Culturally Competent Nursing Providing quality care to ALL patients and families

About Culturally Competent Nursing (3 Credits) Mission Statement: “We reveal and foster God’s healing love by improving the health of the people and communities we serve, especially those who are poor and vulnerable.” Saint Joseph’s Hospital, SCL Health Course Description: Through the use of lectures, readings, discussions, guest speakers, case studies, scenarios, role playing, and clinical or community experiences, students will have a better understanding of cultural competence and how it needs to be incorporated into nursing practice.

Course Goals Nursing students will be able to: Identify the role that culture plays in patient-centered care Correctly define healthcare disparities Speak knowledgeably about how different cultures view healthcare Share personal views on culture and healthcare Reflect on how the course has shaped their understanding of how different cultures view healthcare State how they will implement this knowledge into future practice

The Need for Cultural Competence Institute of Medicine (2003) stated that all healthcare professionals should meet 5 competencies, the first being provide patient-centered care. Therefore, in order to provide patient-centered care, diversity and disparities in health care must be addressed.

“Cultural competence is the ability of systems to provide care to patients with diverse values, beliefs, and behaviors, including the tailoring of delivery to meet patients’ social, cultural, and linguistic needs” (Salisbury & Bryd, 2006, p.90)

AACN Both the Essentials of Baccalaureate Education for Professional Nursing Practice (2008) and The Essentials of Masters Education in Nursing (2011) emphasize the need to include cultural competence in nursing education.

Joint Commission Joint Commission (2008): Healthcare workers must “accommodate the needs of specific populations through a continuous process of targeting culturally competent initiatives to those needs; include staff training and education, patient education, and other strategies that help patients better manage their care.”

Agency for Healthcare Research and Quality Publish the National Healthcare Disparities Report The 2013 report stated the factors that were influencing patient centeredness and patient--provider communication were: Language barriers Racial and ethnic concordance between patient and provider Effects of disabilities on patients’ healthcare experiences Providers cultural competency

Sample Curriculum How do different cultures view health care? Latin Americans: Equity as cause of illness, God is punishing me for my actions, very spiritual, catholic church is a heavy influence, may delay vaccinations and seeking care in favor of folk remedies African Americans: May believe sickness is will of God, believe in the healing power of prayer, emphasis on whole body health Anglo Americans: Sense of responsibility for health, believe illness can be treated without reference to community/deities (Vaugh, Jacquez & Baker, 2009)

Sample Curriculum How does immigration affect healthcare? Immigrants seeking healthcare Use of resources Language barrier and delay of care How do interpreters change healthcare dynamics? (Vaugh, Jacquez & Baker, 2009)

Sample Curriculums Illness specific to culture Latin America: Susto, mal de ojo Somatization: More common in collective societies Eating disorders: Highly industrialized cultures How does cultural affect socio-economic status in our area and how does that play into access to resources? (Vaugh, Jacquez & Baker, 2009)

Evaluation Methods Tests and quizzes—40% Simulation and case studies—20% Students will be able to act out different scenarios involving diverse cultures, use of interpreters, ect., and simulate real life culturally competent care

Evaluation Methods Community Outreach Project/Paper—30% Students will research a minority population in the community and create education materials to be displayed at health fair/local clinic Students will then write a paper on their chosen population, health beliefs, health disparities, and solutions to improve healthcare for this population Journaling—10% Beginning of class--share your personal views of cultural and healthcare. Have students update this throughout the course to reflect on how what they have learned has shaped their understanding of different cultures and how they can implement this knowledge into future practice.

References Saint Joseph Hospital, SCL Health Retrieved from vision-and-values vision-and-value Salisbury, J. & Byrd, J. (2006). Why diversity matters in healthcare. Retrieved from Vaughn, L., Jacquez, F., & Baker, R. (2009). Cultural Health Attributions, Beliefs, and Practices: Effects on Healthcare and Medical Education. The Open Medical Education Journal, 2, Retrieved November 23, 2014, from

15 Agency for Healthcare Research and Quality (AHRQ) (2013). National healthcare quality and disparities reports. Retrieved from and American Association of Colleges of Nursing (AACN) (2008). Essentials of baccalaureate education for professional nursing practice. Retrieved from resources/baccessentials08.pdfwww.aacn.nche.edu American Association of Colleges of Nursing (AACN) (2011). The essentials of masters education in nursing. Retrieved from Institute of Medicine (IOM) (2003). Health professions education: A bridge to quality. Washington, DC: National Academies Press. Retrieved from Education-A-Bridge-to-Quality.aspxhttp:// Joint Commission (2008). One size does not fit all: Meeting the health care needs of diverse populations. Oakbrook Terrace, IL: Joint Commission. Retrieved from