Health Medical
CSCC Influence of Culture on Nursing Practice and Research Discussion

Columbus State Community College

Question Description

I’m working on a Nursing exercise and need support.

For this discussion, first, review chapters 1, 2, and 4 in your textbook, Transcultural Concepts in Nursing Care as well as Lynn Rew article.

Rew, L. (2014). The influence of culture on nursing practice and research. Journal for Specialists in Pediatric Nursing, 19(1), 1-2

Click here to download the article

Then, address the following questions:

  1. In your own words, in one short paragraph each, define each of the following and give an example from your practice (not a list!):
    1. Cultural baggage
    2. Ethnocentrism
    3. Cultural imposition
    4. Prejudice
    5. Discrimination
    6. Cultural congruence
  2. Define cultural self-assessment and explain why it is important.
  3. Then, describe the five steps in the process for delivering culturally congruent nursing care.

Your initial post must be posted before you can view and respond to colleagues, must contain minimum of two (2) references, in addition to examples from your personal experiences to augment the topic. The goal is to make your post interesting and engaging so others will want to read/respond to it. Synthesize and summarize from your resources in order to avoid the use of direct quotes, which can often be dry and boring. No direct quotes are allowed in the discussion board posts.


References:

  • Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.

Words Limits

  • Initial Post: Minimum 200 words excluding references (approximately one (1) page)

Unformatted Attachment Preview

RUBRIC: DISCUSSION BOARD (30 pts) Criteria Characteristics of initial post Support for initial post Responses to Peers APA format*; Spelling/ Grammar/ Punctuation Meets Expectations 10 to 10 Points  Provided response with rationale.  The post is substantive and reflects careful consideration of the literature.  Examples from the student’s practice/experience are provided to illustrate the discussion concepts.  Addressed all required elements of the discussion prompt.  Well organized and easy to read. 5 to 5 Points  Cited minimum of two references: at least one (1) from required course materials to support rationale AND one (1) from peer-reviewed* references from supplemental materials or independent study on the topic to support responses.  The initial post is a minimum of 200 words excluding references. 10 to 10 Points  Responses to colleagues demonstrated insight and critical review of the colleagues’ posts and stimulate further discussion  Responded to a minimum of two (2) peers and included a minimum of one (1) peer-reviewed* or course materials reference per response.  Responses are a minimum of 100 words and are posted on different days of the discussion period by the due date. 5 to 5 Points  APA format** is used for in-text citations and reference list.  Posts contain grammatically correct sentences without any spelling errors. Levels of Achievement Needs Improvement 3 to 9 Points  Provided response missing either substantive rationale, consideration of the literature, or examples from the student’s practice/experience to illustrate the discussion concepts.  Addresses all or most of required elements.  Somewhat organized, but may be difficult to follow. 2 to 4 Points  Missing one (1) required course reference AND/OR one (1) peer-reviewed reference to validate response.  Post has at least 200 words. 4 to 9 Points  Responses to colleagues are cursory, do not stimulate further discussion and paragraph could have been more substantial.  Responses missing one of the following: o insight/critical review of colleague’s post, o OR respond to at least two peers, o OR a peer reviewed*or course materials reference per response  Responses are a minimum or less than 100 words and posts were on the same date as initial post. 2 to 4 Points  APA format is missing either in-text or at end of the reference list.  Posts contain some grammatically correct sentences with few spelling errors. Unsatisfactory 0 to 2 Points  Provided response with minimal rationale.  Does not demonstrate thought and provides no supporting details or examples.  Provides a general summary of required elements. 0 to 1 Points  Missing 1 or more of the correct type (course or peer-reviewed) or number of references to support response.  Post is less than 200 words or there’s no post. 0 to 3 Points  Responses to colleagues lack critical, in depth thought and do not add value to the discussion.  Responses are missing two or more of the following: o insight/critical review of colleagues’ post o AND/OR response to at least two peers o AND/OR a peer reviewed* reference per response.  Responses are less than 100 words, posted same day as initial post. 0 to 1 Points  Not APA formatted OR APA format of references has errors both in-text and at end of reference list.  Post is grammatically incorrect. NOTE: No direct quotes are allowed in the discussion board posts. *Peer-reviewed references include professional journals (i.e. Nursing Education Perspectives, Journal of Professional Nursing, etc. – see library tab on how to access these from database searches), professional organizations (NLN, CDC, AACN, ADA, etc.) applicable to population and practice area, along with clinical practice guidelines (CPGs - National Guideline Clearinghouse). All references must be no older than five years (unless making a specific point using a seminal piece of information) References not acceptable (not inclusive) are UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases. **Since it is difficult to edit the APA reference in the Blackboard discussion area, you can copy and paste APA references from your Word document to the Blackboard discussion area and points will not be deducted because of format changes in spacing. Last updated: 02/02/2017 © 2017 School of Nursing - Ohio University Page 1 of 1 bs_bs_banner Journal for Specialists in Pediatric Nursing E D I TO R I A L The influence of culture on nursing practice and research Search terms Culture, diversity, cultural sensitivity, cultural humility, cultural competence. doi: 10.1111/jspn.12058 Any nurse practicing at the bedside or conducting research with patients or students is keenly aware of the influence of culture on such practice. Culture shapes each one of us as an individual and as a nurse; similarly, it also shapes our patients and our research participants. The purpose of this editorial is to review briefly our shared understanding of what we mean by culture and to increase each one’s awareness of how culture is more than just a person’s country of origin, language, or self-declaration of ethnicity. The word culture comes from the Latin cultura, which means “a cultivating, agriculture” (Online Etymology Dictionary, 2013). Many English words are derived from this same Latin term. Most of us are familiar with cultivating or tilling the soil in our gardens, and we know the importance of agriculture in providing nutritious foods for our animal companions and ourselves. It is helpful to keep this original meaning in mind as we approach the other people we meet as nurses, faculty, and researchers. Each individual has come from an environment that provided the nutrients that influenced the unique development of that person. The social culture in which the individual was raised has transmitted information, ideas, beliefs, values, religious customs, and traditions that have strongly influenced how that person views and interacts with the world. All of us share some aspects of culture, and we are really members of multiple cultures. Nursing, as a profession, has a culture into which we are socialized as students. Our work setting has another culture to which we learn to adapt. Each of these cultures has an effect on how we dress, how we speak and write, how we express our feelings, and what we eat. Throughout our nursing education, we have been apprised of the differences in major cultural or ethnic groups. We learn about the cultural influences of people born and raised in various countries. We understand that their cultures have influenced their behavior, in general, and their health behaviors, in particular. Journal for Specialists in Pediatric Nursing 19 (2014) 1–2 © 2014, Wiley Periodicals, Inc. In nursing, we have focused on the concept of cultural competence. More recently, the American Association of Colleges of Nursing (AACN, 2008) has included the term cultural humility in its glossary as an outcome of nursing education and suggests that it may be a better term than cultural competence in nursing education. Cultural humility includes “lifelong commitment to self-evaluation and selfcritique, . . . and developing mutually beneficial and advocacy partnerships with communities on behalf of individuals and defined populations” (AACN, 2008, p. 36). Attaining cultural humility means providing nursing care that begins with a sensitivity or openness to the cultural influences that shaped the other. It begins with awareness of cultural influences that may have much in common with our own, or that may be drastically different. One hallmark of American culture is mandatory kindergarten through Grade 12 education for all our children. The original purpose of this mandate was to ensure a citizenry who could read and write, but another advantage of this mandate was that it has served as a major socializing institution for the children of native citizens and immigrants alike. A closer look at this institution provides a unique view of culture. It is through going to school that American children learn how to use the English language, what kinds of food and attire are “in,” how to celebrate national holidays and birthdays, and in some early grades, how to enjoy music and physical activity. Children learn how to get along together, to make decisions, and to solve problems. But ask any child who has experienced the change from elementary to middle school and then middle school to high school, or has had to change school districts because her or his parents moved, about the differences in school cultures, and you will get an earful. Although developmental transitions from elementary to middle and from middle to high school are anticipated, major transitions that occur in schools when a child’s family relocates across the country can be 1 Editorial sources of confusion and trauma. The culture of elementary school in the middle of Chicago is vastly different from the culture of the school in a small town in Montana, Arizona, or Kentucky. Parents may be unaware of the drastic shifts in culture that come not only with a major move to a new house and neighborhood but also to a new school system for children of any age. Similarly, school, community, and hospital and clinic-based nurses may be unaware that children who move, however infrequently, may experience “culture shock” when exposed to new foods, new ways of using a common language, and new ways of expected dress and interacting with others. Unfortunately, we have very little research evidence about such experiences. We also have little research in some areas where cultural sensitivity is paramount: end-of-life, prenatal expectations, and working with immigrant and refugee populations. Keeping cultural awareness and humility in the foreground rather than in the background of our daily activities as nurse clinicians, educators, and researchers is not a given. It takes the intention to consistently meet the other with a perspective of openness to respect and honor cultural differences. Pediatric nurses who rise to the challenge of becoming culturally competent and remaining so need to realize that this essential competency applies not only to being sensitive to persons who are racially or ethnically different from themselves but to the children they encounter who may have recently moved from one location to another. Because cultural sensitivity begins with self-awareness, it may be 2 L. Rew helpful to reflect on your own experiences with the various cultures to which you were exposed as you transitioned from preschool, to elementary, to middle, to high school, and to college. How did these social institutions alter your beliefs, affect what you wore, how you used language, and how you solved problems and interacted with other people? Perhaps you had the experience of moving from one part of the country to another or the experience of going to the same school from Grade 1 to Grade 12 with the same 20 kids. Perhaps you had easy transitions from elementary to middle to high school or maybe some of those changes still bring back unpleasant memories. On your next coffee break at work, share some of your school culture experiences with a peer or two. You will have a greater appreciation of the diversity of social institutions and you will have taken another step on the path to applying culturally sensitive principles in your area of nursing practice. Lynn Rew, EdD, RN, AHN-BC, FAAN Associate Editor ellerew@mail.utexas.edu References American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: American Association of Colleges of Nursing. Online Etymology Dictionary. (2013). Culture. Retrieved from http://www.etymonline.com Journal for Specialists in Pediatric Nursing 19 (2014) 1–2 © 2014, Wiley Periodicals, Inc. ...
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Running head: DIVERSITY DISCUSSION

1

DIVERSITY DISCUSSION

Student’s name
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DIVERSITY DISCUSSION

2

1. In your own words, in one short paragraph each, define each of the following and
give an example from your practice
Cultural baggage
Cultural baggage is the inclination that allows people to prioritize their cultural beliefs
and practices first before facing a particular situation.
Ethnocentrism
Ethnocentrism is the s...

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