The members of the Expert Panel on Cultural Competence of the American Academy of Nursing (AAN) envisioned this article to serve as a catalyst to action by the Academy to take the lead in ensuring ...that measurable outcomes be achieved that reduce or eliminate health disparities commonly found among racial, ethnic, uninsured, underserved, and underrepresented populations residing throughout the United States. The purposes of this article are to (a) assess current issues related to closing the gap in health disparities and achieving cultural competence, (b) discuss a beginning plan of action from the Expert Panel on Cultural Competence for future endeavors and continued work in these areas beyond the 2002 annual conference on Closing the Gap in Health Disparities, and (c) provide clearly delineated recommendations to assist the Academy to plan strategies and to step forward in taking the lead in reshaping health care policies to eliminate health care and health disparities.
The journey to organizational cultural competence for a health care organization, educational setting, freestanding clinic, or long-term-care organization is a process that requires the collaborative ...efforts from people at all levels in every department as well as external consumers such as public policy officials, students, and community leaders. Broadly speaking, four main but overlapping areas must be considered in institute activities and strategies to accomplish a comprehensive culturally competent organization. These four areas are (a) administration and governance, (b) orientation and education, (c) language, and (d) staff competencies. This article presents key content areas and activities to consider on the journey to cultural competence. Tables with suggested departmental responsibilities for implementation are included. In some cases, the journey may best be facilitated by a consultant who is well versed in cultural competence and organizational dynamics.
Attention to culturally specific rituals germane to end-of-life rituals are important for the nurse who is delivering culturally competent care. The Patient Self-Determination Act implemented in the ...United States in 1991 brought with it some specific assumptions of values related to end-of-life care involving patient autonomy, informed decision making, truth telling and control over the dying process (USC, 1990). The assumptions and values assumed in this act are not necessarily shared by persons in the United States who are from a minority culture, particularly one other than White of European descent. This manuscript considers the values of the Patient Self-Determination Act passed in the United States and specific cultural beliefs which may pose a conflict for the care giver in the delivery of culturally competent care. The Giger and Davdihizar (2004) Transcultural Assessment Model is used as a way to assess patient and the family in an effort to plan culturally appropriate care that recognizes the uniqueness of each individual at the end of life.
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DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
It is crucial for nurses to acquire skills and a knowledge base to care for increasingly diverse cultural populations. Many nurses returning to school did not receive theoretical information relative ...to culture. This article describes some of the teaching strategies utilized in the RN-BSN program at Bethel College in Mishawaka, Indiana. This “how we did it” discussion is presented to provide ideas for teaching strategies that may be used to promote attainment of a program outcome related to cultural sensitivity and competency.
Because the enrollment in nursing programs dropped in the late 1990s and healthcare agencies and education programs were seeking ways to increase the numbers of nurses, Bethel College in Mishawaka, ...Indiana, and Memorial Hospital in South Bend, Indiana, designed a plan to encourage nurses who had been out of nursing to re-enter the work force. This article details the steps used in this partnership and demonstrates a process for helping registered nurses to return to nursing. In the 6-credit, 8-week course, nurses were prepared to function on a medical–surgical unit by reviewing important concepts related to nursing practice, physical assessment, nursing process, nursing skills, pharmacology, and clinical nursing update. It was anticipated that receiving college credit for the course would be a motivator for returning to study at the registered nurse to bachelor of science in nursing level. With 2 full clinical days each week, the students could experience a normal work shift and the routine of a busy clinical unit.
Self-doubt may plague a manager and lead to lack of productiveness and unhappiness. This manuscript describes the negative effects of self-doubt and strategies that should be used if self-doubt ...occurs.
Client education offers many challenges to health care professionals. There is a mismatch between the reading level of most clients and the reading level of printed materials used in health ...education. Social and cultural factors also influence how our clients are able to learn about their health. These problems can lead to noncompliance with treatments, missed appointments, wrong dosages of medication, and undue fear among our clients. There are things that health care professionals can do to make written materials more user-friendly and culturally more acceptable.
