Culturally Competent Nursing

Providing quality care to ALL patients and families

About Culturally Competent Nursing (3

Credits)Mission Statement: “We reveal and foster God’s

healing love by improving the health of the people and communities we serve, especially those who are poor and vulnerable.” Saint Joseph’s Hospital, SCL Health

Course Description: Through the use of lectures, readings, discussions, guest speakers, case studies, scenarios, role playing, and clinical or community experiences, students will have a better understanding of cultural competence and how it needs to be incorporated into nursing practice.

Course GoalsNursing students will be able to:

Identify the role that culture plays in patient-centered care 

Correctly define healthcare disparitiesSpeak knowledgeably about how different cultures

view healthcareShare personal views on culture and healthcareReflect on how the course has shaped their

understanding of how different cultures view healthcare

State how they will implement this knowledge into future practice

The Need for Cultural Competence

Institute of Medicine (2003) stated that all healthcare professionals should meet 5 competencies, the first being provide patient-centered care.  Therefore, in order to provide patient-centered care,  diversity and disparities in health care must be addressed. 

“Cultural competence is the ability of systems to provide care to patients with diverse values, beliefs, and behaviors, including the tailoring of delivery to meet patients’ social, cultural, and linguistic needs” (Salisbury & Bryd, 2006, p.90)

AACNBoth the Essentials of Baccalaureate

Education for Professional Nursing Practice  (2008) and The Essentials of Masters Education in Nursing (2011) emphasize the need to include cultural competence in nursing education.

Joint CommissionJoint Commission (2008): Healthcare workers

must “accommodate the needs of specific populations through a continuous process of targeting culturally competent initiatives to those needs; include staff training and education, patient education, and other strategies that help patients better manage their care.”

Agency for Healthcare Research and Quality

Publish the National Healthcare Disparities Report

The 2013 report stated the factors that were influencing patient centeredness and patient--provider communication were: Language barriers Racial and ethnic concordance between patient and

provider Effects of disabilities on patients’ healthcare experiences Providers cultural competency

        

Sample CurriculumHow do different cultures view health care?

Latin Americans: Equity as cause of illness, God is punishing me for my actions, very spiritual, catholic church is a heavy influence, may delay vaccinations and seeking care in favor of folk remedies

African Americans: May believe sickness is will of God, believe in the healing power of prayer, emphasis on whole body health

Anglo Americans: Sense of responsibility for health, believe illness can be treated without reference to community/deities

(Vaugh, Jacquez & Baker, 2009)

Sample Curriculum How does immigration affect healthcare?

Immigrants seeking healthcareUse of resourcesLanguage barrier and delay of careHow do interpreters change healthcare dynamics?

(Vaugh, Jacquez & Baker, 2009)

Sample CurriculumsIllness specific to culture

Latin America: Susto, mal de ojoSomatization: More common in collective societiesEating disorders: Highly industrialized cultures

How does cultural affect socio-economic status in our area and how does that play into access to resources?

(Vaugh, Jacquez & Baker, 2009)

Evaluation MethodsTests and quizzes—40%

Simulation and case studies—20%Students will be able to act out different scenarios

involving diverse cultures, use of interpreters, ect., and simulate real life culturally competent care

Evaluation MethodsCommunity Outreach Project/Paper—30%

Students will research a minority population in the community and create education materials to be displayed at health fair/local clinic

Students will then write a paper on their chosen population, health beliefs, health disparities, and solutions to improve healthcare for this population

Journaling—10% Beginning of class--share your personal views of cultural

and healthcare. Have students update this throughout the course to reflect on how what they have learned has shaped their understanding of different cultures and how they can implement this knowledge into future practice.

References

Saint Joseph Hospital, SCL Health  Retrieved from http://www.saintjosephdenver.org/about/mission-vision-and-values

Salisbury, J. & Byrd, J. (2006). Why diversity matters in healthcare. Retrieved from http://www.csahq.org/pdf/bulletin/issue_12/Diversity.pdf

Vaughn, L., Jacquez, F., & Baker, R. (2009). Cultural Health Attributions, Beliefs, and Practices: Effects on Healthcare and Medical Education. The Open Medical Education Journal, 2, 64-74. Retrieved November 23, 2014, from http://benthamopen.com/tomededuj/articles/V002/SI0016TOMEDEDUJ/64TOMEDEDUJ.pdf

15

Agency for Healthcare Research and Quality (AHRQ) (2013). National healthcare quality and disparities reports. Retrieved from http://nhqrnet.ahrq.gov/inhqrdr/reports/nhdr and http://www.ahrq.gov/research/findings/nhqrdr/nhdr13/chap6.html

American Association of Colleges of Nursing (AACN) (2008). Essentials of baccalaureate education for professional nursing practice. Retrieved from http:/www.aacn.nche.edu/education-resources/baccessentials08.pdf

American Association of Colleges of Nursing (AACN) (2011). The essentials of masters education in nursing. Retrieved from http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf

Institute of Medicine (IOM) (2003). Health professions education: A bridge to quality. Washington, DC: National Academies Press. Retrieved from http://www.iom.edu/Reports/2003/Health-Professions-Education-A-Bridge-to-Quality.aspx

Joint Commission (2008). One size does not fit all: Meeting the health care needs of diverse populations. Oakbrook Terrace, IL: Joint Commission. Retrieved from http://www.jointcommission.org/assets/1/6/HLCOneSizeFinal.pdf