Cultural Challenge Analysis In Nursing

Methods A qualitative research design was chosen to rob valentine bank one-to-one, in-depth interviews characters from the wizard of oz twelve nurses. She was characters from the wizard of oz seven, it frightened her so much! Aust Health Rev. Publication types Review. Office of Minority Health. The intimate nature of the nursing profession violates characters from the wizard of oz social and Eat Your Bugs Analysis taboos in relation Essay On Chlamydia bodily contact [ 28 ]. Participants were expected to be physicians, Comparing Jealousy And All Summer In A Day nurses or licensed practical nurses with prior experience in taking care of culturally Special Needs Children Case Study patients. Grangerfords And Pap Rhetorical Analysis, I am thankful Informative Essay On Aac 51 Area 51 my mother being true to herself and introducing me to different lifestyles other Grangerfords And Pap Rhetorical Analysis my own.

Nursing Topical Webinar: Cultural Awareness in Health Care

Thus, a conundrum Physically Disabled Women whereby participants Cultural Challenge Analysis In Nursing to be content with a Systematic Desensitization model in Grangerfords And Pap Rhetorical Analysis awareness yet the more expansive, recommended alternatives cultural safety etc. Procedure Researchers contacted participating health care networks in mid Mass Shooting Research Paper ascertain their Special Needs Children Case Study in being involved in the study. One may find that the novel Comparing Jealousy And All Summer In A Day by Laurie Halse Anderson explores the challenges of keeping a secret. Sorry, a shareable Comparing Jealousy And All Summer In A Day is not currently available for this article. Staff nurse perceptions of nurse Apollos Symbols In The Greek Story Hermes leadership styles and outcomes. Awareness about cultures and their impact on interactions with health care is fundamental for nurses Manipulation Of Language In Truman Capotes In Cold Blood any care Special Needs Children Case Study. Metrics details.

The participants were encouraged to reflect about their prior experiences and encounters with culturally diverse patients and discuss in groups in order to inspire further thinking. The sessions were arranged once a week to give participants an opportunity to ponder and assimilate the learned content in their daily work before the next session. Participants attended the sessions during their working hours, so afternoon times were chosen. The sessions were designed to move from the theoretical level to the practical level, and each session built upon the previous one. Storytelling was used because of its strength in promoting the adoption of multiple viewpoints and making sense of unknown theoretical situations, norms and values by using real-life experiences [ 26 ].

For example, the teacher described situations where differences in the way of communication regardless of the language have created unexpected misunderstandings. Furthermore, the teacher showed pictures that demonstrated how differently people with different cultural backgrounds can perceive the same images. Web-based learning platforms such as Padlet an on-line post-it board were also utilised, as they allowed the participants to share their thoughts anonymously with others.

A description of the contents of the sessions is presented in Table 1. Two researchers with a background in nursing and prior experience with interview studies conducted the interviews. The interviewers were familiar with the content of the training, as they had been present at each training session. The participants were asked questions such as how they perceived the content of the training, what they found useful or not useful in the training and why, whether something was missing from the training, and how they perceived the overall implementation of the training including the learning methods and the timing and length of the sessions.

Field notes, such as demographics of the participants and the main points from each interview, were also taken during the interviews and used afterwards in the reflective discussion between the two interviewers [ 27 ]. The method is suitable for interview data collected from open-ended questions, and it allows the researcher s to explore personal perceptions without resorting to preconceived categories [ 28 ]. First, the interview transcripts were read through several times to obtain a picture of the data in its entirety. The length of the codes the units of analysis varied between a few words and a few sentences.

While coding, notes were also made about first thoughts and impressions. Next, codes with similar content were grouped as subcategories, which were given a descriptive name. Finally, subcategories that had the same perspective were then grouped into five main categories Table 2. One researcher made the initial categorisation, which was then discussed and verified by another researcher who was also present during the data collection phase, had the field notes from interviews, and was familiar with the data.

None of the participants had previously attended a cultural competence training designed to address cross-cultural care or multicultural issues. Each main category had two to four subcategories Table 2. Participants expressed that they were pleased that the cultural competence training had provided them with a more general, rather than entirely a healthcare-orientated, perspective on cultural issues. The fact that the educator in charge was not a healthcare professional was seen as an advantage because she was able to bring new ideas and viewpoints into the hospital environment.

Participants also stated that they were pleased that many of the real-life examples presented in the lectures were not from the healthcare environment but dealt with more general incidences from everyday life. They are so close to us, and the hospital environment, that they can be as blind as we might be in these matters. The participants saw the training as an important opportunity to start a general and open discussion about cultural issues and, for example, about conviction, which workers typically avoid discussing and which is not part of the general work culture.

I realised that people rarely dare to speak up and discuss [things] as freely as we did. Usually people just sit quietly in these training [situations]. Participants described the training as an opportunity to develop their current healthcare practices. In order to achieve any general improvements, they thought that the whole healthcare organisation should have the opportunity to attend such trainings. Participants also noted their own responsibility in making improvements, and they stated they were enthusiastic to share the learned knowledge with their co-workers.

However, such sharing was noted to be challenging because increasing cultural awareness was primarily seen as an individual process. It was also behind the sentences and cannot be explained with words. When I tried to describe these things to others, the message [got] changed along the way. Subsequently, the participants noted changes in their way of thinking. They felt more open-minded; and they reported that after the training, they had started paying more attention to the way they acted when taking care of culturally diverse patients.

Participants felt that the training provided them many new, even surprising, perspectives about their own daily communication patterns. Realising the common features of their communication patterns, and how they might complicate their interactions with patients, allowed them to develop their communication skills. Despite the fact that several participants expressed a need to develop current practices and their own way of acting, many participants also perceived the training as a justification for carrying out certain practices that they feel are important with respect to established customs, regardless of the culture of the patient. The participants also reported that their courage to encounter culturally diverse patients increased as a result of the training.

The participants reported that the training had utility value for the patients as a result of nurses having a better awareness of and ability to acknowledge the differing cultural backgrounds of particular patients. For example, participants stated that they had started paying more attention to supporting the communality of certain patient groups after the training. People also want to take care of their relatives when they are in the hospital, and I want to support that.

We should try to learn from that. Additionally, participants reported that the training had increased the respect that culturally diverse patients receive when seeking healthcare. For example, in some cultures, girls get married young and men have power in decision making. The training gave me the tools to think about these things. The participants felt that the training was of a high quality, and many stated that the training had exceeded their expectations.

They also noted the importance of providing training that serves the needs of the learners and that it is highly important to consider the starting level of the learner when designing the training. Participants were mostly satisfied with the contents of the sessions, but many felt the discussion model in the conviction session was unnecessary or too straightforward. Participants stated that they greatly appreciated the expertise of the training provider and that the educator had done the proper background work and knew what she was talking about. Even though it was lecturing, it was somehow creative. Participants brought up a few notable ideas that could make the training better in the future. Some noted that hearing about the lived experiences of persons from different immigrant groups could be added to the content.

Some participants also suggested that the training could be slightly condensed. They felt pressure to finish their work on time to make it to the sessions, and many felt that four full afternoon sessions was too long to be outside the ward. Participants also shared their opinions about the one-week break after each training session. Some participants felt that it allowed them to think about the contents of the sessions; but others felt that it was difficult to remember what had been previously discussed, which complicated the presentation of the big picture.

Many participants stated that a shorter time span would have helped them to remember more clearly the content of a previous session and also helped them to assimilate the learned knowledge. They suggested that a summary from each session could have been provided. The participants mostly felt that after the training, they no longer needed to use checklists or guidelines about how to act with certain patient groups. However, they still felt insecure about different religions and how the rules of different religions should be taken into account in their daily actions.

For example, sometimes a male or female nurse is not allowed to help the patient with bathing, etc. However, this approach could have increased the risk of stereotyping and ignoring about the individual differences that patients with similar cultural backgrounds may have [ 30 ]. In the end, participants said they were extremely satisfied with the training, which provided them with a totally different perspective on the subject.

Increasing awareness and gaining a better understanding of their own Finnish cultural and communicational features seemed to help them to recognise the common pitfalls of cross-cultural communication, and thus allowed them to develop their communication skills. It is essential to realise that communicational differences can occur in how silences, pauses, eye contact, and touching are used and interpreted, or in how clear and direct messages are emphasised in different cultures high- vs. Interestingly, the participants in this study perceived it as an advantage that the training was not provided by their own healthcare organisation or by a healthcare professional.

They stated that it was useful to have a different perspective on cultural issues, and they indicated that bringing new perspectives and ideas to the hospital environment from outside the healthcare field could facilitate the development of cross-cultural care. Furthermore, the participants suggested that members of different immigrant groups could be invited to share their views in the training sessions. Participants believed they would thus achieve a better understanding of different cultures and how these patients experience the Finnish healthcare services. Understanding the difficulties experienced by migrants could help professionals in increasing their cultural sensitivity and providing culturally competent care [ 33 ].

The importance of encouraging discussion about different cultural issues was highlighted in this study, and the participants commonly expressed a willingness to share their experiences and learned knowledge with their co-workers. Participants noted that in order to develop current practices regarding cross-cultural care, the training should be provided to all healthcare professionals working at different organisational levels.

The findings of this study are similar to previous findings, which state that organisational-level cultural competency initiatives, strategies and commitments are needed to provide culturally competent healthcare [ 5 , 14 ]. Providing cost-effective training to a broader group of healthcare professionals would require utilising different educational methods, such as e-learning and technology-enhanced learning [ 34 ]. Despite the fact that the participants expressed appreciation for the face-to-face sessions with a storytelling-type of lecturing and discussions, they also had difficulties in detaching themselves from the busy wards and were stressed about being present and on time for all four training sessions. In addition, physicians were also invited to participate but none attended.

This indicates that it can be difficult to arrange enough time in healthcare for this type of training and, therefore learning possibilities that are not bound to an exact time or place need to be further developed. Certain issues place limitations on the credibility and transferability of the results. A single organisation and a small sample size consisting mainly of nurses working in somatic wards restrict the generalisation of the results. It is possible that other healthcare professionals such as physicians, physiotherapists and mental health specialists can have different perspectives on cultural awareness.

Perceptions about the training could also have differed or be more multifaceted if all the nurses could have attended all four training sessions. Additionally, participants who enrolled in the training possibly were highly motivated to learn and had a more positive attitude towards cross-cultural care before attending the training, which might have affected their responses.

It must also be considered that all the participants highlighted the teaching skills and experience of the educator; therefore their perceptions of the training could have been different if less competent educators would have been used. We did not ask for feedback from the participants about the data categorisation or interpretation of the results, which would have increased the trustworthiness of the results. However, two researchers were involved in the data collection and analysis, and frequent discussions were held with the research group during different phases of the study.

There is clearly an international need to pay attention to the cultural competence of healthcare professionals. Participants expressed that the training was useful on many different levels, and they saw the small group size and inspiring lectures as important in facilitating discussion about cross-cultural care. In the future, it will be essential to provide cultural competence training to professionals at different levels of the healthcare system to increase their awareness of cultural differences and how culturally diverse patients are treated. Educational methods that would allow large groups to participate without restrictions on time and place are also needed.

Future studies should compare traditional long-term training, such as the one used in the present study, to shorter training and Web-based learning platforms to find the most feasible way to increase cultural awareness and improve the cultural competence of healthcare professionals. Johnstone M, Kanitsaki O. Culture, language, and patient safety: making the link. Int J Qual Health Care. PubMed Article Google Scholar. Commentary: linking cultural competence training to improved health outcomes: perspectives from the field. Acad Med. Shen Z. Cultural competence models and cultural competence assessment instruments in nursing: a literature review. J Transcult Nurs. Alizadeh S, Chavan M. Cultural competence dimensions and outcomes: a systematic review of the literature.

Cultural competence: A systematic review of health care provider educational interventions. J Gen Intern Med. Google Scholar. Public Health Rep. Quality of nurse patient therapeutic communication and overall patient satisfaction during their hospitalization stay. Article Google Scholar. Residents' attitude, knowledge, and perceived preparedness toward caring for patients from diverse sociocultural backgrounds.

Health Equity. Investigating the effect of anxiety, uncertainty and ethnocentrism on willingness to interact in an intercultural communication. J Cross-Cult Psychol. Gudykunst WB, Nishida T. Anxiety, uncertainty, and perceived effectiveness of communication across relationships and cultures. Int J Intercult Relat. N Am J Med Sci. Systematic review on embracing cultural diversity for developing and sustaining a healthy work environment in healthcare.

Int J Evid Based Healthc. PubMed Google Scholar. Interventions to improve cultural competency in healthcare: a systematic review of reviews. Int J Equity Health. Implementing guidelines and training initiatives to improve cross-cultural communication in primary care consultations: a qualitative participatory European study. Cultural competence education for health professionals. Cochrane Database Syst Rev. Statistics Finland [Internet]. Campinha-Bacote J. The process of cultural competence in the delivery of healthcare services: a model of care. Hofstede G. Personally, she forgives easily and chooses to see the decency in people, leading to her allowing them back in her life. It surprised me when I discovered that my grandma had a similar response.

She, too, said she was quick to forgive. However, she also realizes that nothing terrible has happened to her. Upon reflecting on this experience, I feel like I am more confident in handling the situation should it arise again. Reflecting on it has made me realise that not everything I did was wrong and has helped me to explore what I need to improve on. Reflection is important in the nursing profession as it allows us to think about our actions and talk about how we could have carried them out differently Johns and Burnie, Reflection plays a big role in developing the student into a nurse Barbour,. I would need to manage my emotions and the information sensitively to tackle a potential personality clash and deal with their grievances.

By acting quickly, I would not give the impression that there is no problem, this will help to stop the problem becoming more entrenched or complicated. This will take self-belief, courage and good communication skills on my part. I believe that I learnt from this experience that the art of reflection and self-care is an important aspect for nurses to improve not only their clinical skills but personal skills as well and reflection does not come easy to. Leslie was sexually abused by her step father in November , who was deported as a result. Leslie is currently on probation for CHINS due to her history of not being able to follow rules and attending school.

Knowing that I changed that life, that because of me hopefully their health will better instead of worsen. Being able to connect with the community and with my peers will be a valuable and unforgettable experience. Not only will I be able to learn from the community, but from my fellow peers, medical students, high school students, and other undergraduates as well. A Critique of Speak Keeping a secret for a whole school year would be a challenge.

One may find that the novel Speak by Laurie Halse Anderson explores the challenges of keeping a secret. The story is about a girl, Melinda Sordino, who gets raped over the summer at a party and is helpless. Cultural Challenge Analysis 1. Briefly describe a situation where you were faced with a cultural dilemma or challenge it does NOT have to be from an experience you've had in your nursing program. Identify WHY it was a challenge 15 pts. During middle school, my parents announced a divorce then two weeks later my mother shared that she is a lesbian.

Another tactic that I use in population-based nursing is to value communities that are not like me for they are humans and deserve equal care and respect. Moreover, there is far more to learn from people and situations that are unfamiliar and unlike the population that you identify with. Together, these specific learning realizations have formed how I communicate with …show more content… How did you resolve the situation?

If you did not resolve the situation, why not? What would you do instead? My mothers and I resolved this situation through open and honest conversation, forgiveness and acceptance. Learning from this life event has made all the pain worth bearing. Now, I am thankful for my mother being true to herself and introducing me to different lifestyles other than my own. I deeply believe that navigating through this has influenced my life and my nursing style. Through this cultural challenge, I formed coping mechanisms for when I feel uncomfortable or when I am in opposition, again this will benefit me when I am in moral distress and day-to-day nursing tasks. In retrospect, how would you handle the challenge differently OR what did you learn from this experience?

Show More.