The cultural competency module looks at the impact of culture on health and illness, defines the essentials of delivering culturally competent nursing care to various groups, and provides current evidence-based practice guidelines for culturally competent nursing. The culturally competent care course covers how to provide treatment while taking into account each patient’s values, beliefs, and behaviors (Chen et al., 2020). The National Institutes of Health defines culturally competent treatment as being respectful of and receptive to varied patients’ beliefs, practices, and cultural and language demands (Handtke et al., 2019). The following concepts and standards should be taught as fundamental aspects of the curriculum. First and foremost, delivering culturally appropriate care implies that the practitioner uses their understanding of the client’s culture to give care (Chen et al., 2020). Second, giving treatment that is culturally congruent and suited to the individual’s culture, needs, values, and beliefs. Finally, the study of nursing in many cultures, as well as delivering health care to patients depending on their cultural values, setting, and beliefs about health and sickness.
The course objectives might be built using the ADDIE model systems method, which has several stages: analysis, design, development, implementation, and evaluation. This model may be used to construct the course, as well as its criteria and results. In addition to it, SMART goal guidelines can be considered to create valuable and long-term learning objectives. Several materials are evaluated throughout the pre-planning process to develop learning goals and objectives. The course design should gradually make learning and engagement with the contents, as well as independent study and practice, easier for the students (Park & Yoo, 2019). A course may be constructed, and an actual plan for the production of instructions and course materials can be established based on the findings of the first two processes (Park & Yoo, 2019). Following that, throughout the implementation and assessment stages, essential actions should be appropriate to the SMART guideline. In the context of cultural competence, the most important is to be specific and measurable, to be able to realistically measure the studentsâ progress.
An ability to conduct evidence-based practice and research is the course’s initial core objective. Nurses should base their work on treatments that have been rigorously evaluated and demonstrated to be the most successful for the culturally diverse communities they serve (Handtke et al., 2019). The majority of the studies are descriptive and exploratory in character, and they serve as a foundation for future intervention research. There is a growing need to figure out which therapies work best for patients who have their own set of health values, beliefs, and practices, as well as societal and political factors that impact health outcomes (Chen et al., 2020). Furthermore, the impacts of globalization and political unrest have resulted in widespread migration to locations where medical practitioners are inexperienced with how to keep patients healthy and cure ailments.
Another learning outcome of the course is the ability and the comprehensive understanding of building relationships with institutions that have a large number of patients from various groups. This is critical for the creation of an intercultural nursing studies program that will serve as a guide for educators and physicians alike (Markey & Okantey, 2019). In this context, collaboration with national and international partners in the design and execution of large-scale intervention studies of cultural phenomena is equally crucial.
The development of intercultural communication is another significant learning objective. Nurses must learn to recognize a client’s values, beliefs, perceptions, and specific health care requirements using culturally literate verbal and nonverbal communication skills as part of this module (Markey & Okantey, 2019). Failures in communication can easily be misinterpreted as bias, stereotyping, or prejudice, lowering the quality of treatment. Nurses must be familiar with the cultural environment in order to communicate culturally competently (Chen et al., 2020). A nurse should be present throughout the evaluation to monitor nonverbal communication, safeguard the client, and support the interpreter as required, according to the module.
These learning outcomes and standards to which the course adheres are well-aligned with the organizationâs mission and vision. The culturally competent care and its executions are in line with the mission of improving health and well-being and the provision of the best care possible, adhering to individual sensitivity and empathy. The emphasis on cross-cultural communication and the ability to maintain multi-institutional relations is crucial for several reasons. First of all, a large influx of asylum seekers from South and Central America and a number of refugees from Syria and Afghanistan are faced by the organization’s community. Secondly, the overall impact of globalization on healthcare and its services. Thirdly, the organization’s vision to be the best place for care and the top choice for employment implies the multinational approach to the staff, policies, and development. Overall, the course aimed at cultural competency prioritizes evidence-based practice as well cross-cultural relationships in the belief, that it can lead to the comprehensive and thorough training of specialists.
Incorporating cultural competence into nursing courses leads to considerable improvements in health care across demographics and sectors of the population. There’s a growing need to figure out which therapies work best for patients, who may have their own set of healthcare values, beliefs, and practices, as well as societal and political factors that impact health outcomes. Furthermore, globalization and political upheaval have resulted in a large movement of people to locations where medical staff are inexperienced with the specific individual treatments.
References
Chen, H. C., Jensen, F., Chung, J., & Measom, G. (2020). Exploring faculty perceptions of teaching cultural competence in nursing. Teaching and Learning in Nursing, 15(1), 1-6.
Handtke, O., Schilgen, B., & Mösko, M. (2019). Culturally competent healthcareâA scoping review of strategies implemented in healthcare organizations and a model of culturally competent healthcare provision. PloS one, 14(7), e0219971.
Markey, K., & Okantey, C. (2019). Nurturing cultural competence in nurse education through a values-based learning approach. Nurse Education in Practice, 38, 153-156.
Park, M., & Yoo, H. (2019). Influence of cultural competence on nursing professionalism of nursing students. The Journal of Korean Academic Society of Nursing Education, 25(1), 38-47.