Today, health facilities are characterized by cultures and sub-cultures. Such situations pose a culture issue to master's prepared nurses because they often care for patients and work alongside other staff who are members of a different culture and spiritual belief, which influence their health behaviors (Curtis & Green, 2016; Betancourt,Green, Carrillo, & Owusu Ananeh-Firempong, 2016). Nurses need to understand, harmonize and respect the diverse beliefs and values and then incorporate them into nursing practice to demonstrate leadership (Deal, 2014). They can attain this by developing culturally and spiritually competence care plans that consider the cultures and spiritual beliefs of diverse patients (Yilmaz, Toksoy, Direk, Bezirgan, & Boylu, 2017).
For example, for a Hispanic target population, it is essential for the master's prepared nurses to consider the Hispanic culture while developing the care plan (Mixer, 2014). Such consideration may include encompassing Spanish terms in the care plan to help the patients understand the treatment better (Dement, 2018). Additionally, the nurses can incorporate traditional health and treatment practices such as herbal treatments that are critical for ensuring effective treatment delivery to the Hispanic population (Timmins, Neill, Murphy, Begley, & Sheaf, 2015).
The nurses can measure the effectiveness of these interventions by the number of Hispanic patients willing to embrace modern care offered in the health facilities (Young & Guo, 2016). Another measure would be improved nurse-patient relationships (Tate, 2016). In addition, they can raise the effectiveness of the interventions by facilitating interprofessional collaboration mainly through the inclusion of family physicians that guide the patients in embracing health care (Hart & Mareno, 2016). Consequently, patients access quality care, which improves their wellbeing.
Betancourt, J. R., Green, A. R., Carrillo, J. E., & Owusu Ananeh-Firempong, I. I. (2016). Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care. Public health reports.
Curtis, M. P., & Green, L. (2016). Enhancing Cultural Competency.
Deal, K. P. (2014). Breaking barriers in provider-patient relationships: An analysis of perceived intercultural communication competence among nursing students. East Carolina University.
Dement, B. A. (2018). Empowering Cultural Competency in Healthcare Providers (Doctoral dissertation, Walden University).
Hart, P. L., & Mareno, N. (2016). Nurses' perceptions of their cultural competence in caring for diverse patient populations. Online Journal of Cultural Competence in Nursing and Healthcare, 6(1), 121-137.
Mixer, S. J. (2014). Application of culture care theory in teaching cultural competence and culturally congruent care. Leininger's Culture Care Diversity and Universality, 369.
Tate, A. S. (2016). Culture Counts: An Analysis of Cultural Awareness and Competency among Nursing Students.
Timmins, F., Neill, F., Murphy, M., Begley, T., & Sheaf, G. (2015). Spiritual care competence for contemporary nursing practice: A quantitative exploration of the guidance provided by fundamental nursing textbooks. Nurse education in practice, 15(6), 485-491.
Yilmaz, M., Toksoy, S., Direk, Z. D., Bezirgan, S., & Boylu, M. (2017). Cultural sensitivity among clinical nurses: a descriptive study. Journal of Nursing Scholarship, 49(2), 153-161.
Young, S., & Guo, K. L. (2016). Cultural diversity training: the necessity of cultural competence for health care providers and in nursing practice. The healthcare manager, 35(2), 94-102.
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