The Purnell model is derived from different theories and research studies from family development and communication theories among several others. It is consequently applicable to several issues affecting the deaf community. The model can be applied practice in various health care provision environments where it can be used to develop guidelines of assessing and organizing appropriate interventions. The model can also be used in educational settings where students are enabled to relate population-based care within community health situations. In applying the model in educational settings, it has the advantage of being simplistic and does not need critical understanding of various concepts and theories for beginners (Purnell, 2002). The model can also be applied for administrative purposes in various institutions where it can be used to enhance organizational culture and cultural competence. One problem the deaf community face in getting good jobs is stigmatization. Through this model, it is easier for managers and staff members of various institutions to accept deaf members among them. Finally, the model can be used in conducting ethnographical, ethnomethodological and ethnographic researches (Purnell, 2002). Some of the important assumptions of the Purnell model that make it relevant to the deaf community include the fact that culture strongly affect interpretation and response to reception of health care and that it is important for health care providers to acquire skills that would enhance their cultural competence (Purnell, 2002). The model also assumes Individuals also need to be respected based on their uniqueness and that understanding of variations in cultures, values, and beliefs in diverse populations is vital in enhancing the effectives of healthcare providers. The model also argues that it is possible to reduce prejudices and biases when cultural understanding is enhanced among service providers.
It is important for all care providers attending to the deaf community to understand that great variations exist between sign languages used in various parts of the world. Due to such variations, misunderstandings could arise in interpreting various body languages or emotional expressions. For instance, the sign language or body language used by members of the deaf community in Asia varies from the one used in America. In order to ensure culturally competent care to the deaf, it is crucial for care givers to understand the backgrounds of their clients and try to gain more knowledge about any variations that exist between various sign languages.
Members of the deaf community also need to be fully respected as respectable and productive members of the society. One major factor that leads to cultural incompetence in care provision is stigmatization of the deaf and disrespect for their language. According to Gonzalez & Levenson (2010), stigmatization makes it difficult for members of the deaf community to seek assistance from healthcare institutions out of mistrust of healthcare providers and difficulties they may have to face when communicating with the healthcare providers. It has also been noted that in some cases, care providers who face difficulty in communicating with the deaf resort to using English and this results in problems in correctly assessing the problems of their clients. American Speech-Language-Hearing Association (2011), notes that challenges exist in becoming culturally competent in healthcare institutions since communication is dynamic and healthcare providers have to deal with a great diversity of clients. Nevertheless, it is imperative that healthcare providers to be understand the importance of cultural diversity and its impacts on the quality of their service delivery. Gonzalez and Levenson (2010) also note that women with hearing problems continue to experience discrimination in various institutions.
References
American Speech-Language-Hearing Association. (2011). Cultural competence In professional service delivery. Web.
Gonzalez, O. & Leveson R. (2010). Deaf Culture. Web.
Purnell, L. (2002). The Purnell Model for Cultural Competence. Journal of TransculturalNursing, 13 (3), 193 – 196.