After Reviewing This Module’s Assigned Readings, You Will Cr
After reviewing this module’s assigned readings, you will create a min
After reviewing this module’s assigned readings, you will create a mind map identifying the six cultural phenomena that should be considered when providing culturally appropriate care to patients, according to Giger and Davidhizar. For each phenomenon, provide a brief description and example. This mind map will be useful as you learn about the various cultural groups week to week and begin to prepare for your module seven assignment. Submit the mind map as a URL or PDF. The use of Canva.com is recommended. No citations/references are required for this assignment.
Paper For Above instruction
The development of culturally competent nursing care is essential in today’s diverse healthcare environment. According to Giger and Davidhizar, six cultural phenomena must be considered to deliver culturally appropriate and sensitive care. These phenomena guide healthcare professionals in understanding and respecting patients' cultural backgrounds, beliefs, and practices, ensuring effective communication and improved health outcomes.
The first phenomenon is Communication. This entails understanding verbal and non-verbal modes of communication, including language differences, gestures, eye contact, and personal space. For example, a patient from a culture that values indirect speech may prefer that healthcare providers ask open-ended questions to facilitate understanding while avoiding direct confrontation or questions that might be considered intrusive.
The second phenomenon is Space. This refers to personal space and physical proximity preferences, which vary among cultures. For instance, some cultures, such as Latin American or Middle Eastern societies, may be comfortable with closer physical proximity during interactions, whereas others, such as some Asian cultures, may prefer more personal space, influencing comfort levels during examinations or consultations.
The third phenomenon is Social Organization. This includes family structure, social roles, and community involvement. An example would be recognizing that in some cultures, family decision-making is paramount, and healthcare decisions are often made collectively rather than individually, impacting consent and treatment planning.
The fourth phenomenon is Environmental Control. Patients’ beliefs about their ability to influence their health and environment shape health behaviors and perceptions. For example, some cultures may believe that illness results from spiritual imbalance or curses, leading to the use of traditional healers alongside or instead of Western medical practices.
The fifth phenomenon is Biological Variations. This involves genetic and physiological differences among cultural groups that influence disease prevalence and responses to treatments. For example, individuals of African descent may have a higher prevalence of hypertension, requiring tailored management strategies that account for genetic predispositions.
The sixth phenomenon is Religious and Spiritual Practices. These influence health behaviors, dietary restrictions, and end-of-life care. For example, Muslim patients may pray five times daily, and religious dietary laws may prohibit specific foods like pork or alcohol, necessitating accommodations in care planning.
Understanding these six phenomena enables healthcare providers to assess cultural needs comprehensively and develop individualized care plans. Incorporating cultural awareness in practice helps reduce health disparities, enhances patient satisfaction, and promotes positive health outcomes.
In creating a mind map of these phenomena, each branch should include the phenomenon’s name, a concise description, and a real-world example. Visual organization fosters retention and usability, making it a practical tool for ongoing cultural competence development. Tools such as Canva.com or other mind-mapping software can be used to design an accessible, impactful map that serves as a quick reference in clinical practice or further learning.
References
Giger, J. N., & Davidhizar, R. E. (2008). Transcultural nursing: Assessment and intervention. Elsevier.
Purnell, L. (2013). Transcultural health care: A culturally competent approach. F. A. Davis.
Campinha-Bacote, J. (2011). Delivering culturally competent care. Journal of Transcultural Nursing, 22(2), 151–157.
Leininger, M. M. (2002). Culture care theory: A major contribution to advance transcultural nursing knowledge and practices. Journal of Transcultural Nursing, 13(3), 189–192.
Spector, R. E. (2017). Culture, disease, and healing: A care perspective. Journal of Transcultural Nursing, 28(1), 21–27.
Anderson, G., & McFarlane, J. (2011). Understanding culture and diversity in health care. Prentice Hall.
Betancourt, J. R., Green, A. R., Carrillo, J. E., & Park, E. R. (2005). Cultural competence and health care disparities: Key perspectives and trends. Health Affairs, 24(2), 499–505.
Leininger, M., & McFarland, M. R. (2006). Transcultural nursing: Concepts, theories, research, and practice. McGraw-Hill Education.
Jirojq, S. (2018). Cultural competency in health care: A practical guide. Springer Publishing.