Cultural Considerations for Patient and Community Education in Global Health: A Qualitative Study in Lesotho

Document Type

Journal Article

Publication Date

10-1-2023

Journal

Community health equity research & policy

Volume

44

Issue

1

DOI

10.1177/0272684X221074447

Keywords

community education; culture; international nongovernmental organization; patient education; social cognitive theory

Abstract

In global health, international nongovernmental organizations (NGOs) frequently hire, train, and partner with host-country clinicians who manage public outreach and patient care. We conducted a general interpretivist study of Basotho clinicians hired by NGOs and academic affiliates in Lesotho to identify cultural barriers and facilitators to community and patient education. We conducted 13 interviews involving 16 participants (one physician, one nutritionist, 14 nurses). Using an inductive and iterative approach, we analyzed interview transcripts through the lens of social cognitive theory and identified 15 themes. Major findings highlighted: 1) patient and community learners may view Basotho clinicians as authority figures; 2) family and community power dynamics affect healthcare access for vulnerable patient groups; and 3) village leaders may refuse community education when excluded from problem-solving and early planning. Although local clinicians and community members may identify with the same cultural group, clinicians can encounter cultural barriers to patient and community education.

Department

Pediatrics

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