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Cultural Competence in Nursing

Keywords: cultural competence in health, social competence diversity

Diversity based on ethnic background, religious beliefs, race, dialect and sexual orientation is skyrocketing each day. Multiculturalism specifically is increasing anticipated to globalization. This puts responsibility on the health care providers to take into consideration the diversity they face in their workplace and practice consequently. The main purpose of the health attention providers, especially nurses should be to provide maximum holistic and culturally capable care with their clients. To do this level, we need to always remember to care for the individual as they need you to look after them (Srivastava, 2007). If patients are considered as the centre of good care by giving credited respect to their values, values, culture and viewpoints, nurses as well as your client will be satisfied with the treatment. However, sometimes a difference in prices and beliefs can lead to moral and honest conflicts between your patient, family and the nurse (Srivastava, 2007). Hence, in this newspaper, the concentration will be laid on the emic and etic viewpoint and analyzing them through the culture care framework to defeat the varying principles.

In my prior clinical experience whenever i was in OB, I had developed to look after a Muslim female. I used to be with her throughout her experience of labor and then postpartum. The patient, (Mrs. AB because of this paper), was also recognized by her partner and in-laws. In Mrs. AB's culture, women are expected to protect their heads or even wear a 'veil' or 'hijab' in front of their male members of the family. When Mrs. Abdominal had to go outside, even as near as the breastfeeding classes on the unit, she needed to wear the whole veil together with her clothes. AFTER I noticed her putting on the 'hijab', I asked if it was necessary for her, and she replied that it was part of these culture and women are expected and sometimes forced to wear the veil. AS I heard and observed this, I was pinched by this social practice and thought as to why she is likely to wear the veil, which is in physical form inconvenient. Then I kept observing modest cultural practices that have been different than mine and my beliefs. I then spoken to her about putting on a 'veil'. She described that some individuals are very demanding or rather 'traditional' regarding these issues. It had been also interesting to notice that the partner did not go along with Mrs. AB through the delivery, even though he was asked to. In their culture it is expected that a feminine accompany the pregnant female; most of enough time mother or mother in law. Additionally, in their culture the women or their family would contemplate it very disrespectful if an unidentified male/doctor/nurse comes to visit the girl. Muslim women would only like their doctors and nurses to be feminine, before whom they could remove their 'hijab'. Mrs. Abs told me that I possibly could measure the strength of this strictness from the recent information that a dad killed his 16 year girl in Brampton just because she had arguments with him regarding her not using the 'veil' at college (Mitchell, & Wilkes, 2007). I was completely dumbstruck by this reports. It made a profound impression on me about the value of various cultural beliefs families have. From then, I know that I will not disregard such cultural procedures but always understand the significance these practices hold for the users of this culture.

As nurses, it is very important for us to identify the difference in viewpoints and the way the thinking of men and women from different backdrop are impacted by their culture. In my own culture, equal privileges and equal position needs to be directed at women as men. Women are anticipated to be more powerful both mentally/emotionally and literally. We are educated that the ladies should have the full right to express themselves; whereas the idea of the 'veil' or 'hijab' was completely against my prices. If you ask me, the 'hijab' was a mere obstacle in expressing oneself, their values and especially their expressions. In my view, the veils supply the impression of women being inferior to the men and different from everyone. I just could not understand the whole idea of the 'hijab'. It was against my values and beliefs that even women themselves accepted the 'marginalization'. Such opposing emotions against their dress were not going to be beneficial in the care and attention I provided to Mrs. AB. Hence, when i experienced this thought process; I found my patient and recognized that the bottom line is that all are humans plus they need to be treated equally with the same respect.

On the other palm, what things to me seemed as an 'alien' and professionally an undesirable custom, it was totally normal and part of lifestyle for the Mrs Abdominal and a great many other women owned by this culture. While different ethnicities may perceive this is of 'health' and 'disease' diversely and expect care that satisfies their requirements (Dogan, Tschudin, Hot & Ozkan, 2009), it is necessary to analyze prices of our very own culture and the other individuals. Both of these perspectives are called the emic and the etic viewpoint. "Emic knowledge comes immediately from ethnic informants as they know and practice service with their ideals and values in their unique cultural contexts. Emic knowledge was the natural, local, indigenous main care values. On the other hand, etic care knowledge was produced from outsider views of non-local or non-indigenous good care values and values such as those of professional nurses" (Leininger, 2007, p. 10). These two principles form the pillars of the culture care and attention framework which is dependant on the Madeline Leininger's Theory of diversity and universality (Srivastava, 2007).

As nurses, it is very important for us to identify the difference in viewpoints and how ones thinking is influenced by their culture. In my culture, it is tried out that equal protection under the law and status be given to women. Women are anticipated to be stronger both emotionally/emotionally and bodily. We are trained that women should have the full right to go to town; whereas the idea of the 'veil' or 'hijab' was completely against my prices. To me, the 'hijab' was only obstacle in expressing oneself, their beliefs and expressions. In my view, the veils give the impression of women being inferior to the men and various from everyone. I just cannot understand the whole idea of the 'hijab' and just why would someone go through this trouble of getting ready. It had been against my beliefs and beliefs that even women themselves accepted the 'marginalization'. Such opposing emotions against their attire were not heading to be beneficial in the care and attention I provided to Mrs. AB. Hence, when i experienced this way of thinking; I observed my patient and became aware that the bottom line is that all are humans.

The term 'Cultural competence' is utilized to refer to the "multi-cultural knowledge bottom that nurses need, alongside the ability to use such knowledge used" (Jirwe, Gerrish, & Emami, 2006, p. 6). To supply cultural competent good care, nurses should utilize the culture care framework that provides a guide for health care providers and reach to enlightenment of one's own culture, other's culture and how it influences the perception and solution of a concern. The first factor that includes the construction is, 'ethnic sensitivity'. It includes the idea of cultural awareness by being appreciative and very sensitive to different beliefs, principles and problem solving strategies (Srivastava, 2007). It offers both getting to know the other's and our own culture. It is evident that people as nurses would certainly not have the ability to know and understand the culture in-depth; however a short idea should can be found about the prevailing difference. For instance, in the circumstance provided earlier, the reflection from the emic and etic viewpoint is our knowing of ourselves and also my patient's culture. As health care providers, we are expected to respect the options our patients make, but we are not appreciated to leave our own beliefs and follow someone else's culture. In addition, the purpose of being culturally delicate is also that we recognize our biases and assumptions against a specific culture, but we cannot label or stereotype all the individuals in that culture, as each individual is unique (Srivastava, 2007).

The second factor of the construction is cultural knowledge. Cultural knowledge is to get all the information in what individuals for the reason that culture have confidence in. Hence, the culture's lifestyle, communication, family engagement, personal space and diet should be not be overlooked (Srivastava, 2007). Inside the situation, communication with Mrs. Stomach should be non-judgmental, we have to not provide advice or even not suspect what they have confidence in. It will also be maintained in awareness that not simply one or two, but many members of the family would turn up to meet the patient and may even bring gift items for the patient's wellbeing (Wehbe-Alamah, 2008). Nurses with a inviting characteristics should give enough time to the patient and family to connection. Muslim women would also expect they have their 'hijab' when other male member comes to visit her. Women could also resist agreeing to 'pericare' or would think twice to change in front of someone else. Additionally, caring for their diet is an important aspect, because they often like 'halal' beef which means, slaughtered meats (Wehbe-Alamah, 2008). While caring for patients, bringing into light all when cultural procedures, respecting and providing the chance to practice their social beliefs shows our acceptance and nurturance of their culture.

The third factor of the framework is 'ethnic resources'. To gain more understanding of the culture and have answers to all or any the needs of the patients, extra resources have to be employed. Individual level resources are by seeking information, reflecting on encounters and producing diverse cable connections. Whereas, group resources are the use of interpreter, multi-religious and religious services (Srivastava, 2007). For example, in the situation, I and Mrs. Abs recognized the same terminology, so it was easy for her to talk her needs. Therefore, patients who belong to specific culture or religion could be paired up with the nurse or doctor of the same culture. This can help the treatment to be provided properly as all the patient's needs will be recognized and tackled. Also, reflecting on encounters and building learning upon them, gaining information from fellow workers or literature or internet about the culture would be helpful. However, the most dependable source may also be your client and his/her family. So just exhibiting the passion to learn and apply in our practice is one step towards providing culturally skilled treatment to patients.

There are a myriad of cultures present in our society which culture care platform allows us to view them with esteem. It allows us evaluate one's own beliefs which of the patient and be informed about the varying viewpoints. As nurses, we live then responsible to integrate that teaching regarding cultures inside our practice while looking after diverse clients and people. In doing this, we will be considered more trusted by our patients which eventually will lead to satisfied patients, satisfied nurses by their contribution to the care and positive patient outcomes. The relationship between a patient and nurse acquires increased stability and stronger connection if we treat them as person and understand that everyone has a culture plus they keep a great importance for the individual (CNO, 2009).

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