Cultural Competency and Humility Nursing CE Course

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Cultural Competency and Humility

Disclosure Statement

This module addresses cultural influences on health and illness, describes the role of providing culturally competent nursing care to diverse populations, and identifies current evidence-based practice guidelines for culturally competent care.

Upon completion of this module, learners should be able to:

• describe cultural influences on health and illness
• discuss cultural competence and the importance of providing culturally competent care to patients
• identify current evidence-based practice guidelines for culturally competent care
• explore the alternative of cultural humility and how healthcare provider (HCP) training for this concept could look

Terms to Know

Cultural competence means the healthcare provider (HCP understands and addresses each patient’s entire cultural context within the domain of care. Culturally competent care means providing medical care that considers each patient’s values, beliefs, and practices. Culturally competent care is defined as respectful and receptive to the health ideas, practices, cultural, and linguistic needs of diverse patients (Georgetown University Health Policy Institute, n.d.-a; Swihart et al., 2023). Similarly, the following terms may also be used to describe care that is delivered within the context of a patient’s culture (Dziak, 2024; Georgetown University National Center for Cultural Competence [NCCC], n.d.-d; Leininger, 1999; Potter et al., 2023; Turkson-Ocran et al., 2022):

• Culturally sensitive care means the HCP is aware and knowledgeable of different cultures and their prevalence in the local community.
• Culturally appropriate care means the HCP applies their knowledge of a patient’s culture to their care delivery.
• Culturally congruent care is customized to the individual’s culture, health-illness context, needs, values, and beliefs.
• Transcultural nursing means providing health care based on patients’ culture, values, health-illness context, and beliefs.

Culture is the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations (Merriam-Webster, 2026). Potter et al. (2023) highlight norms, values, and traditions passed down from generation to generation in their definition of culture. Cultural awareness is the ability to investigate and understand the differences between beliefs, perceptions, values, and traditions within one’s culture and those of other cultures (Georgetown University NCCC, n.d.-c). Other important terms for HCPs to know include (Centers for Disease Control and Prevention [CDC], 2025a; National Institute on Minority Health and Health Disparities, 2026; National LGBTQIA+ Health and Education Center, 2024; Office of Disease Prevention and Health Promotion [ODPHP], n.d.-a; Potter et al., 2023):

• A disability is any condition of the mind or body that creates difficulties in performing activities and/or interacting with the world.
• Faith is a strong belief in something or an unseen higher power.
• A health disparity is a difference between populations in the achievement of full health potential. It can be measured using the incidence, prevalence, mortality, burden of disease, and other adverse outcomes. It is influenced by sex and gender, sexual identity, ethnicity/race, age, disability, socioeconomic status, and geographic location.
• Health equity is defined as attaining the highest level of health for all people.
• Health literacy is the ability to process, obtain, and comprehend basic health information and the services needed to make informed health decisions.
• LGBTQIA stands for lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual and  members of gender minority groups.
• Religion is a belief system practiced to express spirituality.
• Spirituality refers to connectedness within oneself, others, the environment, and an unseen higher power.

Culture comprises a group of people who share beliefs, faith systems, values, and ways of thinking or acting; it also provides a framework for defining illness. Culture is a major part of a patient’s life, influencing how they perceive and receive health care. Patients vary widely in their cultural and spiritual attributes, including communication style, language, customs, norms and traditions, religion, art, music, dress, health beliefs, and practices. HCPs must identify and address their preconceptions before providing optimal patient care. Additionally, ethnicity, race, gender, sexual orientation, and immigration status are all essential considerations in the expanding view of culture. Culturally competent care is a process by which HCPs provide individualized care, which is crucial for reducing health care disparities (Dziak, 2024; Potter et al., 2023; Taylor et al., 2026). Nurse theorist Madeleine Leininger (1999) explained transcultural nursing as a comparative study of cultures to understand their similarities and differences. In essence, transcultural nursing aims to provide culturally congruent care that is meaningful and compatible with the patient’s values. For example, rather than advising all patients to take medications simultaneously during the day, a nurse can provide culturally congruent care by learning about each patient’s lifestyle and customizing their recommendations to fit this lifestyle. Through culturally competent care, an HCP can focus on offering personalized care (Leininger, 1999).

Since culture influences health beliefs and practices (Table 1), HCPs should be mindful of patients’ religious and spiritual needs. Religion and spirituality can influence a patient’s decision about diet, medications, modesty, and preferred gender of their HCP; some religions have strict prayer times that can interfere with medical treatment. HCPS must provide patients with the opportunity to discuss their religious and spiritual beliefs and include these beliefs in the plan of care (Potter et al., 2023; Swihart et al., 2023; Taylor et al., 2026). Table 1 identifies cultural groups, specific health care beliefs, and illness-related responses common within these groups, along with related implications for HCPs.

Table 1

Common Religious Beliefs About Health Information

(Potter et al., 2023; Smith et al., 2025; Swihart et al., 2023; Taylor et al., 2026)

The relationships between an HCP and a patient’s knowledge, attitudes, skills, and behaviors are ongoing and multidimensional. An HCP’s behaviors are affected by their knowledge of a particular culture and its impact on their beliefs and attitudes toward certain age or racial groups (including unconscious biases and stereotypes), as well as their skills in intercultural communication (including their ability to function with a medical interpreter [MI]). HCPs are indoctrinated into the culture of Western medicine early, with its characteristic language, customs, behaviors, and even attire. They may lose their sense of human connection with their patients, focusing more on the measurement and standardization of laboratory and diagnostic tests, pharmacological treatments, and surgical procedures. These coalesce into exhibited behaviors by the HCP, such as communication style, respect, sensitivity, shared decision-making, and support for self-management. Similarly, a patient’s behaviors are affected by their knowledge (e.g., English language proficiency and health literacy); attitudes toward Western medicine, HCPs, and protective truthfulness; and their skills in communicating with HCPs and navigating the US health care system. Protective truthfulness is the concept espoused in many cultures that the patient deserves to be protected from the harsh reality of the clinical information by a close group of trusted family, friends, or surrogates who act collectively to filter information for the patient and/or collectively make treatment decisions (Potter et al., 2023; Swihart et al., 2023; Taylor et al., 2026). Acculturation also affects patient behavior, which is the “degree to which persons from a particular racial and ethnic background have incorporated the cultural attributes of the mainstream culture” (Periyakoil, 2019, p. 425). Cultures also define acceptable behaviors to communicate distress independently, and these may vary widely. All of this combines to create patient behaviors such as expression of values/preferences, informed decision-making, treatment adherence, self-advocacy, and self-management. The final complicating factor is that the HCPs’ and the patient’s behaviors also interact and affect each other on a continuous and ongoing basis (Periyakoil, 2019; Potter et al., 2023; Swihart et al., 2023; Taylor et al., 2026).

Cultural Competency and the Importance of Providing Culturally Competent Care

The US Department of Health and Human Services created Healthy People to identify public health priorities for patients, communities, and organizations within the United States to improve well-being and health. To assist in meeting Healthy People goals, HCPs should understand the importance of health equity and the disparities in health care. According to Healthy People 2030, healthy equity is defined as the attainment of the highest level of health for all people. A health disparity is a variation in health related to social, economic, and/or environmental disadvantage (Braveman, 2025; National Institute on Minority Health and Health Disparities, 2026; ODPHP, n.d.-a). In the United States, individuals face challenges with receiving quality and stable health care due to one or more of the following factors:

• age
• race or ethnicity
• faith/religion
• socioeconomic status
• mental illness
• disability (cognitive, sensory, or physical)
• sexual orientation or gender identity
• sex/gender
• geographic location
• other characteristics that are linked to discrimination (e.g., intellectual, physical, or developmental disability, young or advanced age, veterans; Braveman, 2025; National Institute on Minority Health and Health Disparities, 2026; ODPHP, n.d.-a; U.S. Department of Justice, n.d.; U.S. Department of Labor, n.d.)

There is a substantial body of literature linking social determinants of health (SDOH) to health care disparities. SDOH are defined as the environmental conditions that affect an individual’s quality-of-life outcomes, risks, and overall health (Figure 1). The Healthy People 2030 classifies the SDOH into five domains: social and community context, health care access and quality, education access and quality, neighborhood and built environment, and economic stability. A patient’s SDOH and cultural factors can influence health disparities. A lack of access to health care is a crucial social determinant contributing to health care disparities. Research also suggests that lower socioeconomic groups have less access to care compared to higher income groups (CDC, 2024c; ODPHP, n.d.-c; Potter et al., 2023).

Figure 1

Social Determinants of Health Domains

(ODPHP, n.d.-c)

More than two decades ago, the Institute of Medicine Committee on Quality of Health Care in America (2001), now known as the National Academy of Medicine, identified six domains of health care quality: equitable, timely, efficient, safe, effective, and patient-centered. Although US health care has improved in certain areas, it still lacks equity, as evidenced by existing data (below). One of the primary goals of Healthy People 2030 is to “eliminate health disparities, achieve health equity, and attain health literacy to improve the health and well-being of all” (ODPHP, n.d.-c). This may be due to inadequate resources, such as access to language services, as well as poor patient–provider communication and a lack of culturally competent care (Agency for Healthcare Research and Quality, 2025; Potter et al., 2023).

An individual’s neighborhood or environment in which they live can impact their health. According to the ODPHP, neighborhoods in the United States that have unsafe air and drinking water with a high rate of violence are most likely inhabited by disadvantaged racial/ethnic groups or individuals who have low income (ODPHP, n.d.-a). Certain syndromes or illnesses can primarily affect specific cultures or groups of people due to family history, inherited genetic mutations, or shared environmental factors. The non-Hispanic White population has a higher rate of most types of cancers than Asian individuals. Although life expectancy and overall US population health have improved over the past 50 years, the health of members of disadvantaged groups has not improved to the same degree. The infant mortality rate for non-Hispanic Black individuals is more than double the rate experienced by non-Hispanic White individuals. The mortality rate due to stroke and coronary artery disease before age 75 is higher among non-Hispanic Black individuals than among non-Hispanic White individuals. Diabetes prevalence is higher among non-Hispanic Black individuals, Hispanic individuals, multiracial individuals, persons without a college degree, and those with a lower household income. Non-Hispanic Black adults have a higher incidence of hypertension than their non-Hispanic White counterparts. Adult mortality rates related to heart disease and stroke, common chronic diseases targeted in the Healthy People 2030 initiative, are also higher among non-Hispanic Black adults as compared to non-Hispanic White counterparts. Additionally, the population within these disadvantaged groups is expected to rise over the next four decades, as shown in Figure 2 (Aparicio & Springer, 2025; CDC, 2024b; Deng et al., 2024; National Institute on Minority Health and Health Disparities, 2026).

Approximately 61 million US adults are affected by a disability, which translates to 25.7% of the US population. Individuals with a disability face many health disparities, such as elevated body mass index (BMI; greater than 30) and higher rates of smoking and inactivity, fewer preventive screenings, and higher rates of death from breast and lung cancer. Research also suggests that some subgroups of LGBTQIA+ individuals have higher rates of chronic conditions and a higher prevalence and an earlier onset of disabilities than individuals who do not identify as LGBTQIA+. In the United States, the LGBTQIA+ population has increased to 7.1%, highlighting the need for additional cultural competence to reduce health care disparities within this group of individuals (CDC, 2025b; Jones, 2026; National LGBTQIA+ Health and Education Center, 2024).

Figure 2

Racial and Ethnic Minority Demographic Projections by 2060

(Vespa et al., 2020)

In the 1960s and 1970s, the rate of uninsured Americans under the age of 65 was relatively stable, around 20%. Most of this coverage was employee-sponsored insurance programs, along with the creation of Medicare and Medicaid in 1965, which transferred a large share of health expenditures to the government. Then, beginning in the 80s, this number increased to 33% as the number of people with private insurance coverage and employer-sponsored benefits declined. The Affordable Care Act was enacted in 2010 to make health insurance affordable for all individuals in the United States. This caused the number of uninsured Americans to decrease rapidly. However, despite more widespread coverage, health care spending continued to rise, making health insurance less affordable for individuals in the United States. In 2024, the number of individuals under the age of 65 without health insurance increased for the first time since 2019, reaching 9.8% (26.7 million individuals). A higher proportion of some disadvantaged groups do not have health insurance compared to non-Hispanic White individuals. In 2024, the uninsured rates were 18.9% among Indigenous individuals, 18.4% among Hispanic individuals, 10.1% among non-Hispanic Black individuals, 6.8% among non-Hispanic White individuals, and 5.7% among non-Hispanic Asian individuals who were less than 65 years of age. This lack of coverage leads to reduced access to needed care. Research demonstrates that uninsured individuals are less likely to have a regular HCP than those with insurance; this increases the risk of serious health problems. A specified goal of HP 2030 is to increase insurance coverage nationwide to 92.4%, or an uninsured rate of just 7.6%. Healthy People 2030 focuses on improving dental, medical, and prescription medication insurance coverage for all (Hill et al., 2026; ODPHP, n.d.-a, n.d.-b; Tolbert et al., 2026).

Research indicates that ethnic minority groups continue to exhibit decreased rates of health care utilization for preventative and diagnostic services even after reaching the age of Medicare eligibility. Factors other than the lack of insurance coverage contribute to health care disparities. Obstacles to literacy also influence access to and increase the cost of health care. Individuals with lower literacy skills utilize health services more frequently, which creates between 3% and 6% additional health care costs. Inequities in health care lead to poor health outcomes, poor patient adherence to treatment plans, and contribute to distrust of HCPs and the health care system in general. Health care disparities are burdensome to individuals and affect community-wide economics through indirect impacts, such as lost workplace efficiency, sick absences, and financial stress on families. By focusing on culturally competent care, HCPs can help to reduce health care disparities. Culturally competent care can enhance rapport with patients, reduce health care disparities and costs, and improve patient health outcomes and satisfaction (Georgetown University Health Policy Institute, n.d.-b; Periyakoil, 2019; Tusoni et al., 2025).

Evidence-Based Practice Guidelines for Culturally Competent Care

Individuals should feel empowered to express their personal values regarding sexual orientation, gender identity, culture, and religion. Georgetown University’s NCCC published a conceptual framework for achieving cultural and linguistic competence in 1989, based on the work of Cross et al. Organizations should value diversity, conduct ongoing cultural self-assessments, manage the dynamics of difference, institutionalize cultural knowledge, and adapt to variety. To address these unique, individualized patient needs, HCPs and organizations should first conduct a self-assessment of their organizational culture. Each member of the health care team must identify their values and beliefs to avoid imposing them on others. The NCCC provides one option for this, entitled the Cultural and Linguistic Competence Health Practitioner Assessment (CLCHPA). This self-guided activity is a validated measure that takes about 30 min to complete. The score report provided at the end provides information on how their responses compare to a sample of 2,500 HCPs analyzed (in 2010) in relation to three factors: knowledge of diverse populations, adapting practice for diverse patient populations, and health promotion in diverse communities. It also provides feedback on linguistic competence (i.e., the ability to communicate effectively across diverse patient populations with varying levels of English and medical literacy) and on knowledge of health disparities affecting these populations (Georgetown University NCCC, n.d.-a, n.d.-b). Periyakoil (2019) observes that self-assessment can identify barriers to understanding other cultures. Potential barriers to culturally competent care include the following:

• stereotypes based on ethnicity or race
• cultural differences
• personal or racial bias
• language barriers
• lack of culturally competent care training
• lack of inclusiveness training (Periyakoil, 2019)

After a self-assessment, culturally competent care begins with collecting a patient’s history, assessing health literacy, performing a culturally based physical assessment, and providing patient education. The HCPs must ensure effective communication. A common health system-related barrier is a lack of culturally tailored services, including access to MIs. Health care organizations and HCPs need to collaborate to develop the knowledge, attitudes, and skills needed to deliver the best care to all patients. The importance and value of HCP training regarding cultural competence cannot be overstated. HCPs must listen, understand, and then communicate with their patients using respectful intercultural communication, a skill that can be modeled, practiced, and improved. This training should be immersive and skill-oriented (Periyakoil, 2019; Potter et al., 2023; Taylor et al., 2026). Many health care organizations offer guidance on providing culturally competent care. One of the pioneers of this effort in the United States is the Office of Minority Health (OMH). The OMH developed the culturally and linguistically appropriate standards (CLAS) in 2000 and updated them in 2013. The enhanced CLAS standards intend to establish a blueprint for advancing health equity, improving quality, and eliminating disparities. CLAS standards strive to create a culturally competent environment for health care organizations, HCPs, and patients (OMH, n.d.). Table 2 lists the CLAS standards.

Table 2

Culturally and Linguistically Appropriate Standards (CLAS) to Achieve Cultural Competence

(OMH, n.d.)

Culturally competent care promotes health and healing. Below are two examples of delivering culturally competent care through the application of CLAS standards:

• If a patient values spirituality, find a way to integrate spiritual and medical practices for healing.
• If a patient’s culture dictates that a family member must participate in all medical decisions, confirm the patient’s consent, and then involve the family member in the care of that patient (OMH, n.d.).

Similarly, transcultural nurse theorist Larry Purnell (2002) provides a model for cultural competence that highlights the following 12 cultural domains:

• overview/heritage
• communication
• family roles and organization
• workforce issues
• biocultural ecology
• high-risk behaviors
• nutrition
• pregnancy and childbearing
• death rituals
• spirituality
• health care practices
• healthcare practitioners (Potter et al., 2023; Purnell, 2002)

Purnell’s model includes the foundation for understanding various cultural attributes and highlights patients’ characteristics, such as their experiences and beliefs about health care and illness (Potter et al., 2023). Purnell (2002) considered these 12 domains crucial for helping HCPs identify the traits and characteristics of different ethnic groups and deliver culturally competent care. The Purnell model consists of concentric circles: the inner circle represents the individual, the middle circle represents the family, and the outermost circle represents the community/global society. It provides a comprehensive view of culture and helps HCPs ask critical questions to better understand patients’ perspectives, culture, and health or illness beliefs (Purnell, 2002). Assessing a patient’s health literacy will determine how best to plan and present information to the patient. According to Potter (2023), health literacy is defined as the degree to which a patient can process, gather, and comprehend basic health information to make decisions about their health care. To assess health literacy, the HCP should observe the patient’s behavior and use reliable tools such as The Rapid Estimate of Adult Literacy in Medicine (REALM-SF) or the Short Assessment of Health Literacy (SAHL-S&E; Potter et al., 2023).

HCPs should complete a comprehensive cultural assessment to understand each patient’s worldview and willingness to receive care. There are several tools available to assist HCPs in providing patient-centered, culturally competent care. Research suggests that HCPs ask patients open-ended questions using Kleinman’s explanatory model to elicit patients’ perceptions of illness and how it should be treated. These open-ended questions include (Potter et al., 2023):

• What do you call your problem?
• What do you think caused the problem?
• When did it start?
• Why do you think it started?
• How does illness affect you?
• What are your concerns?
• How should your illness be treated?

Another potential tool is the 4 Cs of Culture by Slavin et al. (n.d.) to perform a cultural assessment. The four Cs are call, cope, concerns, and cause. The HCP should ask open-ended questions based on the four Cs to perform a cultural assessment. Examples include (Slavin et al., n.d.):

• What do you call the problem you are having now?
• How do you cope with the problem?
• What are your concerns regarding the problem?
• What do you think caused the problem?

Last, HCPs should use practical communication skills to connect with patients in a culturally congruent way. A few authors have developed communication mnemonics; one of the most frequently used is LEARN, which stands for listen, explain, acknowledge, recommend, and negotiate. The HCP should listen with empathy to the patient’s explanation of the presenting problem. Next, the HCP should explain their perception of the problem to the patient, acknowledge and discuss cultural differences and similarities with the patient, and then recommend treatment while involving the patient. Last, the HCP negotiates an agreement that incorporates pertinent aspects of the patient’s culture into their care (Potter et al., 2023).

The use of MIs is a skill that should be covered/reviewed with HCPs as a component of cultural competency training. The HCP should assess whether an MI is needed and discuss this need with the patient to ensure they consent to the use of an MI. When using an MI, HCPs should brief the MI on the most crucial aspects before the patient arrives to ensure efficient information transfer. When using an MI, it is important to remember the following (Potter et al., 2023):

• MIs utilize conduit-style interpretation, which is literal translation delivered in the first person without clarification, summarization, or omission.
• HCPs should use short sentences and avoid extensive use of medical jargon except when necessary.
• HCPs should sit across from the patient at eye level and communicate directly to the patient, allowing a clear and unobstructed view of the patient and the HCP by the MI.
• When doing a physical examination, a curtain should be used to protect the patient’s privacy while still allowing the MI the ability to hear and continue to interpret during the examination.
• A short debrief with the MI following the examination should occur, thanking them for their assistance; the medical record should include the MI’s name and any other prudent agency contact information.

Alternative training may include how best to delegate responsibilities to other HCPs when time and resources are scarce, as well as the use of community health workers (CHWs). CHWs are community members with some health promotion/services training, although they are not licensed HCPs. CHWs may meet patients at home or in their communities and often share cultural, ethnic, language, socioeconomic status, and other values and life experiences with patients. CHWs may be volunteers or paid employees of a health care system or community organization. They can play a crucial role in scheduling appointments, arranging transportation, providing interpretation services, tailoring patient education, and facilitating adherence to treatment plans. The Stanford In-Reach for Successful Aging and End-of-Life (iSAGE) mini-fellowship is an example of a training program designed for CHWs. This program achieved the goals of care, improved patient satisfaction, and reduced health care utilization and costs over time through the use of well-trained CHWs (National Heart, Lung, and Blood Institute, 2020; Periyakoil, 2019; Rural Health Information Hub, 2025).

Potential Pitfalls and Cultural Humility

Lekas et al. (2020) suggest that HCPs and organizations think of culture as “a changing system of beliefs and values shaped by our interactions with one another, institutions, media and technology, and by the socioeconomic determinants of our lives.” They suggest that it is not stagnant and, therefore, cannot be fully comprehended by any HCP or taught in any seminar. They also posit that a culture does not uniformly apply to all members of any particular group. The idea that all members of any group can share a core set of values and beliefs is reductionist and suggestive of a social stereotype that could be damaging and even stigmatizing. This antiquated perspective suggests that all HCPs are non-Hispanic White heteronormative males who speak English, and anything that deviates from this perspective is other and must be explained to be understood. Competency training should avoid focusing on outlining a prototypical non-White patient population who are presumed to share a common set of experiences and principles based solely on their shared race/ethnicity. This method of training HCPs in cultural competence may reinforce implicit bias toward patients. Everyone (patient or otherwise) is also composed of various layers of characteristics (class, gender, sex, race, ethnicity, sexual orientation, etc.). To address a patient based solely on one of those layers assumes a predominance that may be false (Lekas et al., 2020).

In their research, Lekas et al. (2020) found marked variability in the scope, content, and length of competency training, resulting in a lack of clarity. HCP training over the last two decades has also not translated into improvements in patient satisfaction or health outcomes (i.e., reduced disparities), despite demonstrating enhanced HCP knowledge. Even the enhanced knowledge in the evidence is heterogeneous and widely varied. Instead, this group suggests focusing on cultural humility rather than competence. Lekas et al. (2020) define this as “an orientation towards caring for one’s patients that is based on self-reflexivity and assessment, appreciation of patients’ expertise on the social and cultural context of their lives, openness to establishing power-balanced relationships with patients, and a lifelong dedication to learning. Cultural humility means admitting that one does not know and is willing to learn from patients about their experiences while being aware of one’s own embeddedness in culture(s).” The term competence indicates that the learner may achieve a higher level of understanding or mastery. In contrast, the term humility suggests that the learner adopts a person-centered, open, intrapersonal, and interpersonal approach (Lekas et al., 2020). Similarly, the CDC defines cultural humility as an active engagement in an ongoing process of self-reflection in which individuals seek to:

• examine their personal history/background and social position related to gender, ethnicity, socioeconomic status, profession, education, assumptions, values, beliefs, biases, and culture, and how these factors impact interpersonal interactions
• reflect on how interpersonal interactions and relationships are impacted by the history, biases, norms, perception, and relative position of power of one’s professional organization
• gain a deeper realization, understanding, and respect of cultural differences through active inquiry, reflection, reflexivity, openness to establishing power-balanced relationships, and appreciation of another person’s/community’s/population’s expertise on the social and cultural context of their own lives (lived experience) and contributions to public health and well-being
• recognize areas in which they do not have all the relevant experience and expertise and demonstrate a nonjudgmental willingness to learn from a person/community/population about their experiences and practices (CDC, 2024a, 2026)

Developing cultural humility, just as with cultural competence, should begin by exploring and taking inventory of our own life experiences, biases, beliefs, and cultural influences to first recognize where we stand in our own perspective. Once that has occurred, training then focuses on HCPs remaining humble, open, respectful, and person-centered. This position may counterbalance the inherent power dynamics of the traditional patient–provider relationship, lead to a more equal power structure, and thus improve communication and, eventually, quality of care. Training in cultural humility should be process-oriented rather than content-oriented, as in previous competency training. To avoid repeating similar past mistakes, the authors suggest that cultural humility be clearly defined and measured as a concept prior to widespread training, without using spin-off concepts (e.g., cultural sensitivity/respect/safety). They also suggest that training effectiveness be assessed from the perspectives of the HCP and the patient to gauge its value adequately (Lekas et al., 2020).

The training developed by Lekas et al. (2020) begins with the CLAS, specifically the domains of culture, structure, and health equity. They suggest using Harvard University’s Implicit Association Test (IAT) to examine HCPs’ implicit and explicit biases. They discuss the Health Lifestyle Model as a theoretical framework for health habitus. Health habitus directly influences people’s health behaviors and eventually becomes their health lifestyle. This habitus is directly influenced by the individual’s culture, social standing, and choices. Training should allow participants to explore their own health habitus and then participate in group discussions to facilitate self-awareness and humility. HCPs should be counseled to remain open and flexible when interviewing patients to assess their health habitus, rather than adopting a controlling or authoritative style. Patients should guide this discussion, not the HCP. The group is currently undergoing a process and outcomes evaluation of their training model (Lekas et al., 2020).

Conclusion

Cultural competence is a fundamental part of health care that can increase patient satisfaction and overall quality of care, but health care disparities inflate costs and contribute to poor population health. Culturally competent HCPs and organizations can help eliminate health disparities and improve the quality of care. To achieve cultural competence, HCPs need to conduct a comprehensive cultural assessment of patients using an explanatory model to understand each patient’s views on health and illness. Cultural competence is an ongoing, long-term process for HCPs and organizations (Potter et al., 2023; Taylor et al., 2026).

Case Studies

Case Study #1

EP is a 45-year-old Hispanic individual who has an elevated BMI and was diagnosed with diabetes 2 years ago. They have been on insulin since last month. EP has not received any formal education. The patient worked as a roofer until recently but lost their job after the company downsized. EP does not have any other job training. As a result, they have not secured another job. The patient has no health insurance, cannot pay for rent or prescriptions, and recently became unhoused. This morning, EP arrived at the emergency department (ED) with a blood glucose (BG) level of 322 mg/dL and a hemoglobin A1C of 11%. Upon reviewing the chart, the RN notices the patient has been nonadherent with care and has had several repeated admissions to the ED recently.

• Based on Kleinman’s explanatory model, what questions should the nurse ask EP during a cultural assessment?
  • Answer:
    • What do you call your problem?
    • What do you think caused the problem?
    • When did it start?
    • Why do you think it started?
    • How does illness affect you?
    • What are your concerns?
    • How should your sickness be treated?
• Which social determinants of health will the nurse likely discover while conducting a cultural assessment with EP?
  • Answer: Some of the social determinants highlighted in the case are:
    • lack of resources to meet daily needs such as safe housing, food, etc.
    • lack of formal education
    • gap in employment
    • lack of health insurance
    • lack of resources to pay for prescriptions
• Based on a cultural assessment, the nurse discovers that EP does not have insurance or a place to stay. What should the nurse do to provide resources to the patient?
  • Answer: The nurse should consult with the facility’s social worker and case manager. The social worker may be able to provide information about a community health center that offers a BG management program, housing, and unemployment resources. The nurse should also collaborate with the patient to define a realistic way to manage their diabetes, given their challenging circumstances.

Case Study #2 

DS is an RN at a nephrology clinic. AT arrives 30 min late for their appointment. DS asks AT if they encountered any problems that caused them to be late. AT replies, “No, nothing significant.” DS is frustrated and reminds AT that timeliness is expected. AT is offended by DS’s lack of respect and leaves the clinic, thinking they are no longer welcome as a patient.

• What is the best advice for the RN DS to handle this situation differently in the future?
  • Answer: Explain to DS that in some cultures, time is seen as a valuable, finite resource. Other cultures may have a more flexible concept of time. In the future, instead of acting frustrated, DS can educate each patient on the importance of being on time for their appointment.

References

Agency for Healthcare Research and Quality. (2025). Six domains of healthcare quality. https://www.ahrq.gov/talkingquality/measures/six-domains.html

Aparicio, H. J., & Springer, M. V. (2025). Racial and ethnic disparities in stroke incidence and outcomes. Current Cardiovascular Risk Reports, 19, 15. https://doi.org/10.1007/s12170-025-00766-9

Braveman, P. (2025). Health inequalities, disparities, equity: What’s in a name? American Journal of Public Health, 115(7), 996–1002. https://doi.org/10.2105/AJPH.2025.308062

Centers for Disease Control and Prevention. (2024a). Competencies. https://www.cdc.gov/global-health-ieta/php/competencies

Centers for Disease Control and Prevention. (2024b). Infant mortality. https://www.cdc.gov/maternal-infant-health/infant-mortality/index.html

Centers for Disease Control and Prevention. (2024c). Social determinants of health (SDOH). https://www.cdc.gov/about/priorities/why-is-addressing-sdoh-important.html

Centers for Disease Control and Prevention. (2025a). Disability and health overview. https://www.cdc.gov/disability-and-health/about/index.html

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