Статті в журналах: "Culturally competent care"

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Chin, J. L. "Cultural competence. Viewpoint. Culturally competent health care." Public Health Reports 115, no. 1 (January 1, 2000): 25–34. http://dx.doi.org/10.1093/phr/115.1.25.

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Beard, Kenya V., Eunice Gwanmesia, and Gina Miranda-Diaz. "Culturally Competent Care." AJN, American Journal of Nursing 115, no. 6 (June 2015): 58–62. http://dx.doi.org/10.1097/01.naj.0000466326.99804.c4.

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Keehan, Carol. "Culturally Competent Care." Journal of Healthcare Management 58, no. 4 (July 2013): 250–52. http://dx.doi.org/10.1097/00115514-201307000-00003.

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Meleis, Afaf I. "Culturally Competent Care." Journal of Transcultural Nursing 10, no. 1 (January 1999): 12. http://dx.doi.org/10.1177/104365969901000108.

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Kersey-Matusiak, Gloria. "Culturally competent care." Nursing Management (Springhouse) 43, no. 4 (April 2012): 34–39. http://dx.doi.org/10.1097/01.numa.0000413093.39091.c6.

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Cohen, Marlene Zichi, and Guadalupe Palos. "Culturally competent care." Seminars in Oncology Nursing 17, no. 3 (August 2001): 153–58. http://dx.doi.org/10.1053/sonu.2001.25944.

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&NA;. "Culturally Competent Care." Journal of Neuroscience Nursing 38, no. 4 (August 2006): 205, 211. http://dx.doi.org/10.1097/01376517-200608000-00001.

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Kersey-Matusiak, Gloria. "Culturally competent care." Nursing 42, no. 2 (February 2012): 49–52. http://dx.doi.org/10.1097/01.nurse.0000410308.49036.73.

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Boyle, Deborah A. "Culturally Competent Care." Oncology Nursing Forum 30, no. 1 (January 1, 2003): 23–24. http://dx.doi.org/10.1188/03.onf.23-24.

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French, Brian M. "Culturally Competent Care." Journal of Infusion Nursing 26, no. 4 (July 2003): 252–55. http://dx.doi.org/10.1097/00129804-200307000-00011.

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Flowers, Deborah L. "Culturally Competent Nursing Care." Critical Care Nurse 24, no. 4 (August 1, 2004): 48–52. http://dx.doi.org/10.4037/ccn2004.24.4.48.

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Mattson, Susan. "PROVIDING CULTURALLY COMPETENT CARE." AWHONN Lifelines 4, no. 5 (October 2000): 37–39. http://dx.doi.org/10.1111/j.1552-6356.2000.tb01207.x.

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Haghshenas, Abbas, Patricia M. Davidson, and Arie Rotem. "Negotiating norms, navigating care: findings from a qualitative study to assist in decreasing health inequity in cardiac rehabilitation." Australian Health Review 35, no. 2 (2011): 185. http://dx.doi.org/10.1071/ah09786.

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Purpose. People from culturally and linguistically diverse backgrounds (CaLDBs) have lower rates of participation in cardiac rehabilitation (CR). Systematically evaluating barriers and facilitators to service delivery may decrease health inequalities. This study investigated approaches for promoting cultural competence in CR. Methods. A qualitative study of 25 health practitioners was undertaken across three CR programs using a purposive sampling strategy. Interviews and participant observation were undertaken to identify factors to promote culturally competent care. Results. Three key foci were identified for implementing cultural competence approaches: (1) point of contact; (2) point of assessment; and (3) point of service. Based upon study findings and existing literature, a conceptual model of cultural competency in CR was developed. Conclusion. Culturally competent strategies for identifying and tailoring activities in the CR setting may be a useful approach to minimise health inequities. The findings from this study identified that, in parallel with mainstream health services, CR service delivery in Australia faces challenges related to cultural and ethnic diversity. Encouragingly, study findings revealed implementation and integration of culturally competent practices in rehabilitation settings, in spite of significant odds. What is known about the topic? Cultural competence can improve the ability of health systems and health providers to deliver appropriate services to diverse populations in order to reduce disparities and improve health outcomes. What does this paper add? Description of cardiac rehabilitation practitioners’ interaction and views on interacting with patients from culturally and linguistically diverse backgrounds. An empirically derived model of cultural competence identifying key points of intervention. What are the implications for practitioners? This model improves practitioner’s ability to address diverse needs of individuals from culturally and linguistically diverse backgrounds and improve equity in health care delivery in Australia.

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Nynas, Suzette Marie. "The Assessment of Athletic Training Students' Knowledge and Behavior to Provide Culturally Competent Care." Athletic Training Education Journal 10, no. 1 (January 1, 2015): 82–90. http://dx.doi.org/10.4085/100182.

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Context Culturally competent knowledge and skills are critical for all healthcare professionals to possess in order to provide the most appropriate health care for their patients and clients. Objective To investigate athletic training students' knowledge of culture and cultural differences, to assess the practice of culturally competent care, and to determine efficacy of cultural competency instruction. Design A mixed methods research design with a case study approach was utilized for this study. Setting This study was conducted in an athletic training course over a 2-week time period. Patients or Other Participants Ten athletic training students enrolled in a professional athletic training program at the master's level participated in this project. Sampling of participants was purposeful and based on convenience. Data Collection and Analysis The Cultural Competence Assessment (CCA) instrument was administered and analyzed to determine athletic training students' cultural awareness, sensitivity, and behavior. An assessment questionnaire and focus group were used to determine the athletic training students' experiences in diversity and cultural competency education, to evaluate the efficacy of classroom activities, and to solicit athletic training students' feedback for recommendation regarding the delivery of cultural competency knowledge and skills in the athletic training curriculum. Results The study revealed that athletic training students demonstrated good cultural awareness and sensitivity. However, it was also discovered that athletic training students were less likely to practice culturally competent care. Conclusion(s) Both didactic and clinical experiences increased athletic training students' cultural competency; however, athletic training students wanted to spend more time on cultural competency within the curriculum. Athletic training students also believed it was important to use various tools to teach about cultural competency.

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Malott, Anne M. "Teaching Skills for Cultural Competence: Are Midwives Prepared for Practice?" Canadian Journal of Midwifery Research and Practice 7, no. 3 (May 28, 2024): 19–29. http://dx.doi.org/10.22374/cjmrp.v7i3.149.

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Midwives are becoming increasingly available to women of all cultural and socioeconomic groups. Understanding the impact of socioeconomic and cultural issues on women’s health is critically important in providing comprehensive care to women. If prepared, midwives have an opportunity to provide individualized, culturally sensitive care. A pubmed search on cultural competence in midwifery care revealed much about cultural competence in women’s health and nursing, but little about educating midwives. A subsequent Google scholar search on obstetrical care was helpful in identifying desired skills and behaviours among practitioners as well as how to teach such skills to learners. This paper addresses the skills necessary for providing culturally competent midwifery care and describes how these skills are presently taught in the Ontario Midwifery Education Program. Recommendations for further development and evaluation of culturally competent maternity care are provided.

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Green-Hernandez, Carol, Agatha A. (Tracy) Quinn, Susan Denman-Vitale, Sharon K. Falkenstern, and Tess Judge-Ellis. "Making Primary Care Culturally Competent." Nurse Practitioner 29, no. 6 (June 2004): 49–55. http://dx.doi.org/10.1097/00006205-200406000-00010.

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Jimenez, Rosalinda R., and Wendy Thal. "Culturally competent mental health care." Nursing Made Incredibly Easy! 18, no. 3 (2020): 46–49. http://dx.doi.org/10.1097/01.nme.0000658224.50056.fb.

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Leininger, Madeleine. "Culturally Competent Care: Visibleand Invisible." Journal of Transcultural Nursing 6, no. 1 (July 1994): 23–25. http://dx.doi.org/10.1177/104365969400600105.

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WILSON, D. W. "Culturally competent psychiatric nursing care." Journal of Psychiatric and Mental Health Nursing 17, no. 8 (June 14, 2010): 715–24. http://dx.doi.org/10.1111/j.1365-2850.2010.01586.x.

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Green-Hernandez, Carol, Agatha A. (Tracy) Quinn, Susan Denman-Vitale, Sharon K. Falkenstern, and Tess Judge-Ellis. "Making Nursing Care Culturally Competent." Holistic Nursing Practice 18, no. 4 (July 2004): 215–18. http://dx.doi.org/10.1097/00004650-200407000-00008.

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van Loon, P. J. "Culturally competent mental health care." European Psychiatry 26, S2 (March 2011): 2228. http://dx.doi.org/10.1016/s0924-9338(11)73930-x.

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A dynamic view of culture defines it as the semiotic system that people use to interpret their inner and outer worlds and that shapes their responses to it.Culture is more than the fixed patterns of behaviour acquired and transmitted through symbols and related to a particular cultural group.Cross cultural psychiatry makes use of both universalistic and relativistic concepts.It is important to make use of these concepts as clinician in the diagnostic and therapeutic process with patients.Attention will be paid to the concept of idioms of distress, how does the patient elaborate his suffering?Clearly elucidation of the idioms of distress is essential in formulating an accurate diagnosis.Another factor as emphasised in the Cultural Formulation which is highly relevant to this subject is the therapist patient relationship. Transference and countertransference issues related to the necessity of reconciling the meaning of verbal and nonverbal expressions of the patient along with contextual information about the patient and his environment with diagnostic critieria are relevant here.Some research particularly related to how symptoms are expressed and carried out in the department in Rotterdam will be discussed in this workshop.

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Brunett, Miranda, and René Revis Shingles. "Does Having a Culturally Competent Health Care Provider Affect the Patients’ Experience or Satisfaction? A Critically Appraised Topic." Journal of Sport Rehabilitation 27, no. 3 (May 1, 2018): 284–88. http://dx.doi.org/10.1123/jsr.2016-0123.

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Clinical Scenario: The level of cultural competence of health care providers has been studied. However, limited scholarship has examined whether the cultural competence of the health care provider affects patient satisfaction. Focused Clinical Question: Does cultural competence of health care providers influence patient satisfaction with their experience with their provider? Summary of Key Findings: Having a culturally competent health care provider, or one who a patient perceives as culturally competent, does increase patient satisfaction. Clinical Bottom Line: Cultural competence in health care plays an important role in patients being satisfied with their providers, as well as patients willingly and actively participating in their treatment. Strength of Recommendation: Questions 1 to 5 and 9 of the critical appraisal skills program were answered “yes” for all studies in the critically appraised topic. Thus, the authors strongly support the findings.

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Brown, Erica, Anita Franklin, and Jane Coad. "A concept analysis in relation to the cultural competency of the palliative care workforce in meeting the needs of young people from South Asian cultures." Palliative and Supportive Care 16, no. 2 (April 24, 2017): 220–27. http://dx.doi.org/10.1017/s1478951517000207.

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ABSTRACTObjective:Our aims were to report an analysis of the concept of cultural competency and to explore how the cultural competency of the palliative care workforce impacts the holistic care of young people with palliative care needs from South Asian cultures.Method:Using keywords, we searched the online databases MEDLINE, CINAHL, ScienceDirect, and PubMed from January of 1990 through to December of 2016. Some 1543 articles were retrieved, and inclusion and exclusion criteria were applied. A total of 38 papers were included in the concept analysis. The data were analyzed using Coad's (2002) adapted framework based on Rodgers's (1989) evolutionary concept analysis, focusing on the attributes, antecedents, consequences, and related terms in relation to culturally competent care. A model case of culturally competent care was also constructed.Results:The literature provides evidence that the concept of culturally competent care is a complex one, which is often expressed ambiguously. In addition, there is a paucity of research that involves service users as experts in defining their own needs and assessing their experiences related to cultural care.Significance of Results:Cultural care should be integral to holistic patient care, irrespective of a person's race or ethnicity. There is an urgent need to involve young BAME patients with palliative care needs and their families in the development of a robust tool to assess cultural competency in clinical practice.

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Perez, Miguel A., Antonio Gonzalez, and Helda Pinzon-Perez. "Cultural Competence in Health Care Systems." Californian Journal of Health Promotion 4, no. 1 (March 1, 2006): 102–8. http://dx.doi.org/10.32398/cjhp.v4i1.737.

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This study studied cultural competence training needs in a health services system in California. Results indicated that the major training needs were related to (1) cultural factors that affect consumers’ access to services, (2) ethnic and cultural beliefs, traditions, and customs, (3) training for interpreters, and (4) crosscultural communication. Significant differences were found in regard to administrator and staff participation in cultural awareness activities, perception of the work environment as culturally competent, perception of culturally-related barriers, and perceived training needs. The findings support the importance of a continuous assessment of the educational needs of employees regarding cultural competence.

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Cook, Sarah, Megan Granquist, and Zandra Wagoner. "Incorporating Interfaith Concepts in Education on Patient-Centered Care." Athletic Training Education Journal 17, no. 4 (October 1, 2022): 373–79. http://dx.doi.org/10.4085/1947-380x-22-014.

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Context Many topics related to diversity, equity, and inclusion are receiving attention in the popular media and in literature. However, religious, spiritual, and secular identities and how these relate to culturally competent patient-centered care have received considerably less attention. Objective Encourage athletic training educators to enhance their curriculum related to providing culturally competent patient-centered care by including content on interfaith patient care and offer guidance on foundational concepts and practical strategies. This paper provides a framework for providing education on quality patient care with respect to patients' religious, spiritual, and secular identities: (1) create a foundation of understanding, (2) establish a rationale for content inclusion, and (3) provide practical strategies for teaching and the provision of quality patient-centered care with respect to religious, spiritual, and secular identities. Background Religious, spiritual, and secular identities are often an important part of a patient's self-concept, and thus need to be considered when providing culturally competent patient-centered care. The Board of Certification Standards of Professional Practice and the Commission on the Accreditation of Athletic Training Education standards for professional athletic training programs both address patient care with specific language related to cultural competence. Although athletic trainers recognize the importance of considering religious, spiritual, and secular identities of patients, many athletic trainers may not feel equipped to address these identities when providing culturally competent patient-centered care. Description Students should be better prepared to provide a more complete holistic approach to culturally competent patient-centered care. Educational Advantage A framework for addressing this content in an athletic training curriculum includes providing foundational concepts and a rationale for the inclusion of this content and then offering practical strategies for considering religious, spiritual, and secular identities in patient-centered care. Conclusion(s) Athletic training educational programs should include education on religious, spiritual, and secular identities for culturally competent patient-centered care.

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Presley, Diane, and Sheila Mokoboto-Zwane. "Empowerment of Foreign Nurses to Develop Self-efficacy in Culturally Competent Care Delivery." Malaysian Journal of Nursing 15, no. 02 (2023): 114–24. http://dx.doi.org/10.31674/mjn.2023.v15i02.013.

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Background: Utilizing an exploratory, sequential, mixed-method approach, data was collected for an evidence-based educational approach to empower nursing staff from diverse cultural backgrounds to acquire the knowledge, skills, and attitudes necessary for the successful provision of culturally competent care. Methods: The Transcultural Self-Efficacy Tool (TSET) and the competence and confidence model were used to measure the influence of cultural competence education on transcultural self-efficacy (TSE) perceptions (n = 92). This mixed-methods inquiry utilized focus group inquiry prior to and after utilizing the TSET for the development of education and training. Results: Qualitative and quantitative data were triangulated with the themes and care statements from the qualitative focus group data, which explored relationships between the quantitative data of the TSET domains. Empowerment is demonstrated by the ability to deliver culturally competent care and achieve positive outcomes in clinical practice effectively and confidently. Conclusion: Empowering TSE may be influenced by the planned education and training of professional nurses. Educational outcome research can demonstrate the impact of cultural education and training programs on empowerment and meeting patient needs with culturally competent nursing skills.

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Kolapo, Tiwalola Foluke. "Culturally Competent Commissioning; Meeting the Needs of Canada’s Diverse Communities: The Road Map to a Culturally Competent Mental Health System for All." Canadian Journal of Community Mental Health 36, no. 4 (December 1, 2017): 83–96. http://dx.doi.org/10.7870/cjcmh-2017-034.

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Cultural competence has proven to be a very efficient tool in reducing healthcare disparities and improving healthcare experiences, compliance with therapy, and reducing incidents of misdiagnosis. This effect is because professionals are recognizing the value and significance of including the person in need of services in their assessment and decision making. While this rationale has also long been considered part of good practice among healthcare professionals (providers) within the mental health arena and nursing care and the success of its use has been reported widely in the provider and insurance arena, the notion seems to have escaped the commissioning arena. Commissioners are responsible for specifying, procuring, and monitoring services and are missing out on the value of completing culturally competent needs assessments for their localities. Synonymous with cultural competence is “person-centred care.” In recent times, cultural competence has contributed much to the commissioning of dementia services in a bid to improve and promote person-centred care. It could be argued that there is no person-centred care without cultural competence, which, in simplistic terms, can be defined as care that is undertaken in partnership with the recipient and is of value and significance to the recipient. Culturally competent commissioning and provision of care is therefore to be recommended as capable of addressing quality issues and the problematic variation in services available.

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Stern, Rachel J., Alicia Fernandez, Elizabeth A. Jacobs, Torsten B. Neilands, Robert Weech-Maldonado, Judy Quan, Adam Carle, and Hilary K. Seligman. "Advances in Measuring Culturally Competent Care." Medical Care 50 (September 2012): S49—S55. http://dx.doi.org/10.1097/mlr.0b013e31826410fb.

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Arnault, Denise Saint. "Integrative Model of Culturally Competent Care." Nurse Practitioner 24, Supplement (November 1999): 7. http://dx.doi.org/10.1097/00006205-199911001-00016.

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Narayan, Mary Curry. "How to Provide “Culturally Competent Care”." Home Healthcare Now 36, no. 1 (2018): 60. http://dx.doi.org/10.1097/nhh.0000000000000639.

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Canales, Mary K., and Barbara J. Bowers. "Expanding conceptualizations of culturally competent care." Journal of Advanced Nursing 36, no. 1 (October 2001): 102–11. http://dx.doi.org/10.1046/j.1365-2648.2001.01947.x.

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Kelly, Sophie. "Can we give culturally competent care?" British Journal of Nursing 27, no. 10 (May 24, 2018): S15. http://dx.doi.org/10.12968/bjon.2018.27.10.s15.

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Matus, Justin C. "Strategic Implications of Culturally Competent Care." Health Care Manager 23, no. 3 (2004): 257–61. http://dx.doi.org/10.1097/00126450-200407000-00009.

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Salt, Karen. "Step 3: Provides Culturally Competent Care." Journal of Perinatal Education 16, no. 1 (2007): 23–24. http://dx.doi.org/10.1624/105812407x173155.

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ROBICHAUX, CATHERINE, VICTORIA DITTMAR, and ANGELA P. CLARK. "Are We Providing Culturally Competent Care?" Clinical Nurse Specialist 19, no. 1 (January 2005): 11–14. http://dx.doi.org/10.1097/00002800-200501000-00004.

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Hermanns, Melinda. "Culturally Competent Care for Parkinson Disease." Nursing Clinics of North America 46, no. 2 (June 2011): 171–80. http://dx.doi.org/10.1016/j.cnur.2011.02.003.

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Dykes, Daryll C., and Augustus A. White. "Culturally Competent Care Pedagogy: What Works?" Clinical Orthopaedics and Related Research® 469, no. 7 (April 1, 2011): 1813–16. http://dx.doi.org/10.1007/s11999-011-1862-6.

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Abousifein, Marfy, and Nicholas Leyland. "Culturally competent and inclusive endometriosis care." Canadian Medical Association Journal 196, no. 22 (June 9, 2024): E766. http://dx.doi.org/10.1503/cmaj.240278.

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Smith-Morris, Carolyn, and Jenny Epstein. "Beyond Cultural Competency: Skill, Reflexivity, and Structure in Successful Tribal Health Care." American Indian Culture and Research Journal 38, no. 1 (January 1, 2014): 29–48. http://dx.doi.org/10.17953/aicr.38.1.euh77km830158413.

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As notions of cultural competency have risen to prominence in health care, some of our most powerful models and strategies come from successful tribal health care. In this chapter, we deconstruct notions of cultural competency, rebuilding this important aspect of medical practice under Bourdieu's model of reflexivity (1986). We outline a critical discourse of cultural competency based on a processual (and distinctively anthropological) model. In promoting several specific strategies for culturally competent care, we point to the assumptions regarding the boundedness and neutrality of culture within biomedical practice as well as the authority and power structures through which competency is determined. We offer two case studies: one, an examination of a community-based ambulatory care practice; the second, a consideration of both practitioners' and institutions' use of cultural capital in addressing the community they serve. We promote a reflexive form of culturally competent care that goes beyond "cookbook" uses of cultural capital to move toward an engaged and structurally flexible approach, one that allows the blending of biomedical paradigms with patient culture and history.

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Claiborne, Tina L., Jill Kochanek, and Jolene F. Pangani. "The Impact of an Intergroup Dialogue Workshop on Culturally Competent Clinical Behaviors in Athletic Trainers." Athletic Training Education Journal 17, no. 1 (January 1, 2022): 1–11. http://dx.doi.org/10.4085/1947-380x-21-013.

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Context Athletic trainers (ATs) possess moderate levels of cultural knowledge and awareness but a lower capacity to demonstrate culturally competent clinical behaviors. Proven educational strategies for improving culturally responsive care have yet to emerge. Intergroup dialogue is a pedagogical approach that may bridge the knowledge-to-practice gap, promote equity, and enhance culturally competent patient care. Objective To determine the impact of an intergroup dialogue workshop on cultural knowledge and awareness and on clinical behaviors associated with cultural competence. Design Mixed-methods cross-sectional cohort. Setting In-person workshop and survey with web-based survey follow-up. Patients or Other Participants Sixteen practicing ATs. Intervention(s) ATs participated in an intergroup dialogue workshop designed to improve cultural competence. Cultural awareness and sensitivity (CAS) and culturally competent behavioral intentions (CCB) were measured quantitatively using a modified Cultural Competence Assessment. Written survey responses recorded participants' workshop experiences and patterns of culturally competent clinical behaviors. Main Outcome Measure(s) A 2 × 3 analysis of variance with Tukey post hoc (P < .05) calculated differences in the CAS and CCB measurements over time (preworkshop, immediately postworkshop, 6 weeks postworkshop). Written responses were coded to identify common themes, type and frequency of behavior modifications. Results The CAS scores were greater postworkshop when compared to preworkshop values (P = .010), with no further change 6 weeks postworkshop (P = 1.00). The CCB was significantly higher postworkshop (P < .001), and then returned to baseline values 6 weeks postworkshop. Qualitatively, however, there was evidence of sustained behavioral change 6 weeks postworkshop, with a majority (11, 69%) of participants reporting clinical behavior changes. Conclusions Our results offer initial support for the efficacy of an intergroup dialogue workshop to promote culturally responsive clinical behaviors among ATs. This method may be used by AT educators, coordinators of clinical education, and practitioners to prepare current and future ATs with knowledge and skills to be culturally competent practitioners.

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Strong, Lorna. "Recommendations for Cultural Competence Educational by Practicing Athletic Trainers." Journal of Higher Education Athletics & Innovation 1, no. 10 (July 1, 2023): 17–35. http://dx.doi.org/10.15763/issn.2376-5267.2022.1.10.17-35.

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Athletic trainers are allied health professionals providing healthcare to individuals from diverse personal and ethnic backgrounds in various of practices settings. The purpose of this phenomenological case study was to explore cultural competence of practicing athletic trainers, credentialed to practice between one and three years, having graduated from one accredited athletic training program in Texas. The guided protocol included five research questions to assess knowledge and skills of the participants in provision of culturally competent strategies used in clinical practice. Eleven athletic trainers were interviewed to assess the ability to define cultural competence and enumerate experiences of implementation of effective patient care. The findings revealed the participants of this study provided culturally competent care to diverse patient groups. Additional findings included the ability to recognize the importance of effective communication, sociocultural considerations, and expanded needs for educational content for professional preparation. Findings in study suggested the following implications: athletic trainers must be aware of patient diversity, the relationships between athletic trainer and patient are important for assisting patient outcomes, effective use of appropriate communication techniques are paramount to patient outcomes, and athletic training curricula need to provide a foundation of cultural competence with expanded content on patient diversity and treatment methods for enhanced preparation of future athletic training professionals to provide effective culturally competent care.

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Aishammari, Yousef Fehaid Hawas, Mudi Naif Alharbi, Huda Fawaz Alanazi, Bandar Khulaif Aldhahawi, Fahad Mohammed Alshammari, Rawaf Hussain Alsuwaydan, Saad Ghanem Alenezi, et al. "Cultural competence in health care practice." International journal of health & medical sciences 2, no. 1 (December 27, 2019): 45–54. http://dx.doi.org/10.21744/ijhms.v2n1.2258.

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Cultural competence in health practice is essential for providing quality healthcare in diverse and multicultural societies, This research explores the significance of cultural competence in nursing practice, education, and policy. It examines the challenges faced by nurses in delivering culturally competent care and identifies strategies to enhance cultural competence within the nursing profession. Additionally, the research investigates the impact of cultural competence on patient outcomes, satisfaction, and healthcare disparities. By synthesizing existing literature and empirical evidence, this study aims to contribute to the advancement of cultural competence training and implementation in nursing practice, ultimately improving healthcare delivery for individuals from diverse cultural backgrounds.

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Bai, Mu, Xin Sui, Changli Zhou, Yuewei Li, Jinwei Li, Ruitong Gao, Zhen Du, Linqi Xu, and Feng Li. "The Challenge of Cross-Cultural Care Encounters: Perspective of Imported Nurses in Lhasa, Tibet." BioMed Research International 2020 (April 9, 2020): 1–8. http://dx.doi.org/10.1155/2020/3159178.

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Aims. The purpose of this study was to describe the challenge of cross-cultural care encounters from perspective of imported nurses in Lhasa, Tibet, as well as investigate the relationship of cross-cultural care encounters and its influencing factors. Methods. A cross-sectional survey was designed among 300 imported nurses and 255 patients selected from four comprehensive hospitals (including two Grade III Class A hospitals and two Grade III Class B hospitals) in Lhasa. The average number, standard deviations, constituent ratios, T-tests, rank-sum tests, one-way ANOVAs, multiple stepwise regression analyses, and Pearson correlation analysis were used to analyze cross-cultural care encounters and its influencing factors. P<0.05 was considered statistically significant. Results. The cross-cultural care encounter of nurses was 61.73±11.86, mainly relating to age, technical titles, Tibetan language ability, and participation in humanistic training. Age, gender, educational level, technical titles, Tibetan language ability, years working in Tibet, and participation in language and humanities training were the influencing factors (P<0.05). The average total score of culturally competent care of imported nurses in Lhasa was 218±31.09. Cross-cultural care encounters of nurses were positively correlated with culturally competent care (r=0.126, P<0.01) and the needs of patients’ cultural care (r=0.183). Conclusion. The scores of culturally competent care and cross-cultural care encounter of imported nurses were at a high level, and their culturally competent care was in the second stage of “conscious and incapable” status. The cross-cultural care encounter of nurses is positively related to culturally competent care and the needs of patients’ cultural care. Abilities of language communication, understanding of Tibetan culture, and enhancement of the cultural ability needed optimization.

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Joseph, Anumol, and Sonia . "Unveiling Transcultural Psychiatry Nursing and Providing Culturally Competent Care." Journal of Psychiatric Nursing 5, no. 3 (2016): 111–16. http://dx.doi.org/10.21088/jpn.2277.9035.5316.3.

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Anderson-Loftin, Wanda, Steve Barnett, Peggy Bunn, Patra Sullivan, James Hussey, and Abbas Tavakoli. "Culturally Competent Diabetes Education." Diabetes Educator 31, no. 4 (July 2005): 555–63. http://dx.doi.org/10.1177/0145721705278948.

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Purpose The purpose of this study was to test effects of a culturally competent, dietary self-management intervention on physiological outcomes and dietary behaviors for African Americans with type 2 diabetes. Methods A longitudinal experimental study was conducted in rural South Carolina with a sample of 97 adult African Americans with type 2 diabetes who were randomly assigned to either usual care or the intervention. The intervention consisted of 4 weekly classes in low-fat dietary strategies, 5 monthly peer-professional group discussions, and weekly telephone follow-up. The culturally competent approach reflected the ethnic beliefs, values, customs, food preferences, language, learning methods, and health care practices of southern African Americans. Results Body mass index and dietary fat behaviors were significantly lowered in the experimental group. At 6 months, weight decreased 1.8 kg (4 lb) for the experimental group and increased 1.9 kg (4.2 lb) for the control group, a net difference of 3.7 kg (8.2 lb). The experimental group reduced high-fat dietary habits to moderate while high-fat dietary habits of the control group remained essentially unchanged. A trend in reduction of A1C and lipids was observed. Conclusions Results suggest the effectiveness of a culturally competent dietary self-management intervention in improving health outcomes for southern African Americans, especially those at risk due to high-fat diets and body mass index ≥ 35 kg/mm2. Given the burgeoning problem of obesity in South Carolina and the nation, the time has come to focus on aggressive weight management. Diabetes educators are in pivotal positions to assume leadership in achieving this goal for vulnerable, rural populations.

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Bakker, Leslie J., and Angela Cavender. "Promoting Culturally Competent Care for Gay Youth." Journal of School Nursing 19, no. 2 (April 2003): 65–72. http://dx.doi.org/10.1177/10598405030190020201.

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Gay youth and those questioning their sexual identity have been referred to as “hidden,” “invisible,” “stigmatized,” and “marginalized.” As a result, the unique safety and health needs of this subculture have been overlooked, or worse, ignored, placing these youth at risk. Because school nurses have been identifying at-risk populations of students and developing programs to promote youth and family health for years, they should be prepared to provide health care for the subculture of gay youth. However, nurses are saying they do not have the knowledge or skills needed to identify and address the needs of this group. Providing school nursing care for gay youth requires the school nurse to be culturally competent. School nurses need to be aware of, sensitive to, and knowledgeable about the subculture. They must also possess communication skills required to relate appropriately to this group. This article presents information and nursing strategies that will promote the safety and health of gay youth while enhancing the school nurse’s cultural competence.

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Rizek, Jamla. "Cultural Competence in Academia." Prehospital and Disaster Medicine 38, S1 (May 2023): s175. http://dx.doi.org/10.1017/s1049023x23004533.

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Introduction:Teaching and becoming culturally competent are concepts that have and continue to evolve partly due to the language being used such as culturally competent, culturally sensitive, and cultural humility. With such an influx of ethnically diverse populations, nurses need to become competent in the care of patients from many cultural backgrounds. Faculty must first be culturally competent to provide this pedagogy for nursing students. This paper explores and analyzes the cultural competence of Baccalaureate Nursing Faculty in the United States.Method:This study was conducted using a quantitative, descriptive approach among baccalaureate nursing faculty. The Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) tool was used for this study. The survey was sent to 70 randomly selected baccalaureate nursing program Deans and/or Associate Deans listed on a public web site. The sample was purposely chosen to represent at least one program from each of the 50 states across the United States.Results:Ninety-four responses were received. Of the 94 responses, 37 surveys were incomplete, leaving a sample size of 57. An analysis was completed on the 57 completed surveys. Limitations include the length of the survey (60 questions) as the authors found that some participants did not answer all the questions. Although faculty rated themselves high regarding being able to identify cultural biases, faculty highlighted the need for more education on culture.Conclusion:Faculty appear to be culturally aware and recognize the need for more education to achieve a culturally competent skill set. With the increase in the influx of immigrants from all over the world, the population of the United States is changing. Cultural competence needs to be included in curricula to ensure that patients are advocated for and respected.

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Reeve, Lucy, and Joanna Lavery. "Navigating cultural competence in district nursing." British Journal of Community Nursing 28, no. 7 (July 2, 2023): 338–43. http://dx.doi.org/10.12968/bjcn.2023.28.7.338.

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Cultural diversity is an evolving feature of modern-day society. It is recognised that many factors contribute to culturally competent care and evidence suggests there are still inequalities in care provision to some populations. District nurses (DN) deliver care to individuals', families and communities across varying demographics, and aim to provide high quality evidencebased, person-centred care. The scope of the DN and the community nursing team's practice is far reaching and extends across generations and an array of chronic complex health conditions. Therefore, it is imperative that DNs are aware of aspects surrounding cultural diversity, to ensure they can holistically assess and manage patients on their caseloads and support teams to practice culturally competent care. This article aims to provide an outline of key areas for exploration in cultural competence. It will highlight communication, pain, end of life, nutrition and health disparities to consider barriers and challenges for district nursing practice.

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White, Augustus A., and Heidi L. Hoffman. "Culturally Competent Care Education: Overview and Perspectives." Journal of the American Academy of Orthopaedic Surgeons 15 (2007): S80—S85. http://dx.doi.org/10.5435/00124635-200700001-00018.

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Danish, Steven J., Tanya Forneris, and Kathryn Wilder Schaaf. "Counseling Psychology and Culturally Competent Health Care." Counseling Psychologist 35, no. 5 (September 2007): 716–25. http://dx.doi.org/10.1177/0011000007303633.

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