Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Culture Influence on Health Practices Research Paper
Culture, Influence, Health, Practices, Research, Paper
DQ 2 Student Reply Martha Gomez
The following post is another student post to wish i have to reply. Please Make sure to add other information related to what the student posted. APA style, minimum 2 references and less than 20 % similarity
Question 1
Culture influences the health practices and attitudes of patients by providers and patients. Therefore, to become a culturally competent nurse, one has to integrate knowledge, attitude and skills in supporting and caring for people across different cultures.
Knowledge is the cognition of culture base of people of different cultures including their traditions and values. Understanding other people’s culture helps understand how they view illnesses and its different treatment modalities (Chae & Park, 2019). While knowledge is important, there is need for a right attitude for it to translate into culturally competent care.
The adoption of a culturally competent attitude comes from understanding and getting knowledge. For knowledge to be effective, it must be accompanied by the right attitude. Further, the awareness allows the nurse to better understand the attitudes of their patients.
When a nurse is aware of their own attitudes, such as stereotypical tendencies, they can change them to offer genuine care and concern (Jernigan et al., 2016). Finally, with the right knowledge and attitude, a nurse gets to develop culturally competent skills. Development of skills means learning how to communicate to patients in a way that makes them understand care plan.
The development of culturally competent skills requires a right attitude and knowledge from the nurse (Andres & Bolye, 2016). Therefore, for culturally competent patient care to be provided, the complex interaction between knowledge, attitude and practices must be present.
Question 2
The first step towards delivery of culturally congruent and competent care for clients from a variety of backgrounds is developing awareness and avoiding making assumptions of cultures that one is not familiar with. The awareness of the need for culturally competent care is necessary to help avoid making assumptions.
The second step is to learn about other cultures which are related to patients. A nurse should learn about the community that he/she interacts with in order to get immersed in them (Marion et al., 2016). Thirdly, the nurse should build trust and rapport with patients regardless of their cultural backgrounds.
The fourth step is to overcome language barriers that may affect exchanges with the patients. Language may be a significant barrier to effective interactions with patients (Andres & Bolye, 2016). Finally, active listening and patient education is necessary in delivering culturally competent care. This involves a due consideration of the concerns and needs of patients and regard for their cultural diversity.
Question 3
Cultural baggage refers to attitudes, expectations, judgments and patterns of thinking that people carry from their home cultures which influence or hinder their transcultural encounters.
Ethnocentrisms refers to a condition where an individual the cultures of others according to preconceptions that originates from the standards and contexts of their own culture. In other words, it is judging other people’s cultures with the view that one’s own culture is superior.
Cultural imposition refers to believe by an individual or a group that their culture is dominant causing them to impose their values and behavior patterns on to others.
Prejudice is a preconceived affective feeling towards a person based on membership to a certain group that is not based on actual experience or reason.
Discrimination refers to treatment of people differently after categorizing them into groups based on gender, race, sex, age and other characteristics.
Question 4
While individual cultural competence applies to an individual nurse, organizational cultural competence applies to an agency, system or a group of professionals. Individual cultural competence refers to the state where an individual nurse is capable of functioning effectively in the context of cultural diversity.
On the other hand, organizational cultural competence refers to a set of skills for practice, policies, and even structures that come together in a system, or agency among professionals that allow the agency or system to work in an effective manner in culturally different cultures (Chae & Park, 2019). This highlights different people being affected.
The elements of individual and organizational cultural competence also vary. First, while at individual level cultural competence involve awareness and acceptance of differences, at organizational level it involves valuing diversity among members. Also, where there is understanding of the dynamics of differences in at individual level, there is management of dynamics of differences at organizational level.
References
Andres, A.M. & Bolye, J.S. (2016). Transcultural Concepts in Nursing Care (7th ed.). ISBN 978-1-4511-9397-8
Chae, D., & Park, Y. (2019). Organisational cultural competence needed to care for foreign patients: A focus on nursing management. Journal of nursing management, 27(1), 197-206.
Jernigan, V. B. B., Hearod, J. B., Tran, K., Norris, K. C., & Buchwald, D. (2016). An examination of cultural competence training in US medical education guided by the tool for assessing cultural competence training. Journal of health disparities research and practice, 9(3), 150.
Marion, L., Douglas, M., Lavin, M., Barr, N., Gazaway, S., Thomas, L., & Bickford, C. (2016). Implementing the new ANA standard 8: Culturally congruent practice. Online Journal of Issues in Nursing, 22(1).
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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