Achieving Cultural and Linguistic Competence, GCSE Coursework Example

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GCSE Coursework

Cultural and linguistic competency requires an advanced understanding and recognition of cultural diversity so that communication and other forms of cultural awareness are achieved. Nurses are required to be sensitive to the needs and expectations of different cultures and the patients that are served. However, recognizing these differences also requires a greater understanding of the different approaches that are available to support patients from diverse cultures with their own set of beliefs, which may or may not be consistent with nursing care objectives. Therefore, it is important to recognize these concerns and to educate nurses accordingly so that their needs are cared for under optimal conditions. Nursing education must place a considerable emphasis on cultural and linguistic competence so that nurse training is aligned with current needs and accommodating at all times. The following discussion will consider these objectives and facilitate the growth and development of nursing education in the area of cultural and linguistic competency.

Analysis

Nurses must represent their practice in positive and meaningful ways, and this is best acknowledged through expanded education and opportunities to achieve greater knowledge in a variety of areas. These contributions also recognize the ever-increasing diversity taking place within the United States and the education that is required to instill nurses with the knowledge to treat patients from a variety of population groups (Luquiz and Perez, 2008). Since patients from many different cultures possess unique health concerns, nurses must be adequately prepared to manage these concerns and to effectively communicate with patients across different languages as the need arises (Luquiz and Perez, 2008). For patients from different cultures, questions regarding insurance provisions and specific health concerns may go unaddressed in cases where nurses are untrained or inexperienced in communicating with these patients (Luquiz and Perez, 2008). Nursing education must incorporate cultural and linguistic competency across different areas so that nurses are prepared to manage issues not only involving direct patient care, but also in other areas of focus (Luquiz and Perez, 2008). Patients with culturally diverse backgrounds are in a challenging position because they might face barriers in communicating with their healthcare providers (Singleton and Krause, 2009). Therefore, nurses must be prepared to communicate with these patients and to utilize nursing core competencies as needed to achieve high quality patient care and treatment at all times (Singleton and Krause, 2009).

From a nursing perspective, cultural competence requires a greater understanding of the key elements that contribute to this practice through education and other components. Nursing knowledge is not always up to date and appropriate for the patient population in question; therefore, additional methods must be considered to ensure that patient care is optimized (Waite and Calamaro, 2010). Education within nursing practice must demonstrate an awareness of the challenges and considerations of health disparities and how they impact different patient populations (Waite and Calamaro, 2010). Prior research studies have determined that education in the areas of cultural and linguistic competence are effective in supporting outcomes that are favorable and appropriate for patients with culturally diverse backgrounds (Waite and Calamaro, 2010). As a result, it is more important than ever to address these concerns throughout nursing practice, including initial education for the nursing degree and continuing education coursework (Waite and Calamaro, 2010). However, perhaps the most relevant area to consider is self-reflection, as nurses must look from within at their own perspectives and opinions of cultural competence in order to determine how to best move forward in recognizing and understanding this characteristic more effectively on a consistent basis (Waite and Calamaro, 2010).

Finally, nurses working with patients from diverse cultures should be able to recognize the differences between perspectives and approaches to healthcare and treatment. However, this is not easily achieved and requires additional education and training in order to accomplish these objectives in the desired manner (Seright, 2007). It is likely that nurses who obtain advanced education and training and cultural and linguistic competence will demonstrate a greater awareness of these differences in their patients and will also seek opportunities to enhance their relationships with patients (Seright, 2007). Under these circumstances, it is necessary to identify areas where education and training might be effective in enhancing nursing knowledge and skills to provide more effective patient care and treatment in a variety of settings (Seright, 2007). These contributions are likely to expand the breadth and scope of culturally diverse education so that nurses employed in many different healthcare environments, including those in rural and urban areas, are prepared to manage the challenges of these practices and to minimize barriers that may limit the acceptance and understanding of cultural diversity in the healthcare setting (Seright, 2007).

Conclusion

The development of new perspectives in nursing education to accommodate cultural and linguistic diversity requires an effective understanding of the issues and challenges of healthcare practice that prevent the ability to prevent high quality patient care and treatment. Many nurses are not adequately prepared to work with patients from diverse cultures because they do not possess the knowledge and tools that are necessary to minimize these barriers. Therefore, additional education and training is necessary for nurses so that they are able to work effectively with patients from a variety of backgrounds and belief systems without delays and without compromising the quality of care that is provided.

References

Luquis, R.R., and Perez, M.A. (2008). Cultural competence in health education and health promotion. Jossey-Bass.

Seright, T. (2007). Perspectives of registered nurse cultural competence in a rural state -part II. Online Journal of Rural Nursing and Health care, 7(1).

Singleton, K., and Krause, EMS (2009). Understanding cultural and linguistic barriers to health literacy. The Online Journal of Issues in Nursing, retrieved from             http://www.nursingworld.org/mainmenucategories/anamarketplace/anaperiodicals/ojin/tableofcontents/vol142009/no3sept09/cultural-and-linguistic-barriers-.html

Waite, R., and Calamaro, C.J. (2010). Cultural competence: a systemic challenge to nursing education, knowledge exchange, and the knowledge development process. Perspectives in Psychiatric Care, 46(1), 74-80.

 

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