Application of a Nursing Model of Culturally Competent Care
Applicationof a Nursing Model of Culturally Competent Care
Applicationof a Nursing Model of Culturally Competent Care
Culturalcompetence can be defined as the “ability of systems to providecare to patients with diverse values, beliefs and behaviors,including tailoring delivery to meet patient’s social, cultural,and linguistic needs” (Abdou, Baker, & Whitfield, 2014, p.302). Culturally competent clinicians strive to deliver the best care topatients irrespective of their affiliations to particular racial,ethnic or cultural groups. Having a proper understanding of culturalcompetence, it is possible for the individual practitioner toinfluence the viability of treatment through the reduction ofnegligence cases. Cultural competence is an essential segment ofgeneral magnificence in medicinal services conveyance and canspecifically affect understanding wellbeing, the patient`s treatment,and its outcome. To deliver the best care, it is basic that wepractitioners have knowledge of the cosmopolitan nature of the modernsociety that they serve. The movement to cultural competence is notessentially easy. It requires that significant preparations are madein incorporating the diverse needs of the patients in a regulatoryframework whose objectives are not deterred by any differences withinthe served population.
Thereare many ways in which practitioners and scholars in healthcare canimprove their cultural competence skills. One of the most commonapproach is enrolling into programs, classes, ad seminars that arefocused on developing multicultural skills through means such aseducation on language or history. Second, the informal settings canimprove multicultural skills and, as a result, travelling, vacationsand doing internship abroad may be good practices as they give theindividuals exposure and experience they require to broaden theirperspectives (Renzaho, Romios, Crock, & Sonderlund, 2013).Developing cultural competence is a work in progress. As one advancesthrough school, their vocation and their life, they`ll have unlimitedopportunities to investigate alternate points of view, acknowledgeand grasp contrast, and turn out to be more socially able. Inutilizing each of these open doors into a learning background, onewill improve as a social insurance proficient, as well as pick upsomething similarly as vital a wealthier, livelier perspective ofthe world.
Descriptionof the Practice Situation
Ahuman services group misconstrued a Spanish man in his earlytwenties it was said that he was ‘intoxicado’. The groupmisconstrued the term to signify "inebriated" instead of"disgusted" or “nauseated” and, as a result, the wrongdiagnosis was made. For treatment, the patient underwent treatmentfor thirty-six hours before the specialists understood that he had amind aneurysm. The cultural issue in this case pertains thedifference in language and its differences in meaning. Due to thefailure of the group to make the correct understanding of the case,they gave the wrong medication that resulted in fatality. Ideally‘intoxicado’ is a Spanish word that was likely taken to mean’intoxicated’ in English instead of an allergic reaction to food.
Outlineof Cultural Competence Assessment
Afterthe incidence, the healthcare facility came up with a policy to usein the assessment of cultural competence to avoid reoccurrence. Asindicated by the arrangement, translators must be given to patientsor relatives under the accompanying conditions:
Getting the patient`s therapeutic history,
Clarifying the arrangement of care and intermittent reports,
Release arrangement talks, and
Onthe other hand, mediators must be given to patients or relativesunder the following conditions:
Giving patient training, including release guidelines, and
Having talks about propel orders.
Descriptionof the Model and its Relevance to the Cultural Issue
Themodel most appropriate for this scenario is the Campinha-Bacote Modelof Cultural Competence.The developer of this model, Campinha-Bacoteargued that “cultural competence is the ongoing process in whichthe healthcare provider continuously strives to achieve the abilityto effectively wok within the cultural context of the client”(O`Connor,2014, p. 10). The model requires that practitioners embrace eachother as learners of cultural competence instead of seeing theprocess as complete it entails the inception of cultural desire,skill, encounters, knowledge, and awareness.This model is most appropriate because it allows space for error andsubsequent correction. The model knowledge that cultural competencecannot be complete process and, as a result, an individual is likelyto make mistakes.
Underthe model, cultural awareness is the procedure by which the medicalcaretaker ends up plainly mindful of the qualities, convictions, lifeways, practices, and critical thinking systems of differentsocieties. In this process, the practitioner should evaluate his/herpredispositions and preferences toward different societies andadditionally investigate their social foundation. Without getting tobe plainly mindful of the impact of one`s own social qualities,individuals tend to force their own convictions, values, and examplesof conduct on different societies. The aim of social mindfulness isto help the practitioner wind up plainly watchful of how theirexperience and those of the patient vary.
Onthe other hand, cultural knowledge is the procedure by which onesearches and acquires cognition on the differentiated elements ofvarious social groups. Such information will increase the chancesthat an individual is confident and comfortable within adifferentiated population due to proper understanding of the variancein perceptions, practices, and general lifestyle. Some of the waysthat one can gain learning are by perusing about various societies,going to instruction courses on social fitness, and social differingqualities meetings (Renzaho, Romios, Crock, & Sonderlund, 2013).It is expected that the health services provider focuses on issuessuch as the beliefs related to health, treatment viability, culturalvalues on the pervasiveness and occurrence of ailments.
Culturalskill includes figuring out how to do a skillful social appraisal,which typically involves conducting cultural evaluation with regardto the physical assessment on the patient. Those practitioners withhigh level cultural skills have the capacity to assess the patient’scultural values with little dependence on the prevailing knowledgeabout the particular social group the patient belongs. It is criticalto recollect that every patient one administers to, regardless ofwhether they have been brought up in the United States or not, is anindividual from a particular social gathering that may notnecessarily influence his or her human convictions. Hence, socialappraisals ought not be constrained to particular ethnic gatherings,but rather directed with every individual patient. On the other hand,cultural encounter is the procedure that empowers the human servicessupplier to straightforwardly take part in multifaceted connectionswith customers from socially different foundations (O`Connor, 2014).
Implementingthe Model into the Practice Setting
Thefollowing should be put into practice by nurse leaders and individualpractitioners.
Inquire as to whether the immigrant patients are fully satisfied by checking with them in holding up rooms. Urge them to compose remarks in a log, in their own particular dialects. Also, incorporate patient and bilingual staff contribution to outlining Continuous Quality Improvement markers. Ensure patients know who to converse with and don`t simply depend on formal occurrence reports build up a short, casual dissension frame.
Set aside adequate assets to cover mediator administrations and preparing for them as well as translators with spare cash for the office over the long haul. Collaborate with different offices to make mediator benefits more moderate, maybe through joint contracts. Make one staff individual the contact in offices for masterminding translator administrations for improved convenience.
Encourage nurses to read about the dialect, traditions and wellbeing convictions of the patients you see most much of the time, yet recollect that culture is progressive, and that cultural assimilation is dependably impacting those convictions (Abdou, Baker, & Whitfield, 2014). Go to group occasions like the Cinco de Mayo Festival, or the Hmong people group`s yearly soccer competition as it will give more exposure. Build trust by clarifying new or threatening methods and tell patients what they can expect all through a course of treatment. Be prepared to arrange or to propose contrasting options to undesirable techniques.
Decide the racially, ethnically, socially and semantically groups in the geographic area served by the program, facility or association. Evaluate how much these gatherings are getting to administrations and the level of fulfillment with the administrations got.
Determine what rate of the populace that dwells in the geographic region served by the program, facility or association is influenced by the accompanying six wellbeing incongruities: malignancy, cardiovascular malady, baby mortality, diabetes, HIV/AIDS, and tyke and grown-up vaccinations. Team up with patients, group-based associations and casual systems of support to create approaches for conveying preventive wellbeing messages in a socially and phonetically skillful way. This shared procedure can advise the program or association of adjustments to administration conveyance that react to the requirements and interests of assorted populaces.
Theeffectiveness of the model and plan will involve leading a thoroughhierarchical cultural competence self-evaluation. Figure out whichinstruments best match the necessities and interests of the programor association, especially when it comes to the assessment ofeffectiveness. It is prudent to utilize the self-evaluation resultsto build up a long haul arrangement, with quantifiable objectives andgoals, methodologies and financial assets in a bid to maintainsustainability (Renzaho, Romios, Crock, & Sonderlund, 2013). Thisarrangement ought to take into consideration the joining of socialand phonetic capability into all parts of the program, institution orassociation. It may incorporate, yet is not restricted to, changes inthe statement of purpose, approaches, techniques, programorganization, staffing designs, position depictions, and work forceexecution measures. Other considerations can include proficientimprovement, pre-administration and in service preparing exercises,benefit conveyance hones, methodologies for effort, mediacommunications, and data dispersal frameworks.
Asocial fitness board of trustees, group or team inside the program,institution or association may guide through assessment anddeveloping recommendations for further action. The board of trusteescan fill in as the essential body for arranging, actualizing andassessing authoritative social ability activities. Finally, it isimperative that assessment is considered as a gradual process whereit is performed on regular intervals. For each assessment, thestakeholders should be allowed to know about their performance andopportunities for improvement.
Abdou,C., Baker, T., & Whitfield, K. (2014). Handbookof minority aging.New York, N.Y.: Springer Pub. Co.
O`Connor,A. (2014). Clinicalinstruction and evaluation.Jones & Bartlett Publishers.
Renzaho,A., Romios, P., Crock, C., & Sonderlund, A. (2013). Theeffectiveness of cultural competence programs in ethnic minoritypatient-centered health care–a systematic review of theliterature. InternationalJournal For Quality In Health Care, 25(3),261-269. http://dx.doi.org/10.1093/intqhc/mzt006
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