Essay on Nurse Practitioners Need Cultural Awareness Training to Provide Quality Care

Introduction

Nurse Practitioners (NPs) are required to deliver culturally competent healthcare to the patient population of diverse backgrounds. However, not all nurses are culturally competent thus the need to teach nurses cultural awareness. In most primary care settings, the patient from diverse backgrounds have complex medical needs that should be addressed and the nurse practitioners are the key care providers in such setting (Bauce, Kridli & Fitzpatrick, 2014). Equipping nurses with the knowledge, attitude, and skills for dealing with such culturally diverse patient population is important (Cook et al., 2011). With pervasive computing, organizations can train nurses on cultural awareness conveniently (Cheng, Lang, Starr, Pusic & Cook, 2014). Course content can be delivered online through webinars and simulations can be conducted at the NP's convenience (Cheng et al., 2014). The researcher proposes that Smartphone Simulation Apps and social media can be useful for instructional delivery technologies because of their effective and pervasive.

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Educating Nurse practitioners

Nurse practitioners provide primacy, acute, and specialty care services to patent in healthcare organizations (HCOs). Their advanced training gives them a full prescriptive authority to diagnose, treat and deliver evidence-based care and health education to their patient (Hart & Moreno, 2016). Being directly in contact with the patient requires them to be culturally aware to deliver culturally competent healthcare services. Understanding the patient background, values, beliefs, and expectations are important for NP. Due to globalization, cultural diversity requires that nurses are trained and the most effective method should selective from a host of many technologies medicated insertional delivery methods (Cheshire & Strickland, 2018). Therefore, to deal with distinct patient communities, perspectives such as altruistic motivations, patient advocacy, solving root causes of health problems among diverse patients (Cicolini et al., 2015). . Currently, several mobile applications can be used to simulate various nursing care settings, situation, and practices. The choice of instruction delivery technology is completely determined by the nurse's level of technology knowhow, attitudes towards technology, and perceived ease of use of technology, the organization's perceived usefulness of the technology.

Methods of Information Technology in Delivering Education

Smartphone Simulation Apps

Using mobile phone-based simulation apps, NP will be taught how to establish a culturally sensitive partnership with their patient encourage self-advocacy among the patients and address several contextual cultural considerations to hello they adjust their practices to meet the specific patient health needs (Kimble, 1997). Nurses should also be taught how to develop niches in their multi-disciplinary teams that can establish trust as well as cross the cultural boundaries to serve the needs of diverse patients (Davis, 2005). Mobile-based simulation apps can replace or amplify the real-life experiences because they are immersive and can replicate several aspects of the world interactively. The nursing education simulation framework by Jeffries (2007) proposed a personalized simulation-based training for nurses. The framework is comparable to the event-based approach to training by Rosen et al. (2008) which was used to guide simulation development. Through mobile-based apps such as VeinSeek, SimMan, and ClinicalKey, the nurses can access evidence-based resources and simulate various nursing events that can be used at the point of care (POC). The apps can simulate a bedside, outpatient or telehealth event simulation. For example, clinical scenarios can be simulated with the plan of the expected and potential course of events or interventions (Rejeb, 2017). The instructors can also simulate debriefing process, facilitation, high, middle and low fidelity simulations or in-situ simulations such as in the case of Fetal Heart Monitor App (SEFM) for training NPs (Sicking, 2019). The simulation, therefore, is effective in training NP for new procedures, nursing communion process and skill-based techniques to improve competency in a specific area. The NPs can practice assessment and treatment of pains, improve multidisciplinary team collaboration.

References

Bauce, K., Kridli, S., & Fitzpatrick, J. (2014). Cultural Competency and Psychological Empowerment Among Acute Care Nurses. Online Journal Of Cultural Competence In Nursing And Healthcare, 4(2), 27-38. doi: 10.9730/ojccnh.org/v4n2a3

Berlin, A., Nilsson, G., & Tornkvist, L. (2010). Research Article: Cultural competence among Swedish child health nurses after specific training: A randomized trial. Nursing & Health Sciences, 12(3), 381-391. doi: 10.1111/j.1442-2018.2010.00542.x

Cheng, A., Eppich, W., Grant, V., Sherbino, J., Zendejas, B., & Cook, D. (2014). Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. Medical Education, 48(7), 657-666. doi: 10.1111/medu.12432

Cheng, A., Lang, T., Starr, S., Pusic, M., & Cook, D. (2014). Technology-Enhanced Simulation and Pediatric Education: A Meta-analysis. PEDIATRICS, 133(5), e1313-e1323. doi: 10.1542/peds.2013-2139

Cheshire, M., & Strickland, H. (2018). Distance Learning Teaching Strategies in Registered Nurse to Baccalaureate Nurse Programs: Advancing Cultural Competence of Registered Nurses in Providing End-of-Life Care. Teaching And Learning In Nursing, 13(3), 153-155. doi: 10.1016/j.teln.2018.03.001

Cicolini, G., Della Pelle, C., Comparcini, D., Tomietto, M., Cerratti, F., & Schim, S. et al. (2015). Cultural Competence Among Italian Nurses: A Multicentric Survey. Journal Of Nursing Scholarship, 47(6), 536-543. doi: 10.1111/jnu.12165

Cook, D., Hatala, R., Brydges, R., Zendejas, B., Szostek, J., & Wang, A. et al. (2011). Technology-Enhanced Simulation for Health Professions Education. JAMA, 306(9). doi: 10.1001/jama.2011.1234

Davis, L. (2005). A Phenomenological Study of Patient Expectations Concerning Nursing Care. Holistic Nursing Practice, 19(3), 126-133. doi: 10.1097/00004650-200505000-00009

Hart, P., & Moreno, 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. doi: 10.9730/ojccnh.org/v6n1a10

Jeffries, P. R. (Ed.). (2007). Simulation in nursing education. New York: National League for Nursing.

Kimble, J. (1997). Issues in Patient-Focused Care for the Respiratory Care Practitioner. Holistic Nursing Practice, 11(3), 21-30. doi: 10.1097/00004650-199704000-00006

Rejeb, M. (2017). Patient Safety Culture in a Tunisian Teaching Tertiary Care Hospital. Archives Of Nursing Practice And Care, 077-083. doi: 10.17352/2581-4265.000030

Rosen, M., Salas, E., Wu, T., Silvestri, S., Lazzara, E., & Lyons, R. et al. (2008). Promoting Teamwork: An Event-based Approach to Simulation-based Teamwork Training for Emergency Medicine Residents. Academic Emergency Medicine, 15(11), 1190-1198. doi: 10.1111/j.1553-2712.2008.00180.x

Sicking, J. (2019). Fetal Heart Monitor App (SEFM) Helps Train Future Nurses - Celebrating National Nurses Week | University of Tennessee Research Foundation. Retrieved 25 July 2019, from https://utrf.tennessee.edu/fetal-heart-monitor-app-sefm-helps-train-future-nurses-celebrating-national-nurses-week/