Which activity would not be expected by the nurse to meet the cultural needs of the client?

10 Questions | Total Attempts: 2078

  • Which activity would not be expected by the nurse to meet the cultural needs of the client?

    • Promote and support attitudes. behaviors. knowledge. and skills to respectfully meet client’s cultural needs despite the nurse’s own beliefs and practices

    • Ensure that the interpreter understands not only the language of the client but feelings and attitudes behind cultural practices to make sure an ethical balance can be achieved

    • Develop structure and process for meeting cultural needs on a regular basis and means to avoid overlooking these needs with clients

    • Expect the family to keep an interpreter present at all times to assist in meeting the communication needs all day and night while hospitalized

  • Ethical principles for professional nursing practice in a clinical setting are guided by the principles of conduct that are written as the:

    • American Nurses Association’s (ANA’s) Code of Ethics

    • Nurse Practice Act (NPA) written by state legislation

    • Standards of care from experts in the practice field

    • Good Samaritan laws for civil guidelines

  • A bioethical issue should be described as:

    • The physician’s making all decisions of client management without getting input from the client

    • A research project that included treating all the white men and not treating all the black men to compare the outcomes of a specific drug therapy.

    • The withholding of food and treatment at the request of the client in a written advance directive given before a client acquired permanent brain damage from an accident.

    • After the client gives permission. the physician’s disclosing all information to the family for their support in the management of the client.

  • When the nurse described the client as “that nasty old man in 354.” the nurse is exhibiting which ethical dilemma?

  • The distribution of nurses to areas of “most need” in the time of a nursing shortage is an example of:

  • Nurses are bound by a variety of laws. Which description of a type of law is correct?

    • Statutory law is created by elected legislature. such as the state legislature that defines the Nurse Practice Act (NPA).

    • Regulatory law includes prevention of harm for the public and punishment for those laws that are broken.

    • Common law protects the rights of the individual within society for fair and equal treatment.

    • Criminal law creates boards that pass rules and regulations to control society.

  • Besides the Joint Commission on Accreditation of Healthcare Organizations (JACHO). which governing agency regulates hospitals to allow continued safe services to be provided. funding to be received from the government and penalties if guidelines are not followed?

    • Board of Nursing Examiners (BNE)

    • American Nurses Association (ANA)

    • Americans With Disabilities Act (ADA)

  • When a client is confused. left alone with the side rails down. and the bed in a high position. the client falls and breaks a hip. What law has been broken?

  • When signing a form as a witness. your signature shows that the client:

    • Is fully informed and is aware of all consequences.

    • Was awake and fully alert and not medicated with narcotics.

    • Was free to sign without pressure

    • Has signed that form and the witness saw it being done

  • Which criterion is needed for someone to give consent to a procedure?

    • An appointed guardianship

    • Minimum of 21 years or older

  • ACLS
  • CEN
  • CMA
  • CPR
  • EMT
  • NCCT
  • HESI

  1. Johnstone M, Kanitsaki O. Culture, language, and patient safety: making the link. Int J Qual Health Care. 2006;18(5):383–8.

    Article  PubMed  Google Scholar 

  2. Betancourt JR, Green AR. Commentary: linking cultural competence training to improved health outcomes: perspectives from the field. Acad Med. 2010 Apr;85(4):583–5.

    Article  PubMed  Google Scholar 

  3. Shen Z. Cultural competence models and cultural competence assessment instruments in nursing: a literature review. J Transcult Nurs. 2015;26(3):308–21.

    Article  PubMed  Google Scholar 

  4. Alizadeh S, Chavan M. Cultural competence dimensions and outcomes: a systematic review of the literature. Health & social care in the community. 2016;24(6):117–30.

  5. Beach MC, Price EG, Gary TL, Robinson KA, Gozu A, Palacio AM, et al. Cultural competence: A systematic review of health care provider educational interventions. J Gen Intern Med. 2004;19:134.

    Google Scholar 

  6. Betancourt JR, Green AR, Carrillo JE, Owusu A-FI. Defining Cultural Competence: A Practical Framework for Addressing Racial/Ethnic Disparities in Health and Health Care. Public Health Rep. 2003;118(4):293–302.

    Article  PubMed  PubMed Central  Google Scholar 

  7. Negi S, Kaur H, Singh GM, Pugazhendi S. Quality of nurse patient therapeutic communication and overall patient satisfaction during their hospitalization stay. International Journal of Medical Science and Public Health. 2017;6(4):675–80.

    Article  Google Scholar 

  8. Marshall JK, Cooper LA, Green AR, Bertram A, Wright L, Matusko N, et al. Residents' attitude, knowledge, and perceived preparedness toward caring for patients from diverse sociocultural backgrounds. Health Equity. 2017;1(1):43–9.

    Article  PubMed  PubMed Central  Google Scholar 

  9. Logan S, Steel Z, Hunt C. Investigating the effect of anxiety, uncertainty and ethnocentrism on willingness to interact in an intercultural communication. J Cross-Cult Psychol. 2015;46(1):39–52.

    Article  Google Scholar 

  10. Gudykunst WB, Nishida T. Anxiety, uncertainty, and perceived effectiveness of communication across relationships and cultures. Int J Intercult Relat. 2001;25(1):55–71.

    Article  Google Scholar 

  11. Li C, Son N, BA Abdulkerim M, Jordan CA, Christine Ga Eun Son, BA. Overcoming Communication Barriers to Healthcare for Culturally and Linguistically Diverse Patients. N Am J Med Sci. 2017;10(3):103–10.

  12. Pearson A, Srivastava R, Craig D, Tucker D, Grinspun D, Bajnok I, et al. Systematic review on embracing cultural diversity for developing and sustaining a healthy work environment in healthcare. Int J Evid Based Healthc. 2007;5(1):54–91.

    PubMed  Google Scholar 

  13. Truong M, Paradies Y, Priest N. Interventions to improve cultural competency in healthcare: a systematic review of reviews. BMC Health Serv Res. 2014;14(1):99.

    Article  PubMed  PubMed Central  Google Scholar 

  14. McCalman J, Jongen C, Bainbridge R. Organisational systems’ approaches to improving cultural competence in healthcare: a systematic scoping review of the literature. Int J Equity Health. 2017;16(1):78.

    Article  PubMed  PubMed Central  Google Scholar 

  15. Teunissen E, Gravenhorst K, Dowrick C, van Weel-Baumgarten E, Van den Driessen Mareeuw F, de Brà n T, et al. Implementing guidelines and training initiatives to improve cross-cultural communication in primary care consultations: a qualitative participatory European study. Int J Equity Health. 2017;16(1):32.

  16. Horvat L, Horey D, Romios P, Kis-Rigo J. Cultural competence education for health professionals. Cochrane Database Syst Rev. 2014;5:CD009405.

    Google Scholar 

  17. Statistics Finland [Internet].; 2016 []. Available from: http://www.tilastokeskus.fi/tup/maahanmuutto/maahanmuuttajat-vaestossa_en.html.

  18. Campinha-Bacote J. The process of cultural competence in the delivery of healthcare services: a model of care. J Transcult Nurs. 2002;13(3):181–4.

    Article  PubMed  Google Scholar 

  19. Hofstede G. National Cultures in four dimensions: a research-based theory of cultural differences among nations. Int Stud Manag Organ. 1983;13(1–2):46–74.

    Google Scholar 

  20. Trompenaars F, Hampden-Turner C. Riding the waves of culture: understanding diversity in global business: Nicholas Brealey Publishing. Third edition. Oxfordshire: Hachette UK; 2011.

  21. Beaulieu C. Intercultural study of personal space: a case study. J Appl Soc Psychol. 2004;34(4):794–805.

    Article  Google Scholar 

  22. Campbell CM, Edwards RR. Ethnic differences in pain and pain management. Pain management. 2012;2(3):219–30.

    Article  PubMed  Google Scholar 

  23. Karvinen I. How to assess spiritual history? - northern perspective on spiritual history taking by opening-model. Danubius. 2014;32:181–8.

    Google Scholar 

  24. Balasubramaniam N, Kujala S, Ayzit D, Kauppinen M, Heponiemi T, Hietapakka L, Kaihlanen A. Designing an E-Learning Application to Facilitate Health Care Professionals' Cross-Cultural Communication. Stud Health Technol Inform. 2018;247:196–200.

  25. Jones MG, Brader-Araje L. The impact of constructivism on education: Language, discourse, and meaning. Am Commun J. 2002;5(3):1–10.

  26. Haigh C, Hardy P. Tell me a story †a conceptual exploration of storytelling in healthcare education. Nurse Educ Today. 2011;31(4):408–11.

    Article  PubMed  Google Scholar 

  27. Phillippi J, Lauderdale J. A guide to field notes for qualitative research: context and conversation. Qual Health Res. 2018;28(3):381–8.

    Article  PubMed  Google Scholar 

  28. Hsieh H, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–88.

    Article  PubMed  Google Scholar 

  29. Long TB. Overview of teaching strategies for cultural competence in nursing students. J Cult Divers. 2012;19(3):102–8.

    PubMed  Google Scholar 

  30. Seeleman C, Suurmond J, Stronks K. Cultural competence: a conceptual framework for teaching and learning. Med Educ. 2009;43(3):229–37.

    Article  PubMed  Google Scholar 

  31. Eubanks RL, McFarland MR, Mixer SJ, Muñoz C, Pacquiao DF, Wenger AFZ. Chapter 4: Cross-Cultural Communication. J Transcult Nurs. 2010 10/01; 2019/05;21(4):137S–50S.

    Article  Google Scholar 

  32. Griscti O, Jacono J. Effectiveness of continuing education programmes in nursing: literature review. J Adv Nurs. 2006;55(4):449–56.

    Article  PubMed  Google Scholar 

  33. Chae D. Experience of migrant care and needs for cultural competence training among public health workers in Korea. Public Health Nurs. 2018;35(3):211–9.

    Article  PubMed  Google Scholar 

  34. Scott KM, Baur L, Barrett J. Evidence-based principles for using technology-enhanced learning in the continuing professional development of health professionals. J Contin Educ Heal Prof. 2017;37(1):61–6.

    Article  Google Scholar 

Page 2

Session Content of the session
1. “What is Culture?” -Different cultural dimensions and how these dimensions occur in our everyday life and in healthcare.
2. “Culture in me” -Significance of being aware of one’s own cultural features in order to be able to understand others. How are our own cultural features constructed, and how are they seen in healthcare work? -Why are cultural ‘facts’ or assumptions not applicable in patient care? -Cultural pain. How do background and previous experiences affect pain interpretation?

-Cultural ‘cage’. How does it regulate our behaviour towards others?

3. “Communication” -Personal space. How can it be communicated to others? -What are our own communication features and challenges? -How do cultural values affect our way of communicating? -What is good and understandable communication with patients from different cultural backgrounds?

-What issues typically mess up or complicate the communication process?

4. “Meaning of conviction” -What is our own attitude towards spiritualism? What can different attitudes mean in a healthcare context? -Interaction between culture and religion. Does culture generate religion, or is it the other way around? -How can we value a patient’s convictions and spirituality?

➔Introduction to a conversational model (opening model) that can be used to assess patients’ spiritual needs