CSCC Influence of Culture on Nursing Practice and Research Discussion For this discussion, first, review chapters 1, 2, and 4 in your textbook, Transcultural Concepts in Nursing Care as well as Lynn Rew article.
Rew, L. (2014). The influence of culture on nursing practice and research. Journal for Specialists in Pediatric Nursing, 19(1), 1-2
Click here to download the article
Then, address the following questions:
In your own words, in one short paragraph each, define each of the following and give an example from your practice (not a list!):
Cultural baggage
Ethnocentrism
Cultural imposition
Prejudice
Discrimination
Cultural congruence
Define cultural self-assessment and explain why it is important.
Then, describe the five steps in the process for delivering culturally congruent nursing care.
Your initial post must be posted before you can view and respond to colleagues, must contain minimum of two (2) references, in addition to examples from your personal experiences to augment the topic. The goal is to make your post interesting and engaging so others will want to read/respond to it. Synthesize and summarize from your resources in order to avoid the use of direct quotes, which can often be dry and boring. No direct quotes are allowed in the discussion board posts.
References:
Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.
Words Limits
Initial Post: Minimum 200 words excluding references (approximately one (1) page) RUBRIC: DISCUSSION BOARD (30 pts)
Criteria
Characteristics
of initial post
Support for
initial post
Responses to
Peers
APA format*;
Spelling/
Grammar/
Punctuation
Meets Expectations
10 to 10 Points
Provided response with rationale.
The post is substantive and reflects careful
consideration of the literature.
Examples from the student’s practice/experience are
provided to illustrate the discussion concepts.
Addressed all required elements of the discussion
prompt.
Well organized and easy to read.
5 to 5 Points
Cited minimum of two references: at least one (1)
from required course materials to support rationale
AND one (1) from peer-reviewed* references from
supplemental materials or independent study on the
topic to support responses.
The initial post is a minimum of 200 words excluding
references.
10 to 10 Points
Responses to colleagues demonstrated insight and
critical review of the colleagues’ posts and stimulate
further discussion
Responded to a minimum of two (2) peers and
included a minimum of one (1) peer-reviewed* or
course materials reference per response.
Responses are a minimum of 100 words and are
posted on different days of the discussion period by
the due date.
5 to 5 Points
APA format** is used for in-text citations and
reference list.
Posts contain grammatically correct sentences
without any spelling errors.
Levels of Achievement
Needs Improvement
3 to 9 Points
Provided response missing either
substantive rationale, consideration of the
literature, or examples from the student’s
practice/experience to illustrate the
discussion concepts.
Addresses all or most of required elements.
Somewhat organized, but may be difficult to
follow.
2 to 4 Points
Missing one (1) required course reference
AND/OR one (1) peer-reviewed reference to
validate response.
Post has at least 200 words.
4 to 9 Points
Responses to colleagues are cursory, do not
stimulate further discussion and paragraph
could have been more substantial.
Responses missing one of the following:
o insight/critical review of colleague’s
post,
o OR respond to at least two peers,
o OR a peer reviewed*or course materials
reference per response
Responses are a minimum or less than
100 words and posts were on the same
date as initial post.
2 to 4 Points
APA format is missing either in-text or at
end of the reference list.
Posts contain some grammatically correct
sentences with few spelling errors.
Unsatisfactory
0 to 2 Points
Provided response with minimal
rationale.
Does not demonstrate thought
and provides no supporting
details or examples.
Provides a general summary of
required elements.
0 to 1 Points
Missing 1 or more of the correct
type (course or peer-reviewed)
or number of references to
support response.
Post is less than 200 words or
there’s no post.
0 to 3 Points
Responses to colleagues lack
critical, in depth thought and
do not add value to the
discussion.
Responses are missing two or
more of the following:
o insight/critical review of
colleagues’ post
o AND/OR response to at least
two peers
o AND/OR a peer reviewed*
reference per response.
Responses are less than 100
words, posted same day as
initial post.
0 to 1 Points
Not APA formatted OR APA
format of references has errors
both in-text and at end of
reference list.
Post is grammatically incorrect.
NOTE: No direct quotes are allowed in the discussion board posts.
*Peer-reviewed references include professional journals (i.e. Nursing Education Perspectives, Journal of Professional Nursing, etc. – see library tab on how to access these from
database searches), professional organizations (NLN, CDC, AACN, ADA, etc.) applicable to population and practice area, along with clinical practice guidelines (CPGs – National
Guideline Clearinghouse). All references must be no older than five years (unless making a specific point using a seminal piece of information) References not acceptable (not inclusive)
are UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.
**Since it is difficult to edit the APA reference in the Blackboard discussion area, you can copy and paste APA references from your Word document to the Blackboard discussion area
and points will not be deducted because of format changes in spacing.
Last updated: 02/02/2017
© 2017 School of Nursing – Ohio University
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Journal for Specialists in Pediatric Nursing
E D I TO R I A L
The influence of culture on nursing practice and research
Search terms
Culture, diversity, cultural sensitivity, cultural
humility, cultural competence.
doi: 10.1111/jspn.12058
Any nurse practicing at the bedside or conducting
research with patients or students is keenly aware of
the influence of culture on such practice. Culture
shapes each one of us as an individual and as a nurse;
similarly, it also shapes our patients and our research
participants. The purpose of this editorial is to review
briefly our shared understanding of what we mean
by culture and to increase each one’s awareness of
how culture is more than just a person’s country of
origin, language, or self-declaration of ethnicity.
The word culture comes from the Latin cultura,
which means “a cultivating, agriculture” (Online
Etymology Dictionary, 2013). Many English words
are derived from this same Latin term. Most of us are
familiar with cultivating or tilling the soil in our
gardens, and we know the importance of agriculture
in providing nutritious foods for our animal companions and ourselves. It is helpful to keep this original meaning in mind as we approach the other
people we meet as nurses, faculty, and researchers.
Each individual has come from an environment that
provided the nutrients that influenced the unique
development of that person. The social culture in
which the individual was raised has transmitted
information, ideas, beliefs, values, religious customs,
and traditions that have strongly influenced how
that person views and interacts with the world.
All of us share some aspects of culture, and we are
really members of multiple cultures. Nursing, as a
profession, has a culture into which we are socialized as students. Our work setting has another
culture to which we learn to adapt. Each of these
cultures has an effect on how we dress, how we
speak and write, how we express our feelings, and
what we eat. Throughout our nursing education, we
have been apprised of the differences in major cultural or ethnic groups. We learn about the cultural
influences of people born and raised in various
countries. We understand that their cultures have
influenced their behavior, in general, and their
health behaviors, in particular.
Journal for Specialists in Pediatric Nursing 19 (2014) 1–2
© 2014, Wiley Periodicals, Inc.
In nursing, we have focused on the concept of cultural competence. More recently, the American
Association of Colleges of Nursing (AACN, 2008) has
included the term cultural humility in its glossary as
an outcome of nursing education and suggests that
it may be a better term than cultural competence
in nursing education. Cultural humility includes
“lifelong commitment to self-evaluation and selfcritique, . . . and developing mutually beneficial and
advocacy partnerships with communities on behalf
of individuals and defined populations” (AACN,
2008, p. 36). Attaining cultural humility means providing nursing care that begins with a sensitivity or
openness to the cultural influences that shaped the
other. It begins with awareness of cultural influences
that may have much in common with our own, or
that may be drastically different.
One hallmark of American culture is mandatory
kindergarten through Grade 12 education for all our
children. The original purpose of this mandate was
to ensure a citizenry who could read and write, but
another advantage of this mandate was that it has
served as a major socializing institution for the children of native citizens and immigrants alike. A closer
look at this institution provides a unique view of
culture. It is through going to school that American
children learn how to use the English language,
what kinds of food and attire are “in,” how to celebrate national holidays and birthdays, and in some
early grades, how to enjoy music and physical activity. Children learn how to get along together, to
make decisions, and to solve problems. But ask any
child who has experienced the change from elementary to middle school and then middle school to high
school, or has had to change school districts because
her or his parents moved, about the differences in
school cultures, and you will get an earful. Although
developmental transitions from elementary to
middle and from middle to high school are anticipated, major transitions that occur in schools when a
child’s family relocates across the country can be
1
Editorial
sources of confusion and trauma. The culture of
elementary school in the middle of Chicago is vastly
different from the culture of the school in a small
town in Montana, Arizona, or Kentucky. Parents
may be unaware of the drastic shifts in culture that
come not only with a major move to a new house
and neighborhood but also to a new school system
for children of any age. Similarly, school, community, and hospital and clinic-based nurses may be
unaware that children who move, however infrequently, may experience “culture shock” when
exposed to new foods, new ways of using a common
language, and new ways of expected dress and interacting with others. Unfortunately, we have very
little research evidence about such experiences.
We also have little research in some areas where
cultural sensitivity is paramount: end-of-life, prenatal expectations, and working with immigrant and
refugee populations. Keeping cultural awareness and
humility in the foreground rather than in the background of our daily activities as nurse clinicians, educators, and researchers is not a given. It takes the
intention to consistently meet the other with a perspective of openness to respect and honor cultural
differences. Pediatric nurses who rise to the challenge
of becoming culturally competent and remaining so
need to realize that this essential competency applies
not only to being sensitive to persons who are racially
or ethnically different from themselves but to the
children they encounter who may have recently
moved from one location to another. Because cultural sensitivity begins with self-awareness, it may be
2
L. Rew
helpful to reflect on your own experiences with the
various cultures to which you were exposed as you
transitioned from preschool, to elementary, to
middle, to high school, and to college. How did these
social institutions alter your beliefs, affect what you
wore, how you used language, and how you solved
problems and interacted with other people? Perhaps
you had the experience of moving from one part of
the country to another or the experience of going to
the same school from Grade 1 to Grade 12 with the
same 20 kids. Perhaps you had easy transitions from
elementary to middle to high school or maybe some
of those changes still bring back unpleasant memories. On your next coffee break at work, share some of
your school culture experiences with a peer or two.
You will have a greater appreciation of the diversity of
social institutions and you will have taken another
step on the path to applying culturally sensitive principles in your area of nursing practice.
Lynn Rew, EdD, RN, AHN-BC, FAAN
Associate Editor
ellerew@mail.utexas.edu
References
American Association of Colleges of Nursing. (2008). The
essentials of baccalaureate education for professional nursing
practice. Washington, DC: American Association of
Colleges of Nursing.
Online Etymology Dictionary. (2013). Culture. Retrieved
from http://www.etymonline.com
Journal for Specialists in Pediatric Nursing 19 (2014) 1–2
© 2014, Wiley Periodicals, Inc.
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