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Embracing diversity among students and patients
Abstract
Our country is becoming increasingly culturally diverse. On the basis of the U.S. Department of Health and Human Services statistics, it is predicted that, by the Year 2010, minority cultures will represent 32% of the U.S. population and 50% by the Year 2050. These figures identify a need for nurses to become educated and sensitive to the different cultural behaviors and traditions of the patients for whom they will provide care. Not only are patients diverse, but students studying to become nurses display the same cultural diversity as well. To understand and acknowledge diversity can help us to grow and learn about different cultures. By sharing pieces of our culture, we can experience increased cultural awareness. This will enhance our nursing practice and improve our role as health care practitioners.
... Essentialism holds that culture has a fixed "essence," comprising a rigid set of defining qualities that exist independent of human perception and are unchanging over time. Nursing students are typically taught that understanding the common knowledge shared by a particular ethno-cultural group leads to culturally competent care (e.g., Astle & Barton, 2009;Donahue, 2009;Fahrenwald, Boysen, Fischer, & Maurer, 2001). Cultural competency is defined as both the theoretical knowledge and the interpersonal skills necessary for nurses to understand and navigate the differences and similarities between groups of individuals (Aboriginal Nurses Association of Canada, 2009aCanada, , 2009bFelder, 1995;Gray & Thomas, 2006). ...
In this qualitative study, we explored how students understood "culture." Participants defined culture and wrote narratives regarding specific cultural encounters. The sample comprised both nursing (n=14) and non-nursing (n=8) students to allow for comparison groups. Content analysis of the narratives revealed two broad paradigms of cultural understanding: essentialist and constructivist. Essentialist narratives comprised four themes: determinism (culture defied individual resistance); relativism (the possibility of making value judgments disappeared); Othering (culture was equated to exotica, and emphasized difference); and, reductionism (personhood was eclipsed by culture). In contrast, the constructivist narratives were characterized by influence (non-determinism), dynamism (culture was dynamic and evolutionary); and, relationship-building. The unintended negative consequences of essentialist notions of culture were revealed in the nursing students' narratives. Pedagogy is implicated in nursing students' essentialized understanding of culture.
This article proposes 7 strategies that nursing faculty can employ to help international nursing students achieve success. This article discusses research that has been performed which identified barriers to educational success among internationally born students in both nursing education and general higher education. The similarities and differences in the two bodies of literature were examined. Based on a review of this literature, 7 specific, practical strategies that can be used by nursing faculty to help students successfully complete their nursing education are proposed.
Researchers and program developers in medical education presently face the challenge of implementing and evaluating curricula that teach medical students and house staff how to effectively and respectfully deliver health care to the increasingly diverse populations of the United States. Inherent in this challenge is clearly defining educational and training outcomes consistent with this imperative. The traditional notion of competence in clinical training as a detached mastery of a theoretically finite body of knowledge may not be appropriate for this area of physician education. Cultural humility is proposed as a more suitable goal in multicultural medical education. Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-physician dynamic, and to developing mutually beneficial and nonpaternalistic clinical and advocacy partnerships with communities on behalf of individuals and defined populations.
DIVERSITY: The changing demographics and economics of our growing multicultural world, and the long-standing disparities in the health status of people from culturally diverse backgrounds has challenged health care providers and organizations to consider cultural diversity as a priority. The purpose of this article is to present a model that will be helpful in providing culturally competent care. The concept of cultural competence is discussed, "The Process of Cultural Competence in the Delivery of Healthcare Services Model" is described, and a mnemonic to guide in providing culturally competent care is presented.
There have been a number of articles addressing diversity in nursing programs and the nursing workforce. However, few of the programs have reviewed the best practices to attract and retain nursing students. This article delineates a number of programs and then makes suggestions for the best practices for nursing schools.
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- J Butts
- K Rich
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Culture care diversity and univer-sality, a worldwide nursing theory Culturally congruent care: Putting the puzzle together
- M Leininger
- M R Mcfarland
- Bartlett Jones
- S M Schim
- A Doorenbos
- R Benkert
- J Miller
Leininger, M., & McFarland, M. R. (2006). Culture care diversity and univer-sality, a worldwide nursing theory, 2nd ed. Boston: Jones and Bartlett. Schim, S. M., Doorenbos, A., Benkert, R., & Miller, J. (2007). Culturally congruent care: Putting the puzzle together. Journal of Transcultural Nursing, 18(2).
Culturally congruent care: Putting the puzzle together
- Schim
Many faces: Addressing diversity in health care
- Camphina-Bacote