Table of ContentsIntroductionLiterature ReviewDefinition of AttributesCasesConsequencesEmpirical ReferencesConclusionIntroductionThe goal of nursing is to provide "universal and culturally specific nursing practices to promote health or well-being or to help people cope with adverse human situations. illness, disease, or death in a culturally meaningful way (Jarosova, 2014). The purpose of this concept analysis is to describe and examine a word and its usage in language and to differentiate between different angles of the concept. Cultural competence can be ambiguous depending on who interprets the concept. This analysis will expose existing inconsistencies and debates and review terminologies in this area. This concept analysis will also include the definition of attributes, case scenarios, and a review of the antecedents and consequences of the concept. This will enable providers and educators to understand the concept and provide quality care, as well as improve communication in this area. Say no to plagiarism. Get a tailor-made essay on "Why violent video games should not be banned"?Get the original essayLiterature reviewThe term "cultural competence" refers to the multicultural knowledge base that nurses need, as well as the ability to apply this knowledge in practice. Culturally competent nurses are aware of cultural differences and base their care accordingly. They avoid stereotypes, generalizations and discrimination. Cultural competence can be difficult to understand, but when broken down, it boils down to two words, culture and competence. The Merriam Webster Dictionary, 2017, defines culture as “the customary beliefs, social forms, and material traits of a racial, religious, or social group.” band. These are the attitudes, values, goals and practices that certain groups adopt as the norm. Cultural context impacts an individual's beliefs, language, religion, family structure, and body image. One culture's interpretation of pain, illness, treatments, providers, and hospitals may be different from another culture. An individual's culture is not determined simply by their ethnicity or race, but rather by a multitude of factors such as age, gender, education, religion, socio-economic status, geographic region, profession and much more. Cultures have been studied by multiple disciplines for ages. Nutrition and mental health are two disciplines that also involve culture. In this part of the literature review, different uses of cultural competence will be discussed and compared to its use in nursing. Dietitians and nutritionists need to be knowledgeable about cultures and their beliefs about nutrition. Psychologists must be aware of cultures and their beliefs about mental illness. Finally, nurses, who work in multiple aspects of health care, must be aware of cultures and their health beliefs. Healthy meals in one culture may be considered unhealthy in another. Registered dietitians have the unique training necessary to provide food, nutrition and nutrition counseling to clients of diverse ethnic backgrounds. The College of Dietitians of Ontario recognizes the importance of cultural competence in counseling by stating that dietitians must "recognize cultural beliefs,values, attitudes, traditions, language preferences, and health practices of diverse clients.” However, in nutrition, little has been published on cultural competency programs and the impact of food-related beliefs on health behaviors. The majority of dietitians in Canada rated cultural competency as “important” in the dietetics curriculum. Without adequate education about different cultures and their nutritional needs, client care was negatively affected. When immigrant families are told about “eating regular, healthy foods regularly,” adjustments have barely been made. Time constraints and language and cultural barriers were common challenges. Nurses suggested that culturally appropriate information materials and visual aids from health authorities could improve communication. “Taking a course that emphasizes cultural traditions, foods, and eating practices supports students’ acquisition of cultural knowledge.” A study was conducted in 2015 that “evaluated culturally significant, community-based healthy lifestyle interventions” to reduce cardiovascular atherosclerosis. (ASCVD) in individuals of South Asian origin. South Asians are a rapidly growing population in America and they are less active, have poor diets and are overweight compared to other Asian Americans. They are at high risk of developing ASCVD. This pilot study tested the effectiveness of a cardiac lifestyle intervention in South Asia, “a culturally adapted group lifestyle intervention.” During the 6-month study, participants were encouraged to eat a healthy diet, increase their daily activity, and attend group classes. At the end, participants were able to make lifestyle changes using culturally significant techniques provided by the study group. This study used culturally competent care and achieved positive results. Mental health is a challenge in itself, but it is considered an even greater challenge in cultures that do not believe in its existence. According to a 2012 U.S. Census Bureau, Asian Americans are one of the fastest growing ethnic populations in America. They have been shown to suffer from many mental illnesses, but are slow to seek treatment because mental illnesses are perceived as "moral transgressions that can cause strong feelings of shame, guilt, and stigma." Many people with mental illness have resorted to social withdrawal as their primary form of coping instead of seeking help. If providers knew these facts, they would prefer to seek out these types of clients and encourage them to get a prognosis and recovery instead of hiding in the shadows. These types of populations from cultures that undermine mental illness can come together and provide social support to those struggling with the illness and lead to better community adaptations. It was Madeline Leininger, a well-educated nurse, professor, writer and theorist, who first sparked interest. in the study of transcultural nursing and cultural competence. Nurses know how to perform an assessment, obtain test results, and perform treatment prescribed by a doctor on clients because that is what they are trained to do. However, “studies show that nurses lacked cultural competence in interactions inface-to-face and were not able to communicate adequately with patients who spoke a different language.” Language is only one aspect of a person's culture. What about their beliefs about contraception, the use of herbal remedies, their sensations of touch and eye contact, or agreeing with a health care provider simply to avoid embarrass one or the other. With the growing number of diverse clients from a mosaic of cultures, it is imperative for nurses, among others, to understand cultural competence. Research was conducted in 2015 to analyze nurses' performance on health care practices rooted in African and indigenous cultures. Seven nurses were interviewed for this research and the analysis was based on Leininger's theory of cultural care and the concept of human rights. Nurses in this field were unaware and did not bother to learn about clients' cultures and practices. Although the sample size was small, the study came to the conclusion that cultural competence in the “context of professional qualifications and practice is required”. Nurses would then be better able to provide diversified and comprehensive care. Defining attributes are characteristics of the concept that appear repeatedly in the literature and can help clarify how the concept is used. The defining attributes of cultural competence that nurses must demonstrate are cultural awareness, sensitivity, knowledge, and skills. Defined Attributes Cultural awareness is "an individual's affective response and ability to recognize and critically examine personal biases toward other cultures, lifestyles, and beliefs." Nurses must avoid stereotyping, generalizing, and making judgments about the practices and behaviors of a culture different from the “norm” evident in their daily lives. Instead, nurses are encouraged to explore what the client can tell them about. Above all, nurses must be aware of the existence of other cultures, with their own beliefs, practices and definitions of what health is. Sensitivity towards another culture refers to respecting the cultures of others. Madeleine Leininger, founder of Transcultural Nursing, said that before a client can trust their provider, they must know that they are respected by the provider. It's not just about where a client comes from or the color of their skin, but rather the overall definition of who they are as a person that will allow a client to open up to a service provider and demonstrate mutual understanding. it is enough for a nurse to know the diseases and their treatments. Knowledge is having information about diverse cultural groups and understanding what they believe in, what they value, and what they practice. In Madeleine Leininger's Sunrise Model, factors that contribute to their culture include technology, religion, politics, economics, education, and family lifestyle. What is considered appropriate and what is not. Nurses should make it a priority to understand the cultures most abundant in their community. This will help avoid conflicts when meeting a client from a different culture and optimize the care provided. Once knowledge is acquired about a specific culture, certain skills must be applied in care delivery. Competence is defined as the ability to perform a certain act. Nurses assessa client, ask relevant questions and collect data before developing a plan of care. They need to be able to do this in a culturally sensitive way. Does the client prefer a nurse over a nurse? Would they prefer a family member to accompany them? Is it okay to touch them?Communication skills are essential when dealing with individuals from different cultures. This can be done through verbal and non-verbal actions. Eye contact is a form of communication that some cultures favor while others discourage it. Sometimes it is necessary to step back, obtain a reliable interpreter, and then provide a safe and culturally satisfying form of care. Definition of the concept Based on the analysis of the literature and the defined attributes, cultural competence can be defined as "a multidimensional learning process that integrates transcultural skills (cognitive, practical, affective), involves self-efficacy transcultural (trust) as a major factor and aims to achieve culturally congruent care. concept. It relates the definition to real-life scenarios and allows the reader to understand the concept better. This model case is highlighted by the following example.Ms. Smith is an American Catholic nurse working in the emergency room of a hospital in New Mexico. An elderly Mexican female client with severe abdominal pain presents to the emergency department during her shift. Ms. Smith speaks primarily English, but has learned some Spanish expressions because her community is largely Spanish-speaking. Ms. Smith is aware of the client's different cultural background. She conducted a routine assessment of the patient and it didn't take much for the nurse to realize that the client spoke broken English. The nurse was able to get the client to relax sufficiently through her calming words and touch. The client smiled when she realized her nurse also spoke broken Spanish. The nurse requested a Spanish-speaking interpreter and was then able to provide better quality care. She asked the client relevant questions about her pain but also about her food preferences and whether she had family with her. Once the patient was admitted, her family contacted her, and as the pain began to subside, the nurse was able to request more culturally related practices that the client was performing. The nurse was sure to inform the medical assistant, nurses, and doctors of the client's cultural beliefs and habits and how to show respect to this client. Mexican culture believes in traditional medicine and the nurse was pleased to ask. whether she tried any home remedies that might have caused or relieved the pain. Ms. Smith continued to do more research into what the client had told her and got more information once her family arrived. Upon discharge, the nurse provided the client with written information in Spanish about abdominal pain, its causes, treatments, and medications. In this case, Ms. Smith demonstrated full cultural competence. She did not make the client feel like she was exaggerating and did not tell her to speak English. She was quick to bring in an interpreter and even used all the Spanish she could so the client would trust her. Ms. Smith respected the client's culture and made sure her collages also understood the client. This example demonstrates cultural awareness, sensitivity, knowledge and skills. All attributes that make an individual culturally competent. Borderline cases are "examples or instances that contain mostof the determining attributes of the concept examined, but not all”. In this example, three of the four defining attributes of cultural competence highlighted above will be presented. An example of a borderline case is the following. Mona is a newly qualified nurse working in a hospital in India. She was assigned to an American tourist client with type II diabetes. Mona neither understood nor spoke English. She provided care to the client while adhering to routine assessments. Mona used body language and images and showed objects extensively to communicate with the client. She observed what the charge nurse did when she was with the client and did the exact same things. When the customer had questions, Mona would smile and nod politely before leaving to find someone else who spoke English. Finally, the client requested that she be assigned a nurse who spoke English and the nurse politely agreed. She was a good nurse and cared for the patient, but she lacked certain skills to be able to provide culturally competent care. She didn't speak English fluently, but that shouldn't have been the biggest obstacle. Other options were available. She could have had an interpreter present during the times when care was provided. She could also have managed cluster care. If she was truly bothered by the language barrier, she should have researched her client's "American needs." Although smiling is nice, it does not answer a customer's questions or concerns. This could also have been interpreted as the nurse making fun of the client. She really wanted to be competent in her client's care, but she was missing some important links in providing culturally congruent care. Related cases are “instances of concepts that are related to the concept being studied but do not contain all of the determining attributes.” This example will demonstrate ideas very similar to cultural competence but lacking certain characteristics. Mimi's patient is a 40-year-old Buddhist man. He was admitted after a car accident and was unable to walk due to a broken leg. He informed Mimi, in fluent English, that although he was born and raised in America, he still practices traditional Buddhist beliefs. The Buddha defined health as well-being and good digestion, not being too cold or too hot, balance and the capacity for activity. Mimi had a busy workload that day and was unable to listen to everything the patient needed. She dispensed medications and did her assessments, but never returned to her Buddhist client to help him prepare for the day. This was who he had to stay in bed against all day. No one came to help him prepare and perform physical therapy. He was very upset. When the food arrived, he refused to eat it because he wasn't washed and ready to start his day. Mimi took this as a refusal to eat and asked the claimant to see a psychologist because he might be depressed. Mimi was informed that her client practiced his beliefs and wanted to adhere to them regardless of his circumstances. She did not respect and value his beliefs. It is not enough to simply know that he is still practicing the practices of his culture. The nurse must take the time to listen to what these practices are and try to integrate them into the care plan. If she had a high volume of clients, she should have gotten help from her colleagues and ensured that her client was respected and valued. The opposite cases are “clear examples of non-concept”. This.