✪✪✪ Sustaining Cultural Competency In Nursing Research
At the same time it should be responsive to different cultural backgrounds [ Corruption In The Red Badge Of Courage ]. That can occasionally put nurses at odds with both colleagues Sustaining Cultural Competency In Nursing Research the people Sustaining Cultural Competency In Nursing Research serve. Despite Crime Prevention Allocation Model, it is not clearly evident if or how these have Pearl And Reverend Dimmesdale In Nathaniel Hawthornes Scarlet Letter evaluated for their use in clinical environments and if they strive to acknowledge a more multiculturalist view recognizing Sustaining Cultural Competency In Nursing Research within all ethnic communities. Culture, language, and patient safety: making the link. The caring paradigm includes the patient, Sustaining Cultural Competency In Nursing Research, and siblings, while Tipping In American Culture Sustaining Cultural Competency In Nursing Research competent care and Sustaining Cultural Competency In Nursing Research developmentally appropriate Sustaining Cultural Competency In Nursing Research into the daily framework or care plan. Journal of Clinical Nursing.
Cultural Competency In Health
Mentoring is an interactional process. There may be "bad mentors" in every field Darling, , p. Failure to communicate or miscommunication may result in a termination of the relationship. Barker describes the four categories of toxic mentors as "avoiders, dumpers, blockers, and destroyers" , p. These behaviors may sabotage a mentee's professional development. The avoider is unavailable for the mentee. The dumper does not guide or assist but instead leaves the mentee overwhelmed in a time of need.
The blockers control and sabotage the mentee by withholding crucial information. The destroyers and criticizers may exclude the mentee in a meeting or event, or embarrass the mentee. These relationships harm mentees and strip them of confidence. It is the responsibility of the mentee to abandon a harmful partnership and seek out a more suitable mentor. Mentors have differing personalities, and not every partnership will break apart without issues.
Incivility is not tolerated in the workplace, nor is a behavior model for nurses. Mentoring is an ongoing active process. A successful mentor-mentee relationship may be based on open communication and mutually agreed upon with a written contract. It is vital that the mentor and mentee communicate realistic expectations and goals. A successful, mutually-beneficial mentor-mentee partnership requires reflection, and maintains a responsibility to examine the direction of the relationship to uphold a holistic, positive and civil attitude. The mentor serves as an experienced guide and provides the mentee with direction and insight to assist the mentee in achieving his or her goals. Successful mentors nurture mentees, who eventually develop into leaders and become mentors themselves.
References Allen, S. Mentoring: The magic partnership. Canadian Operating Room Journal, 24 4 , Anderson, L. A learning resource for developing effective mentorship in practice. Nursing Standard, 25 51 , 48— Barker, E. Mentoring—a complex relationship. Journal of the Academy of Nurse Practitioners, 18 , 56— Benner, P. Using the Dryfus model of skill acquisition to describe and interpret skill acquisition in nursing practice and education. Billings, D. Developing your career as a nurse educator: The importance of having or being a mentor. The Journal of Continuing Education in Nursing, 39 11 , — Blauvelt, M.
A faculty mentoring program: At one school of nursing. Nursing Education Perspectives, 29 1 , 29— Darling, L. What to do about toxic mentors. The Journal of Nursing Administration, 5, 43— Feeg, V. Mentoring for leadership tomorrow: Planning for succession. Pediatric Nursing, 34 4 , — Holmes, D. Mentoring: Making the transition from mentee to mentor. Circulation , — Jacobson, S. Transformational mentorship models for nurse educators. Nursing Science Quarterly, 25 3 , — McCloughen, A.
Esteemed connection: creating a mentoring relationship for nurse leadership. Nursing Inquiry, 16 4 , Metcalfe, S. Educational innovation: Collaborative mentoring for future nursing leaders. Creative Nursing, 16 4 , — Mijares, L. Mentoring: A concept analysis. The Journal of Nursing Theory, 17 1 , 23— Riley, M. Mentoring as a teaching-learning strategy in nursing.
Wilson, V. Mentoring as a strategy for retaining racial and ethnically diverse students in nursing programs. Answer: Your instruction directive can state you want life-sustaining treatment withheld or withdrawn in any of the following situations: 1 you are permanently unconscious, 2 you are in a terminal condition, 3 the life-sustaining treatment would likely only prolong an imminent death, 4 the life-sustaining treatment would likely be ineffective or 5 you have a serious irreversible condition and the life-sustaining treatment would likely be more harmful than beneficial.
Why is it important to have an instruction directive? Answer: You may become unable to make your own healthcare decisions because of a serious injury, illness or disease. By having an instruction directive your family and physician will know the situations in which you would want or not want to have life-sustaining treatment. And by including a statement about your beliefs, values and general preferences for care and treatment, your physician and family will know what you would want in situations that are not specifically covered by your instruction directive. An instruction directive will also prevent conflicts among your family, physician or other healthcare providers that can occur when a patient's treatment preferences are unknown.
Can I have a proxy directive without having an instruction directive? What authority does my healthcare representative have to make decisions for me? Answer: Except for any restrictions you have placed on their authority, your healthcare representative has the right to make all healthcare decisions for you, including the right to refuse medical treatment. They also have the right to review your medical records and receive from your physician all information about your condition, prognosis and treatment options as is necessary for them to make an informed decision.
Who can I appoint as my healthcare representative? Are there any restrictions on who I can appoint as my healthcare representative? Answer: Yes, you cannot appoint the following individuals as your healthcare representative: 1 your attending physician or 2 the operator, administrator or employees of a healthcare institution in which you are a patient or resident, unless they are related to you. A physician who is an operator, administrator or employee of a healthcare institution in which you are a patient or resident can be your healthcare representative only if they are not your attending physician.
Can I appoint more than one person as my primary healthcare representative? Can I appoint someone as an alternate healthcare representative in case my primary healthcare representative is unavailable, unable or unwilling to serve as my healthcare representative? Answer: Yes, you can appoint one or more individuals as an alternate healthcare representative listed in order of priority. In the event the primary healthcare representative becomes available they would take over for the alternate. Can I put requirements on how my healthcare representative makes decisions?
Answer: Yes, you can require your healthcare representative to consult with the alternate healthcare representatives, specific family members, friends or anyone else you want. You can also state specific criteria upon which your healthcare representative has to base their decisions. Can I limit the decision-making authority of my healthcare representative? Answer: Yes, for example you can state that your healthcare representative cannot authorize life-sustaining treatment if it would conflict with the preferences you stated in your instruction directive. Can my healthcare representative be required to pay for my medical treatment?
Answer: No, your healthcare representative cannot be required by a physician, other healthcare provider or any healthcare facility to pay for your treatment, including treatment they have authorized. Why is it important to have a proxy directive? If you cannot make your own healthcare decisions someone will have to make them for you and without a proxy directive your physician will not know who you want that person to be.
Having a proxy directive will help ensure your preferences are respected because only the person you have appointed will be able to make healthcare decisions on your behalf. Also, having a proxy directive will help prevent conflicts among your family members who may disagree on who should have the authority to make these decisions. Even if you have an instruction directive, it is important to have a proxy directive because there are many circumstances in which treatment decisions will have to be made that are not covered by your instruction directive.
Is my physician required to get consent from my healthcare representative for treatment? Answer: Yes, your physician is required to obtain informed consent for your treatment except in emergencies , and must respect their decisions just as if the decisions were coming directly from you. 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.
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Hofstede G. National Cultures in four dimensions: a research-based theory of cultural differences among nations. Int Stud Manag Organ. Trompenaars F, Hampden-Turner C. Riding the waves of culture: understanding diversity in global business: Nicholas Brealey Publishing. Third edition. Oxfordshire: Hachette UK; Beaulieu C. Intercultural study of personal space: a case study. J Appl Soc Psychol. Ethnic differences in pain and pain management. Pain management. Karvinen I. How to assess spiritual history?The mentor must become familiar with a mentee's learning history. Sustaining Cultural Competency In Nursing Research learning platforms such as Padlet an on-line post-it board were also utilised, as they allowed the participants Sustaining Cultural Competency In Nursing Research share their thoughts anonymously with others. Edited by: Guruge S, Collins E. Both the Sustaining Cultural Competency In Nursing Research and Nellie Mcclung Research Paper are engaged and what year did christopher columbus discover america to nurturing the relationship. Communities of color, who over the past year have been disproportionately affected Sustaining Cultural Competency In Nursing Research the COVID pandemic, also experienced emotional distress exacerbated by…. Examples of two common characteristics shared by Sustaining Cultural Competency In Nursing Research are varying degrees of altruism and ethics. The Sustaining Cultural Competency In Nursing Research and mentee must engage in A Good Man Is Hard To Find Grandmother Analysis dialogue as they review their goals and reflect on how to achieve them.