Management of healthcare facilities and meeting cultural needs of clients (original) (raw)
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Cultural competence in nursing
2008
The overall aim of this thesis is to explore, analyze and clarify how cultural competence is understood. This is explored from the perspective of nurses, nursing students, nurse educators, and nurse researchers in relation to the Swedish care context. The field of transcultural nursing and cultural competence was founded in the United States in the 1950s in response to an increased awareness of cultural diversity arising from immigration. In Sweden an interest in transcultural nursing and cultural competence has emerged only recently and therefore knowledge in this area is quite sparse. In Study I, an instrument for measuring cultural competence was translated, adapted and evaluated for use in Sweden. By following guidelines in the literature, this process was carefully laid out and the content and internal structure of the instrument was evaluated. The findings indicated that the instrument did not meet appropriate validity and reliability levels, and the evaluation of the content indicated a weak relation between the instrument and the constructs. Therefore, it was concluded that the instrument could not be used in Sweden. In Study II, the aim was to analyze the core components found in the descriptions of the most frequently cited theoretical frameworks of cultural competence. Nine theoretical frameworks of cultural competence were analyzed using a documentary analysis method. The data were analyzed using qualitative content analysis. The findings revealed four themes that characterized cultural competence: an awareness of diversity among human beings; an ability to care for individuals; non-judgmental openness for all individuals and; enhancing cultural competence as a long-term continuous process. In Study III, the aim was to identify the core components of cultural competence from a Swedish perspective. The Delphi technique was used and 24 experts took part in the study. The first round was conducted with qualitative interviews and was followed by three rounds with questionnaires. In total, consensus was reached on 118 core components that were grouped into five categories, with 17 associated sub-categories. These categories are: cultural sensitivity; cultural understanding; cultural encounter; understanding of health, ill-health and healthcare; and social and cultural context. In the final study, Study IV, qualitative interviews were conducted with 10 nursing students, five with an immigrant background and five with a Swedish background, to explore their experiences of communication in cross-cultural care encounters. The interviews were analyzed using the framework approach. Four themes were identified: conceptualizing cross-cultural care encounters; difficulties in communication; strategies employed; and factors influencing communication. The synthesis of the findings from the four studies is illustrated in Figure 1 as the common patterns in the constituent elements of cultural competence in the Swedish context, which are identified as: the nurse's cultural awareness, personal beliefs and values; cultural assessment; and cross-cultural communication. The thesis concludes that transcultural nursing and cultural competence is about nurses being able to take the patient's cultural background, beliefs, values and traditions into consideration in nursing care. Cultural competence should not only be employed when caring for immigrants or ethnic minority groups, but also in encounters with all patients.
Journal of Medical Science And clinical Research, 2019
Background: The world today is becoming smaller and is no longer separated by differences in food, language or religion. Recent advances in work, technology and medicine has made people frequently travel round the globe. A nurse today has to be efficient in care of not only one kind of patients, but those from every corner of the world with different food habits, religion or ways of living. When a nurse provides care that includes knowledge, attitudes, and skills that support caring for people across different languages and cultures she is called Culturally Competent. Nurses serving in the Armed forces serve across the terrains of the country and even abroad. Giving culturally relevant care is an essential part of their functions, as they commonly care for patients who are of different cultural background than theirs. Transcultural nursing though being a distinct nursing speciality has today become the need of every nurse which focuses on global cultures and comparative cultural caring, health, and nursing phenomena. Objective of the study was to assess the self reported level of cultural competence to care for a transcultural population among nurses in a tertiary care hospital. Methods/Design: Quantitative non experimental study design was followed. A descriptive cross sectional study was conducted among selected nurses of a tertiary care hospital. 100 nurses were selected following convenient sampling. Tool had two sections with questions of sociodemographical variables and Nurse Cultural competence Scale (NCCS) regarding cultural competence among the nurses in the tertiary care hospital. Results: Cultural Knowledge among the nurses was 336, Cultural Awareness was 243, Cultural Sensitivity was 258, and Cultural Skill among the selected nurses was 325 out of a subtotal of 500. The results reveal that the selected nurses had adequate knowledge on Culture and skills required for effective care, but needed to improve on Cultural awareness and Sensitivity.
Journal of Advanced Nursing, 1992
Towards the goal of providing culturally sensitive care: principles upon which to build nursing curricula Nursing has, in recent years, strongly argued that an individual's culture influences how illness events are perceived and managed Nursing has also identified the need for nurses to provide culturally sensitive care The literature, however, provides very limited direction for the integration of such concepts into nursing curricula In this paper, the author presents a theoretical perspective on culture that addresses cultural behefs and values but also extends to consider canng and programmes of care delivery within the broader soaal context Using examples from the hterature, the author identifies knowledge and skills deemed essential if nurses are to be capable of working effectively with individual clients and at the level of programme design and delivery PROFESSIONAL ROLES French, a substantial number of Canada's population speak , , ,, languages other than these two (Canada Ministry of State It micht be said that professional roles are invented by soaety ,..
Delivering cultural-sensitive health services
2019
Cultural competence consists in attitudes, skills, behaviors and strategies allowing organizations and individuals to behave in situations of cultural diversity. Health systems are requested to assist an increasingly varied population, composed also of migrants (in Italy, they represent approximately 10% of the overall population). Since 2011, CCM has been organizing a Course in Global Health for health professionals. The course includes a module specifically meant to enhance participants' cultural skills, providing them with knowledge and competences helpful to deal with migrant patients. All health workers committed to offer high quality assistance to each patient should attain "cultural competence".
Cultural Perspectives on Nursing In the 21st Century
Journal of Professional Nursing, 1992
By the year 2000, more than one fourth of the US population will consist of individuals from culturally diverse groups. Increasing numbers of international visitors and exchange students will use the US health care delivery system, and US nurses will engage in international interchanges with increasing frequency. To keep pace with these population and health care trends, US nurses will need to base their nursing care on a theoretically sound foundation that draws on knowledge from the physical, natural, and behavioral sciences, as well as on research-based theories from transcultural, cross-cultural, and international nursing. The purposes of this article are to (1) trace past, present, and future population trends among minority groups in the United States; (2) examine the ways in which transcultural nursing has provided a framework for meeting the health care needs of culturally diverse people; (3) identify current issues and trends in transcultural nursing; and (4) suggest ways in which nurses can prepare for the increasing numbers of culturally diverse individuals who are projected to need nursing care in the future.
TRANSCULTURAL SKILLS FOR HEALTH AND CARE. Standards and Guidelines for Practice and Training
Human flows of immigrants, refugees, exiles, guest workers and other migrant groups are in constant growth, although with significant differences in the individual Member States. The removal of customs barriers and the admission of new countries in Europe have increased this mobility. Migrants, asylum seekers and illegal immigrants are at high risk of poverty and social exclusion and there is evidence that they sometimes do not receive the care that best responds to their needs. The testing of a transcultural approach responds to the need of adapting health care models to migrant and ethnic minority members: promoting skills that enable professionals to meet the cultural and personal background of users in their care activities is essential, in order to remove forms of exclusion, rejection or misunderstanding that frequently occur in these services, when the users have a hard time orienting themselves in a system of signs, interpretations and interventions that are too distant or disrespectful of their condition and culture.The T-Share project has defined several objectives aimed at developing transcultural skills for health and care with particular attention to women’s health and mental health. In general, T-SHaRE project aimed to improve models of healthcare that make them more friendly to users from immigrant communities and ethnic minorities, by improving relations among healthcare professionals, health cultural mediators immigrant communities and ethnic minorities, and finally, by valuing different cultural approaches to health and care. Additionally, T-SHaRE intended to develop methodologies and tools for the continuous learning and the recognition of competences learned in a non-formal and informal settings both for practitioners and for cultural mediators, which are part of T-SHaRE Guidelines.
The process of cultural competence in the delivery of healthcare services: A model of care
Journal of Transcultural Nursing, 2002
Several models of service care delivery have emerged to meet the challenges of providing health care to our growing multiethnic world. This article will present Campinha-Bacote's model of cultural competence in health care delivery: The Process of Cultural Competence in the Delivery of Healthcare Services. This model views cultural competence as the ongoing process in which the health care provider continuously strives to achieve the ability to effectively work within the cultural context of the client (individual, family, community). This ongoing process involves the integration of cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire.
Cultural competence in nursing: Foundation or fallacy?
Nursing Outlook, 2002
Propelled by a national concern with social justice and health disparities, the notion of cultural competency is being incorporated into both government regulation and professional standards. Although most of the standards that are being developed nationally apply at the institutional level, it is in the clinical setting where the expectation of cultural competency is the most demanding. The recommendations for clinicians to become culturally competent generally fall into 2 major categories. The first focuses on the content and structure of the clinical encounter between provider and patient. The second category charges providers with becoming knowledgeable about the cultures of their constituent patients and learning their lifestyles, health beliefs, and behaviors. Although individuals may belong to the same cultural group, the assumption that they are, in fact, the same, is an ecological fallacy. The health care system has nested the accountability for cultural competence with the clinician who provides direct services to individuals, where the application of cultural information is likely to be least useful. We contend that cultural competence is really nursing competence. "If ever you hear anyone. .. speak of the East,. .. hold your judgment. If you are told 'they are all this' or 'they do this' or 'their opinions are these,' withhold your judgment until all the facts are upon you. Because that land they call 'India' goes by a thousand names and is populated by millions, and if you think you have found 2 men the same among that multitude, then you are mistaken. It is merely a trick of the moonlight." Zadie Smith, from White Teeth 1 We contend that cultural competence is really nursing competence. One would be hard pressed to deny that the flurry of activity around cultural competency is a very good thing. Recognition that the ethnic composition of the population of the United States is changing dramatically and challenging a health care system that is narrowly based in a white, male, middle-class, biomedical model is long overdue. As the United States continues to evolve as a multi-ethnic, culturally diverse society, a standard of cultural competency in all human services is wholesome, desirable, and consistent with the democratic principles on which this nation was founded. It may be time, however, to
The transcultural nursing concept: a study of nursing students in Turkey
International Nursing Review, 2010
Background: Cultural differences are known to be pronounced in Turkey, and some difficulties are encountered in patient care. Cultural sufficiency in providing health care to the patients is of great importance in satisfactory care delivery. Aim: To determine the cultural diversity that the students experienced between the patients and themselves while providing care to patients. Knowledge of transcultural nursing was also investigated. Design and Methods: This was a descriptive study. The population comprised of 650 undergraduate students attending the nursing schools of three universities. A total of 622 students were included in the sample. The survey method was used for data collection. Percentages and chi-square test were used. Results: Most of the students (85.5%) had experienced cultural differences while giving care to their patients and 73.8% did not know the definition of this concept. The issues where cultural differences were experienced to the highest degree were differences in dialect and pronunciation (53.4%), differences of language (37%), traditions and customs of the individual (30.7%), and religious belief and sect (30.2%). It was found that the grade the students were in had a significant effect on the experience of cultural differences (P < 0.05).
Making Nursing Care Culturally Competent
Holistic Nursing Practice, 2004
N ursing practice traditionally is patient-centered, using holistic modalities that recognize the importance of cultural competence. 1-8 Nurses work with a growing diversity of both colleagues and patients. The challenge of becoming culturally competent is not new. For many years, nurse anthropologists, educators, and researchers have urged nurses to understand the meaning of culture, while applying that understanding to the variety of healthcare experiences all providers encounter. 9-13 All nurses can acquire general skills that will enhance their cultural competency. Advanced competence in interactions with others can be achieved, but the complexity of practicing using culturally competent behaviors requires ongoing learning. 7-9 THE MEANING OF CULTURE Culture can generally be defined as a society's way of life. 10 Ethnicity can be a component of culture. 1 Cultural practices may be unique, as they derive from a group's particular worldview. Cultural practices and beliefs continue to evolve over time. People naturally grow and change with life experiences and outside influences. 12-14