems, issues or teachings
|| || || || || || || || ||
,2
Ethnocentric - ✔✔belief that one's culture, beliefs, and values are superior to others
|| || || || || || || || || || || ||
Accultration - ✔✔adjustment to a new culture results in differences in practice within the
|| || || || || || || || || || || || || ||
same cultural group
|| ||
Cultural care - ✔✔consists of health-promotion activities initiated by a culturally competent
|| || || || || || || || || || ||
health care worker who enables a patient to modify health behaviors toward beneficial
|| || || || || || || || || || || || || ||
outcomes while respecting the patient's cultural values, beliefs and practices
|| || || || || || || || ||
Cultural interventions - ✔✔achieved when health-care information is presented in a way
|| || || || || || || || || || || ||
that includes specific cultural styles, colors, pictures, symbols, etc. that add credibility to the
|| || || || || || || || || || || || ||
content by reflecting cultural values
|| || || || ||
Two factors while providing culturally competent care - ✔✔1) communication - obtain
|| || || || || || || || || || || ||
interpreters to provide information to patient in native language; gestures and body
|| || || || || || || || || || || ||
language
2) personal space - 1.5 ft (intimate zone) 1.5 ft to 4 ft (personal distance), 4 ft to 12 ft (social
|| || || || || || || || || || || || || || || || || || || || ||
distance), 12 ft (public distance) || || || ||
Questions to ask pregnant women about "normal practice" of pregnancy - ✔✔1) Pregnancy
|| || || || || || || || || || || || ||
healthy time, vulnerable time, or illness?
|| || || || ||
2) Dangerous?
||
3) Public or private experience?
|| || || ||
4) What help is needed/accepted?
|| || || ||
5) Family's expected role?
|| || ||
Restrictions of Husband - Native American - ✔✔Avoid eating meat while woman is in labor
|| || || || || || || || || || || || || ||
and delivery
|| ||
, 2
Restrictions of Husband - Arabic, Chinese, Cuban and Ethiopian - ✔✔Remains in control of
|| || || || || || || || || || || || ||
decisions but doesn't participate in birth
|| || || || || ||
Restrictions of Husband - Orthodox Jewish - ✔✔May not participate in prenatal classes or
|| || || || || || || || || || || || || ||
during labor; may not view baby during the birth process; verbal encouragement allowed
|| || || || || || || || || || || ||
Restrictions of Husband - South American, Vietnamese and West Indian - ✔✔Expected to
|| || || || || || || || || || || || ||
be nearby, present and participate during birth process
|| || || || || || ||
Restrictions of Women- Southeast Asian, Hispanic, African-American and Chinese -
|| || || || || || || || || ||
✔✔Avoid full washing of the hair or body until lochia has ceased, AC and cold fluids are
|| || || || || || || || || || || || || || || || ||
avoided
Restrictions of Women - Cambodia - ✔✔Discard colostrum, no vegetables during first week
|| || || || || || || || || || || || ||
after delivery ||
Restrictions of Child - Japan - ✔✔Bathing newborn twice a day for a week w/ loud noise
|| || || || || || || || || || || || || || || || ||
and music playing to ward off evil spirits
|| || || || || || ||
Adolescent Culture - ✔✔Understand abstract thinking and traditional religious practices
|| || || || || || || || || ||
and symbols help stabilize developing identity
|| || || || ||
Adult Culture - ✔✔Different views on menopause, pregnancy, birth control, menstruation,
|| || || || || || || || || || ||
self worth, etc.
|| ||
Older Adult Culture - ✔✔Positive attitude toward life and health encouraged
|| || || || || || || || || ||
HOSA Human Growth and Development Exam with || || || || || || ||
precise detailed solutions || ||
Culture - ✔✔a set of learned values, beliefs, customs and behaviors that is shared by a
|| || || || || || || || || || || || || || || ||
common social group and is passed down through generations of family
|| || || || || || || || || ||
Cultural sensitivity - ✔✔observing and demonstrating knowledge of culturally appropriate
|| || || || || || || || || ||
verbal language, body language, use of personal space, and gestures of respect toward fam
|| || || || || || || || || || || || || ||
members
Cultural competence - ✔✔awareness of, acceptance of, and respect for beliefs, values,
|| || || || || || || || || || || ||
traditions and practice that are different from one's own - ability to adapt health care so it
|| || || || || || || || || || || || || || || || ||
doesn't violate the culture/religion of the patient
|| || || || || ||
Cultural stereotyping - ✔✔the assumption that all the people of one culture behave the
|| || || || || || || || || || || || || ||
same way and believe the same thing - important to be sensitive to individual differences
|| || || || || || || || || || || || || ||
Beliefs - ✔✔cultural teachings of practices and values that are handed down for generations
|| || || || || || || || || || || || ||
and determines how one behaves and responds to daily life and health-care practices
|| || || || || || || || || || || || ||
Values - ✔✔deep feelings about what is wrong or right
|| || || || || || || || ||
Ethnicity - ✔✔cultural pattern shared by people with the same cultural heritage (language,
|| || || || || || || || || || || || ||
diet, customs, fam roles, etc.)
|| || || ||
Cultural awareness - ✔✔recognizing the history of patient's ancestry or culture and how
|| || || || || || || || || || || || ||
their customs influence the handling of problems, issues or teachings
|| || || || || || || || ||
,2
Ethnocentric - ✔✔belief that one's culture, beliefs, and values are superior to others
|| || || || || || || || || || || ||
Accultration - ✔✔adjustment to a new culture results in differences in practice within the
|| || || || || || || || || || || || || ||
same cultural group
|| ||
Cultural care - ✔✔consists of health-promotion activities initiated by a culturally competent
|| || || || || || || || || || ||
health care worker who enables a patient to modify health behaviors toward beneficial
|| || || || || || || || || || || || || ||
outcomes while respecting the patient's cultural values, beliefs and practices
|| || || || || || || || ||
Cultural interventions - ✔✔achieved when health-care information is presented in a way
|| || || || || || || || || || || ||
that includes specific cultural styles, colors, pictures, symbols, etc. that add credibility to the
|| || || || || || || || || || || || ||
content by reflecting cultural values
|| || || || ||
Two factors while providing culturally competent care - ✔✔1) communication - obtain
|| || || || || || || || || || || ||
interpreters to provide information to patient in native language; gestures and body
|| || || || || || || || || || || ||
language
2) personal space - 1.5 ft (intimate zone) 1.5 ft to 4 ft (personal distance), 4 ft to 12 ft (social
|| || || || || || || || || || || || || || || || || || || || ||
distance), 12 ft (public distance) || || || ||
Questions to ask pregnant women about "normal practice" of pregnancy - ✔✔1) Pregnancy
|| || || || || || || || || || || || ||
healthy time, vulnerable time, or illness?
|| || || || ||
2) Dangerous?
||
3) Public or private experience?
|| || || ||
4) What help is needed/accepted?
|| || || ||
5) Family's expected role?
|| || ||
Restrictions of Husband - Native American - ✔✔Avoid eating meat while woman is in labor
|| || || || || || || || || || || || || ||
and delivery
|| ||
, 2
Restrictions of Husband - Arabic, Chinese, Cuban and Ethiopian - ✔✔Remains in control of
|| || || || || || || || || || || || ||
decisions but doesn't participate in birth
|| || || || || ||
Restrictions of Husband - Orthodox Jewish - ✔✔May not participate in prenatal classes or
|| || || || || || || || || || || || || ||
during labor; may not view baby during the birth process; verbal encouragement allowed
|| || || || || || || || || || || ||
Restrictions of Husband - South American, Vietnamese and West Indian - ✔✔Expected to
|| || || || || || || || || || || || ||
be nearby, present and participate during birth process
|| || || || || || ||
Restrictions of Women- Southeast Asian, Hispanic, African-American and Chinese -
|| || || || || || || || || ||
✔✔Avoid full washing of the hair or body until lochia has ceased, AC and cold fluids are
|| || || || || || || || || || || || || || || || ||
avoided
Restrictions of Women - Cambodia - ✔✔Discard colostrum, no vegetables during first week
|| || || || || || || || || || || || ||
after delivery ||
Restrictions of Child - Japan - ✔✔Bathing newborn twice a day for a week w/ loud noise
|| || || || || || || || || || || || || || || || ||
and music playing to ward off evil spirits
|| || || || || || ||
Adolescent Culture - ✔✔Understand abstract thinking and traditional religious practices
|| || || || || || || || || ||
and symbols help stabilize developing identity
|| || || || ||
Adult Culture - ✔✔Different views on menopause, pregnancy, birth control, menstruation,
|| || || || || || || || || || ||
self worth, etc.
|| ||
Older Adult Culture - ✔✔Positive attitude toward life and health encouraged
|| || || || || || || || || ||
