Reply to classmates’ post, 125 words each, 1 scholarly reference for each
Cultural competence is a skill that all nurses should achieve in the modern healthcare setup, where nurses meet clients from different cultural backgrounds. Consequently, nurses have an obligation to understand and meet the needs of a diverse patient population that they meet in their daily practice. To provide culturally competent care, a nurse needs to build rapport with the patient through proper communication mechanisms, such as maintaining eye contact, showing empathy, and active listening (Sharifi et al., 2019). Therefore, the nursing learner needs to make eye contact and put her hand on the patient’s shoulder to improve rapport with the Native American patient.
The approach by the nursing learner is effective in building rapport with patients from other cultures; consequently, the nursing learner will provide culturally competent and patient-centered care to the Native American patient. Maintaining eye contact with the patient is a form of communicating care and compassion (Harding, 2018). Moreover, it shows empathy and interest in the patient’s health; thus, the patient will open up and give confidential information, which is crucial in her treatment. Additionally, putting her hand on the shoulder of the Native American’s patient shows empathy and active listening. Being a patient is scary; therefore, they need individuals who can understand their situation, feelings, and perspectives. Similarly, in this situation, I would exactly do as a nursing learner. Building rapport is key to providing quality and client-specific care, especially to patients from a different culture. Therefore, I would also maintain eye contact with the patient, show empathy, and engage in personal communication with the patient.
Harding, D. (2018). Building rapport with patients in an OSCE. BMJ, 360.
Sharifi, N., Adib-Hajbaghery, M., & Najafi, M. (2019). Cultural competence in nursing: A concept analysis. International journal of nursing studies, 99, 103386.
In the late 1990s, a nursing college in Massachusetts provided a unique and incredible opportunity for students to participate in immersion learning by staying on the Pine Ridge Oglala Sioux Native American reservation in South Dakota for six weeks. Kavanaugh, an educator who participated in this experience, wrote that students experienced culture shock when they entered the reservation and learned that the customs of the Oglala Lakota were much different than their own. Direct eye contact and staring indicated aggression and rudeness. Breaching personal boundaries by touching the patients without invitation or consent was rude and invasive. Peppering patients with assessment questions were rude and disrespectful. It demonstrated that the students had their own agenda and were really disinterested in what the patients had to say. The Oglala take time to convey ideas and relate stories so student nurses learned to take their time and allow the patients to communicate if they wanted to. When the Oglala sometimes didnt feel like talking, the students experienced frustration but they had to respect that. It sometimes took days of sitting in silence before a patient chose to speak to the students (Kavanaugh, 1998). Therapeutic techniques that work well in some cultures are offensive in others.
The Surgeon Generals report stated that cultural factors, discrimination, and racism contribute to the complex mental and physical health conditions experienced by the Native American people (Freeman, 2016). Considering the Lakotas prior experience with the white man, trust is not easily earned, especially when they feel disrespected. Generational trauma has left deep wounds within the Lakota people who are in great need of medical services and financial assistance. Understanding that prior to beginning a health assessment will benefit the nurse and the patient.
Nurse learners need to be educated about the cultural and spiritual differences in patients, as well as social disparities many of these patients experience that prevent them from seeking or obtaining healthcare. Talking with students privately, away from the patients, and in a nonthreatening way will open communication and invite questions on the students part. It will increase their receptivity to learn and mitigate defensiveness that impairs good communication.