NRS 428 Discussion: Apply Strategies to Achieve Cultural Competence

Sample Answer for NRS 428 Discussion: Apply Strategies to Achieve Cultural Competence Included After Question

Topic 3 DQ 2

Description:

How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.

A Sample Answer For the Assignment: NRS 428 Discussion: Apply Strategies to Achieve Cultural Competence

Title: NRS 428 Discussion: Apply Strategies to Achieve Cultural Competence

Cultural competence is defined as being respectful and responsive to the health beliefs and practices as well as cultural and linguistic needs of diverse population groups (Falkner, 2018). As nurses, we provide care to a diverse group of people and of all ages. There are a lot of biases that can take place just within your own community, and as nurses we must push all of these biases aside and do what we can to be respectful and do our best to protect the people that we are caring for. One such bias that I’ve personally seen in the health care field is in taking care of people that have psychiatric problems. I tend to see these people get treated differently because they are taking antipsychotics and people tend to see them as often times faking or drug seeking. It is a bias that is not often true. These people go to the hospital to get treated just like any other person and they have the right to do so regardless of what medications they take, or what their history is.

In order for nurses to perform culturally competent care, we must be aware of our own cultural worldview, attitudes toward cultural differences, knowledge of different cultural practices, and bring together cross-cultural skills (cultural competence in nursing, 2022). To reduce cultural dissonance, nurses should take into consideration someone’s background, age, gender, and ethnicity that may affect the care that you provide to them. Some people prefer the same gender as them to take care of them. Some people have dietary restrictions that they practice. Others may have religious views on death that are important to them. The only true way of knowing and not discriminating is to ask the person when in doubt.

Cultural competence in nursing. NurseJournal. (2022, November 29). https://nursejournal.org/resources/cultural-competence-in-nursing/#:~:text=Cultural%20competence%20describes%20the%20ability,patient%20as%20a%20unique%20person.

Falkner, A. (2018). Epidemiology and Global Health. In Grand Canyon University,

Community and Public Health: The Future of Health Care. (Eds). Grand Canyon University

A Sample Answer 2 For the Assignment: NRS 428 Discussion: Apply Strategies to Achieve Cultural Competence

Title: NRS 428 Discussion: Apply Strategies to Achieve Cultural Competence

Bias is a “personal feeling or attitude toward a person or group based upon the stereotype associated with the individual or group of people.” (Falkner, 2018). Stereotypes are typically opinions, behaviors, and/or generalized perceptions about a group of people. These behaviors are oftentimes learned and passed down through generations, unfortunately. In regard to the healthcare community, a term that is often used is implicit bias — “the unconscious attitude displayed based on stereotypes that directly affect understanding, decisions, and actions that may impact patient care.” (Falkner, 2018). It is important that nurses recognize these implicit biases that exist in order to prevent them from occurring. One way to measure implicit bias is via the Implicit Association Test (IAT). The IAT “measures the response time of unconscious associations based on various traits including, but not limited to: race, disability, gender, and ethnicity.” (Arif & Schlotfeldt, 2021). This test requires that the participant match certain words or traits to images. For example, one word might be ‘danger’ and they have to match it to a certain individual. Based on the response and the timing of the response, the test can determine if certain implicit biases are present. Bias can greatly hinder the delivery of culturally competent care. A strategy that can be used to ensure proper delivery of culturally competent care is the LEARN model — a five-step model that includes: Listen, Explain, Acknowledge, Recommend, and Negotiate (Falkner, 2018). This tool will allow the public health nurse to deliver appropriate, culturally competent care.

References:

Arif, S. A., & Schlotfeldt, J. (2021). Gaps in Measuring and Mitigating Implicit Bias in Healthcare. Frontiers in pharmacology, 12, 633565. https://doi.org/10.3389/fphar.2021.633565

Falkner, A. (2018). Epidemiology and Global Health. In Grand Canyon University,

Community and Public Health: The Future of Health Care. (Eds). Grand Canyon University

Description:

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.

NRS 428 Discussion Apply Strategies to Achieve Cultural Competence

3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.

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Description

Objectives:

1. Propose a health promotion plan for a community or population.
2. Compare vulnerable populations in terms of contributing factors that make them at risk or vulnerable.
3. Apply strategies to achieve cultural competence in community health promotion.
4. Examine the role of the nurse as an advocate for vulnerable populations.

Community and Public Health: The Future of Health Care

Description:

Read Chapter 3 in Community and Public Health: The Future of Health Care.

From Health for All to Universal Health Coverage: Alma Ata is Still Relevant

Description:

Read “From Health for All to Universal Health Coverage: Alma Ata is Still Relevant,” from BioMed Central (2018), located on the US National Library of Medicine website.

The Lessons of Alma-Ata

Description:

NRS 428 Discussion Apply Strategies to Achieve Cultural Competence Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.