Accomodating patiens - target women online dating
This mnemonic represents the following 5 steps: The first step is to listen to the patient’s perception of the presenting problem. CULTURAL KNOWLEDGE - The process of seeking and obtaining a sound educational base about culturally and ethnically diverse groups.
Finally I will present a vignette that illustrates how the nurse can deliver patient-centered care when the patient’s health beliefs, practices, and values are in direct conflict with medical and nursing guidelines Vol. As cultural competence and patient-centered care have gained recognition and popularity, considerable ambiguity has developed in the definition and use of these two concepts across settings (Saha, Beach, & Cooper, 2008). (2008) have argued that advocates of patient centeredness contend cultural competence is merely one aspect of patient-centered care, while proponents of cultural competence have asserted the converse.
In order to provide a culturally relevant treatment regimen, it is important for nurses and all healthcare team members to recognize differences, but build on similarities. Patient centeredness, cultural competence and healthcare quality.
The fourth step focuses on recommendations, which must involve the patient. Journal of the National Medical Association, 100(11), 1275-1285.
” The purpose of this article is to provide nurses with a set of culturally competent skills that will enhance the delivery of patient-centered care in the midst of a cultural conflict.
I will begin by offering a conceptual framework for cultural competence and a description of the cultural skill needed to formulate a mutually acceptable and culturally relevant treatment plan for each patient. Vol16No02Man05 Key words: cross-cultural care, cross-cultural conflict, cultural assessment, cultural competence, cultural conflict, cultural differences, cultural encounters, cultural interactions, cultural skill, patient-centered care, patient centeredness Betancourt, Green, Carrillo, and Park (2005) have asserted that one of the factors leading to the emergence of cultural competence and patient-centered care as important issues in healthcare delivery was the publication of two landmark Institute of Medicine (IOM) reports — Crossing the Quality Chasm (IOM, 2001) and Unequal Treatment (Smedley, Stith, & Nelson, 2003), which highlighted the importance of patient-centered care and cultural competence.
The next step is to acknowledge the similarities and differences between the two perceptions. The fifteen minute hour: Applied psychotherapy for the primary care physician (2nd ed.).
At times it is easier for the nurse to acknowledge cultural differences, than to acknowledge and focus on similarities that the nurse and the patient have in common.
Finally, the nurse works to negotiate a treatment plan, recognizing that it may be beneficial to incorporate selected aspects of the patient’s culture into the patient-centered plan. Sue, D., Bernier, J., Durran, A., Feinburg, L., Pedersen, P., Smith, C., & Vasquez-Nuttall, G.
Levine, Like, and Gottlieb (2000) put forward still another mnemonic tool called ETHNIC. Unequal treatment: Confronting racial and ethnic disparities in health care.
Kleinman finds it useful to ask the following open-ended questions in eliciting the details of the patient's explanatory model: Leininger (2002) encouraged healthcare professionals to conduct a holistic ‘culturalological’ assessment in the major areas of worldview and social structure factors including cultural values, beliefs, and practices; religious, philosophical, or spiritual beliefs; economic factors; educational beliefs; technology views; kinship and social ties; and political and legal factors.
To provide ease in the skill of conducting a cultural assessment, a number of authors have developed mnemonic cultural assessment tools.
This process involves learning the skills of how to conduct a cultural assessment, an essential task in delivering patient-centered care.