Capstone Week 4 Discussion: Advocacy and Cultural Competence (Latest Update) Already Graded A+

Week 4 Discussion: Advocacy and Cultural Competence (graded) 1717 unread replies.1717 replies. Purpose This week's graded topic relates to the following Course Outcome (CO). CO6: Plans clinical practice activities that integrate professional nursing standards in accordance with the Nursing Code of Ethics and the ANA standards of practice (PO#6). Due Date • Answer post due by Wednesday 11:59 PM MT in Week 4 • Two replies to classmates and/or instructor due by Sunday 11:59 PM MT at the end of Week 4 Directions • Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students: ▫ Demonstrate understanding of concepts for the week ▫ Integrate scholarly resources ▫ Engage in meaningful dialogue with classmates ▫ Express opinions clearly and logically, in a professional manner • Use the rubric on this page as you compose your answers. Discussion Questions Go to the link View the National Culturally and Linguistically Appropriate Services Standards (CLAS) categories aimed at equity and quality care (HHS, n.d.). Notice how these standards overlap with many of the expectations and standards in professional nursing practice • In what ways are you and your peers using these standards in your areas of nursing practice? • Discuss one nursing action you might incorporate to improve cultural competence in your organization. Grading To view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric. The U.S. department of health and human services (2013) stated the principal standard provides an effective, equitable, understandable, and respectful quality care. The services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs. (p. 1). This is one of the ways we are practicing the standard of care in our nursing practice. Each nurse is taught the standard and it expected to continue to achieve and sustain that standard. Some examples of this are when providing cares for anyone of a diverse cultural belief I make sure to always ask questions of the patient. These questions are just for clarification for all cares so that they received the best possible care from myself and co-workers. If their standards are achievable than all of us on the floor do our best to make it happen. Stalter & Mota (2018) explain that as a nurse one must embrace the many roles they are given. Nurses usually must wear different hats such as leader, educators, and care providers. Where you work defines what hat you will wear more. (p. 34). We are always upholding the standards by continuously staying up to date with education and respecting the patient's wishes. To incorporate cultural compliance at my organization or any organization education via PowerPoint with a quiz at the end. ANA (2015) when you are practicing cultural diversity as a nurse you are agreeing with treating all patients equally. Treating patients of diversity values, beliefs, worldview, and practices in standard to EBP (Evidence Based Practice). (Culturally congruent practice). Taking responsibility to making sure you are culturally diversity even if your organization is not being accountable for yourself. Although every organization at this point is diverse and encouraging their staff to be as well. Goode & Landefeld (2018) explains the aftermath of implementing new education and what to do. Create a committee for the new education have them keep track of everyone's progress. (p. 87). This will get staff involved and help them retain the information they have learn if you can teach it to someone it shows you really learned it. American Nursing Association. (ANA, 2015). Nursing: Scope and standards of practice (3rd ed.). American Nurses Publishing. Goode, C. A., & Landefeld, T. (2018). The Lack of Diversity in Healthcare: Causes, Consequences, and Solutions. Journal of Best Practices in Health Professions Diversity: Education, Research & Policy, 11(2), 73–95. Stalter, A. M., & Mota, A. (2018). Using systems thinking to envision quality and safety in healthcare. Nursing Management, 49(2), 32-39. U.S. Department of Health and Human Services. (2013). National CLAS Standards. Retrieved from U.S. Department of Health and Human Services: Hello Class, As a nurse, I use the principal standard to provide better nursing practices that are aimed at helping patients manage or treat their conditions. My healthcare facility acknowledges diverse languages across the globe and consists of healthcare providers who understand various main world languages like French, English, and Spanish. If I meet a patient who does not understand the English language which is my only language, I usually look upon another nurse who understands the patient's language to take care of the patient as a way of acknowledging language preference. Communication is very vital between nurses and patients hence the need to have language assistants for patients who have difficulties in understanding nurses' language. My healthcare facility management acknowledges diverse cultural beliefs amongst patients. The management always advocates nurses and other healthcare providers to admit the divergence of culture and historical events amongst patients hence execute their mandate without making patients with diverge cultures feel unsafe or undermined whenever they visit the healthcare facility. My peers and I promote teamwork by advocating for consultations and working as a single entity within the healthcare facility. Nursing actions are critical in how they are executed since they should be aimed at enhancing better healthcare facilitation with all groups of people accommodated, their culture upheld and healthcare disparities mitigated (ANA, 2015). Currently, COVID-19 has brought up healthcare disparities in my healthcare facility (Watson et al., 2020). I believe COVID-19 patients with their family members need psychological education about how they cope up with their situation as well as preventing more infections. Some healthcare providers fear taking care of COVID-19 due to the emerging number of healthcare infections. Currently, my organization has a weekly program in which I participate as a trainer in educating my peers about ways of preventing COVID-19 patients from infecting health workers or other patients within the health facility. References American Nursing Association. (ANA, 2015). Nursing: Scope and standards of practice (3rd ed.). American Nurses Publishing. U.S. Department of Health and Human Services. (n.d.). CLAS standards. Think Cultural Health. Watson, M. F., Bacigalupe, G., Daneshpour, M., Han, W. J., & Parra‐Cardona, R. (2020). COVID‐19 interconnectedness: Health inequity, the climate crisis, and collective trauma. Family Process, 59(3), 832-846. Latasha, Great post!! That is awesome that you can look upon your peers to help you with language you are not fluent in. The U.S. Department of Health and Human Services (2013) explains that as nurses we must offer patients of limited or no English language assistance. These services are offered at no cost to them and we must provide this in a timely matter. (p. 1). Offering language assistance in a timely matter is particularly important so the patient is always update to with their cares. It would be so frustrating to have your nurse come in and do all these new things and you are unable to even ask them questions because there is no language assistance. I speak Spanish but I still use interpreter services because there are just some medical words that I do not know. I would never want to run the risk of telling my patient something and they agree to it, but they did not actually understand what I was saying. U.S. Department of Health and Human Services. (2013). National CLAS Standards. Retrieved from U.S. Department of Health and Human Services: