Assignment: Cultural Incompetence Strategies For Community Nurses

March 1, 2022

Assignment: Cultural Incompetence Strategies For Community Nurses

Assignment: Cultural Incompetence Strategies For Community Nurses

Assignment: Cultural Incompetence Strategies For Community Nurses

https://www.allnursingessays.com/cultural-incompetence-strategies-for-community-nurses/

Cultural competence strategies for community nurses: How can community health nurses apply cultural competence strategies to their practice? Give at least one example from each of the four strategies listed below: cultural preservation, cultural accommodation, cultural repatterning, and cultural brokering. What is a potential impediment to implementing the chosen strategy/example? Use an example that is distinct from the examples provided by other students. An evidence-based article addressing a cultural issue should be included in this example. An APA reference should be included in your response to cultural incompetence strategies.

Assignment: Cultural incompetence strategies for community nurses

The Systematic Review’s Background and Goals

The United States’ healthcare system still has a long way to go in terms of reducing health disparities and ensuring equitable health care. Cultural competence is widely regarded as a key pillar for minimizing disparities in health care by providing culturally sensitive and unbiased care. Culturally competent care is defined as treatment that takes into account the patient population’s variety as well as cultural aspects that can influence health and health care, such as language, communication styles, beliefs, attitudes, and behaviors. 1 National standards for culturally and linguistically appropriate services in health and health care (National CLAS Standards) were established by the Office of Minority Health, Department of Health and Human Services, to provide a blueprint for implementing such appropriate services to improve health care in the United States. 2 Governance, leadership, and workforce; communication and language assistance; organizational participation, continuous improvement, and responsibility are all covered by the standards.

In the field and the academic community, there is still a lack of conceptual clarity concerning cultural competency. There is misunderstanding regarding what cultural competency is and how it is understood and operationalized. As a result of this ambiguity, there is dispute on the topics and methods in which a provider should be trained to achieve cultural competency. 3 The demographics to whom the phrase “cultural competence” refers are similarly vague. Other marginalized population groups who are ethnically and racially similar to a provider but are at risk for stigmatization or discrimination, are different in other identities, or have distinctions in healthcare needs that result in health inequalities are typically excluded from cultural competency. Diversity competency is a broad word for this notion. This systematic literature review considers, alongside race and ethnicity, two of these less considered populations: persons with disabilities and persons identifying as lesbian, gay, bisexual, transgender, queer/questioning, and/or intersex, in keeping with this broader view and AHRQ’s commitment to a comprehensive approach to priority populations (LGBTQI).

 

Cultural competency training for healthcare providers is the most common and well-studied type of cultural competence intervention. In developing educational interventions to address cultural competency, two general methods have been used: programs aiming at strengthening group-specific knowledge and programs that use generic or universal models. Concerns have been expressed concerning cultural competency programs that utilize a group-specific approach to train providers about a single cultural group’s attitudes, values, and beliefs, which can lead to stereotyping and oversimplification of diversity within a priority group. 4 Cultural competence can be taught through reflective awareness, empathy, active listening skills, and the cognitive mechanisms that contribute to cultural insensitivity or blindness, such as implicit biases or stereotype threats, according to the universal approach to training. As a result, determining the impact of various types of cultural competence training on patient-level outcomes is of interest.

 

Changing clinical surroundings, in addition to education and training, can help people modify their behavior for the better. Several standards in the National CLAS deal with organizational issues rather than the patient-provider connection. 1 Changes in provider knowledge, attitudes, and abilities are crucial, but changes in the structures and cultures of health care systems and organizations are also required for those gains to transfer into culturally competent actions. This study will concentrate on the effectiveness of interventions at the provider and system levels, rather than policy, which is relevant but outside the scope of this study.

 

The high-priority results and ultimate patient-centered outcomes differ depending on the priority population. While all priority groups require access, people from the disability culture may confront many levels or types of access barriers, such as transportation to facilities and whether the exam room and its contents are physically accessible. Similarly, linguistic competence means something different to a provider treating a transgendered person than it does to a provider treating a person who speaks English as a second language.

 

In order to provide decisionmakers with the balance of net benefits, comparative effectiveness studies evaluate the evidence for both benefits and harms, or unfavorable consequences, of interventions. Harms from cultural competence programs could include unforeseen repercussions of the intervention. While many cultural competence interventions aim to promote cultural sensitivity by reducing stereotyping and stigma, other interventions may inadvertently induce various stereotyping behaviors by leading a provider to establish new scripts, or methods of categorizing people, with detrimental repercussions.

 

Senior Advisors in AHRQ’s Division of Priority Populations requested the review. The request stemmed from widespread concerns about inequities in treatment for adults and children that could be linked to gender, disability, and race/ethnicity. Furthermore, cultural competence is typically considered only in the context of racial or ethnic minority adults, leaving a lack in evidence-based knowledge for racial or ethnic minority children, people with disabilities, and LGBTQI people. The effect of cultural and diversity competence interventions on three populations with varying degrees of cultural identification and visibility will be examined in this systematic literature review: LGBTQI adolescents and adults, children and adults aging with disabilities, and racial/ethnic minority children and adults.

 

As previously said, cultural competency is a difficult term to isolate. Cultural competency is related to a number of different topics in the field of providing high-quality, appropriate care. A couple of these overlapping notions are illustrated in Figure 1. When doing a systematic review, it’s crucial to distinguish between interventions that fall within the realm of cultural competency and those that fall outside of it. The main focus of the evaluation is on whether cultural competency treatments modify clinician behaviors (such as communication and clinical decisionmaking), the patient-provider relationship, and/or clinical systems to improve patient outcomes for priority populations. Some public health outreach activities (such as community-based HIV education in underprivileged African American communities or school-based empowerment programs for young people with disabilities) may fill a gap. However, because our focus is on the patient-provider relationship and the system of care that surrounds that encounter, such research will not be included in this review. Interventions aiming at improving treatment for all patients (such as patient-centered care, patient-centered medical homes, and health literacy) are omitted from the clinical setting unless they are expressly targeted to one of the review’s populations of interest. Patients are also system participants, thus interventions at the provider or system level that assist patients navigate the patient-provider relationship and/or the health system competently are also of relevance. The focus of this study is on interventions that promote equity, with the key outcomes being decreases in disparities between populations for a specific health outcome metric.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • according to Assignment: Cultural Incompetence Strategies For Community Nurses, One or two-sentence responses, simple statements of agreement, or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.
Assignment: Cultural Incompetence Strategies For Community Nurses

Assignment: Cultural Incompetence Strategies For Community Nurses

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

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Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
  • Assignment: Cultural Incompetence Strategies For Community Nurses sataes that As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

 

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Assignment: Cultural Incompetence Strategies For Community Nurses states that Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

5 Ways to Improve Nursing Care’s Cultural Competence

Nurses are increasingly working with patients from many cultural backgrounds these days. This presents nurses with both possibilities and problems in providing culturally appropriate care. Nurses must be able to recognize distinctions in others whether they work in a hospital, a nursing home, or a school. Nurses are supposed to be aware of patients’ diversity in demographics, beliefs, conventions, behaviors, and wishes for medical care, and to consider their viewpoints when providing care. Cultural competency is an important component of health-care excellence and can help to eliminate racial and ethnic inequities in health.

Here are five suggestions to assist you in providing culturally appropriate nursing care.

1. Conduct a self-assessment of cultural competence.

One of the most significant methods to increase your cultural competence is to identify your own strengths and shortcomings when it comes to working with people from different cultures. Several organizations provide free cultural competence self-assessment tools, and you can select the one that best suits your needs.

2. Obtain a cultural competency certificate.

according to Assignment: Cultural Incompetence Strategies For Community Nurses, Culturally competent training, a workshop, or a seminar can help you improve your cultural awareness, knowledge, and skills. Journal papers, textbooks, and the internet are all excellent sources of cultural competence information.

3. Reduce linguistic and communication hurdles.

A cultural group’s values, ideas, and worldview are embedded in their language use; thus, language is the key to understanding a culture. To communicate with patients who have poor English competence, it is better if you can speak the language or find a translation (someone who provides linguistic support). To increase communication with your patients and overcome language problems, you can use photos, gestures, or written explanations.

4. Directly interact with patients on a cross-cultural level.

Understanding that each patient is a unique individual can help nurses engage with patients more effectively. In order to create good relationships with patients, nurses must be able to examine their ideas, values, and needs.

5. Participate in online chat rooms and social media sites.

Nurses’ perceived cultural competency and cultural awareness can be improved by using online networking and social media to keep them informed about cultural competency issues.

 

 

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Posted in nursing by Clarissa