chapter 5 effects of culture

7/28/2019 Chapter 5 Effects of Culture

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Learning about Culture

Characteristics of Culture

This includes gender, race, ethnicity, sexuality

identity, age, physical ability, social circumstances, and

religion.

With cultural diversity come identifiable

differences in language, communication, dress,

behavior, and socialization among groups.


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Bonder offer the following points

about culture1. Culture is learned and transmitted from one generation to

another

2. Culture is localized and is created through specificinteractions with specific individuals

3. Culture is patterned. These patterns emerge from therepetition of specific behaviors.

4. Culture is evaluative. Values are the central components ofculture and reflected in individual behaviors. Values alsoreflect shared belief that facilitate social interaction with

others.5. Culture has continuity, with change. In general, culturalidentity is stable but ones cultural knowledge changesover the course of life as one encounter new objects,situations, and ideas in the environment.


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Promoting Cultural Knowledge

3 Main Approaches to promoting cultural knowledge andcompetency for healthcare providers and nurse educators

1. fact-centered approach

provides information about the health belief and behaviors of

specific ethnic groups. The starting place for interactions with one individual. The focus is factualknowledge

1. Attitude-centeredEmphasizing the importance of valuing and respecting all cultures. The acknowledgement of the

culture and fostering of positive attitudes . The focus is cultural sensitivity

2. Ethnographic to cultural competenceoffers a practical strategy of learning how

to ask. The focus is on inquiry, reflection, and analysis as ameans of getting to know an individual.


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Cultural Competence

The ability to work effectively in across cultural situation.

Campinha-Bacote (1998) as theprocess in which the healthcare provider continuously strivesto achieve the ability to effectively work within the culturalcontext of a client, individual, family or community.

This model allows nurses to seethemselves as becoming culturally competent, rather thanbeing culturally competent.


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Cultural Knowledge.

Obtaining factual knowledge about different culture

Cultural Skill.

Collecting relevant cultural data about a clients health history andaccurately performing culturally specific physical assessment.

Cultural Encounter.

Engaging in cross cultural encounters with people from other culture.

Cultural Awareness.

Becoming respectful and appreciative of anothers culture.

Cultural Desire

Wanting to engage in learning cultural competence


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Behavior is a behavior in which a person is totallyunaware of others cultural beliefs and values.

The ethnocentric individuals assumes that his/her

values, beliefs and practices are the only corrected perceptions.

Leininger emphasized that if you are not aware of theinfluence of your own cultural values, there is a risk that you mayengage in

cultural imposition, which is the tendency to impose your ownbeliefs,values practices and patterns of behavior upon another. Thislead to non compliance with health care regimens.


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Campinha-

Bacote (1998) reports thatnoncompliance is not a clientproblem, but rather maybe the

nurse failure to provide culturallyresponsive care that incorporatesthe clients cultural beliefs andvalues.


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This reflects an attitude of nurses whovalue respect, and integrate cultural differences into

their practices. They are aware of their culturalbackgrounds, along with prejudices and biases about

other culture. This awareness alone does not ensure

culturally responsive interventions. Nurses must

develop other needed components of culturalcompetence.


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Cultural KnowledgeThis involves the process of seeking and

obtaining factual information about different culture.Campinha-Bacote (1998) 4 stages of

obtaining cul tural knowledge

Unconscious incompetence

Individuals being unaware that he/she lacks cultural knowledgeConscious incompetence

The awareness that he/she lacks knowledge about another culture and is willing to seek andobtain the knowledge

Conscious competenceAct of learning about a clients culture, verifying generalizations and providing culturally responsive

nursing intervention

Unconscious competenceThe ability to automatically apply knowledge and culturally congruent care to clients from

diverse cultural backgrounds. The nurse who has unconscious competence interacts naturally and easilywith clients from diverse culture.


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Cultural Encounter

The process whereby a nurse

engages directly in cross-cultural interactions

with clients from culturally diverse backgrounds.The purpose is to refine or modify

ones belief about those groups to prvent

possible stereotyping.


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Cultural Skill

The ability to collect relevant cultural

data about a clients health history and health

problems, as well as to accurately perform

culturally specific physical assessment.

Leininger (1978) defined a cultural assessment as

Systematic appraisal or examination of individuals, groups

and communities as to their cultural beliefs, values and

practices to determine explicit needs and intervention

practices within the context of the people to be evaluated.


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The nurses

motivation to engage in the process of

cultural competence. Nurses need to

want to work toward cultural

competence as they provide

individualized and safe care to clients.


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Assessing the culturally diverse learner

7 factors in assessing differencesbetween people in cultural groups

CommunicationBiological Variations

Environmental Control

SpaceSocial Organization

Time

C BESST


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Space

An individuals level of comfort is related topersonal space or distance and discomfort is experiencedwhen one personal space is invaded.

Personal space is an individual matter andvaries with the situation. The proximity of the comfortzone also varies from culture to culture.

Example: Puerto ricans and african americanscommunicate with closer proximity from europeanbackgrounds


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It is a model that helps a culturallydifferent patient or client to explain his or her viewpoint orperspective on health and illness. It has relevance for asessingclients, planning care and teaching clinicians to deliver culturally

appropriate care.

Kleinman (1980) reported thatexplanatory models contains any one or all five parts of an illness.

Etiology

Time of onset of symptoms

Pathophysiology

Course of sickness

Treatment


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8 basic elements of Teaching Plan

Purpose

Statement of the overall goal

List of objectives and subobjectivesAn outline of the related content

The instructional methods for instruction

Time allotedInstructional resources

Methods of evaluations

PLATT SIM

El t f T hi Pl


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Elements of Teaching Plan

PURPOSE:

GOAL:

Objectives and

subobjectivesContent

Outline

Method of

instruction

Time

Allotted

Resources Method of

Evaluation


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Selection of words and Phrases

The tone and use of language has a major impact on the effectof communication and on the interactiv elearning environment.

Example:

The words kill and abort are highly emotive words and can bereplaced with descriptive words end and cancel.

Words, sound and mistranslation

Caution should be used when making direct translations of

words and also to the meaning of the sounds used within thesystem

Selection of human voices

An increasing number of simulations include human voices toadd impact and realism to the interactive learning environment.

Example:Female voice would not be as effective of female


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Communication Issues

Cross-Cultural Communication with Nursing Students

Cross cultural Communications and In service Education

5 areas of concern when recruiting and hiring internationalnurses

1. Releiving psychological stress

2. Overcoming the language barriers

3. Accepting US nursing practice

4. Incorporating the styles of US Problem solving strategies

5. Implementing the styles of US interpersonal re;ationship

Cross Cultural Communication with Patients and Clients


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Gender Differences in Communication

Mulac (1998) 2 abiding truth with uneasy agreement

1. Men and women speak the same language

2. Men and women speak that language differently

Mulac, Bradac and Gibbons (2001)

defined culture as the social system that reinforcesbehavioral expectation for group members wether

they are national, ethnic or gender groups.

Gudykunst and Ting-Toomey (1998) 4 stylistic modes of verbal


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Gudykunst and Ting Toomey (1998) 4 stylistic modes of verbalcommunication between gender

DIRECT VS INDIRECT STYLE

The dimension represents the degree to which speakersshow their intention through explicit verbal communications.

DIRECT STYLEis characterized by openness,straightforwardness and honesty

INDIRECT STYLEis more ambiguous,tactful and concern withsaving face of the individual in the interest of the harmony.

Male style is characterized by relatively direct and femalestyle are relatively indirect

Male Its good to write this down

Female Im not sure what do you think


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Succinct VS Elaborate style

This dimension addresses the quantity of talk that isvalued in different culture. Salient silence andunderstatement often mark the succinct styles.

Example:

Male uses elliptical setences Great Picture

Descriptive metaphor and similes and flowery words the

elaborate style that is more characteristic of women.

The elaborative style potentially protects relational

harmony. Which is especially important for a women.


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Instrumental vs affective style

Male use of the instrumental continuum is seen

references to quantity (below 32 D Farenht) and

locatives in the center of the pictures

Women use the affective end of the continuum,

referring more often to emotions (Shell feelterrible and focusing on peoples feeling.


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chapter 5 effects of culture

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