Apply A Model Of Cultural Competence To Personal Prac 242829

Apply A Model Of Cultural Competence To Personal Practice Beliefsrefl

Apply a model of cultural competence to personal practice beliefs. Reflect on the 5 constructs of Campinha-Bacote’s model of The Process of Cultural Competence in the Delivery of Healthcare Services: Cultural desire, Cultural Awareness, Cultural Knowledge, Cultural Skill, and Cultural Encounters. Review the Mission statements and values of St. Thomas University and its Nursing programs. Reflect on your learning during this course. Evidence of reflection on Campinha-Bacote’s cultural competency model and/or STU mission and values. Your personal beliefs. Your philosophy statement(s) related to culturally competent nursing care. Implementing your beliefs. Continuing your journey towards cultural competence. APA and references should be current (published within last five years) scholarly journal articles or primary legal sources. no shorter than 1 pages; nor longer than 2 pages in length, excluding the title, abstract and references page. Incurporate a minimum of 2 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to current APA style

Paper For Above instruction

The integration of cultural competence into nursing practice is essential for providing equitable, respectful, and effective healthcare. Campinha-Bacote’s model of cultural competence elucidates five critical constructs—cultural desire, awareness, knowledge, skill, and encounters—that guide healthcare professionals toward culturally responsive care (Campinha-Bacote, 2018). Reflecting on my personal practice through this framework provides insight into my developmental journey as a culturally competent nurse and aligns with the mission and values of St. Thomas University (STU), which emphasizes holistic, ethical, and culturally sensitive education (St. Thomas University, 2022).

Cultural Desire is the foundation of the model, reflecting genuine motivation to become culturally competent rather than feeling compelled. I believe that fostering cultural desire is vital because it stems from respect and commitment to understanding diverse patient backgrounds. During this course, I realized the importance of actively maintaining an openness to learning about different cultures, which is aligned with STU’s mission to prepare ethical and compassionate healthcare providers (Almutairi et al., 2018). Personal experiences, such as volunteering with diverse populations, have reinforced my desire to serve inclusively and with humility.

Cultural Awareness involves self-examination of one’s own cultural biases and assumptions. Through reflective exercises, I became aware of unconscious biases that could impact my clinical judgments (Betancourt et al., 2019). This newfound awareness helps me recognize how my cultural lens shapes patient interactions, motivating continuous self-assessment to prevent cultural misunderstandings. STU’s commitment to social justice aligns with this value by encouraging nurses to acknowledge disparities and work toward health equity.

Cultural Knowledge pertains to acquiring an understanding of different cultural practices, healthcare beliefs, and socio-cultural factors affecting health. My learning included studying cultural health disparities highlighted in recent research, which underscores the need for nurse educators to incorporate cultural competence curricula (Zhou & Kim, 2020). Gaining this knowledge empowers me to deliver culturally congruent care, respecting patients’ values and beliefs.

Cultural Skill involves the ability to collect relevant cultural data during patient assessments and appropriately integrate this information into care planning. I practiced developing culturally sensitive communication skills, including language support and non-verbal cues, which are essential for building trust. Recognizing that effective cross-cultural communication alleviates health disparities aligns with STU’s emphasis on developing competent, ethical practitioners.

Cultural Encounters refer to direct interactions with individuals from diverse backgrounds that challenge and expand our understanding. During clinical rotations, I engaged with patients from varied cultural backgrounds, which enriched my perspective. These encounters are crucial for reinforcing cultural knowledge and honing communication strategies, ultimately fostering competence. STU’s mission to cultivate global citizens resonates with the importance of these experiential learning opportunities.

Looking forward, I am committed to ongoing education and reflective practice, recognizing that cultural competence is a continuous journey rather than a destination. Incorporating reflective journaling and participation in diversity training will deepen my understanding and skills. Embracing principles of cultural humility—acknowledging limitations and seeking feedback—supports my professional growth (Foronda et al., 2018).

References

• Almutairi, A. F., McCarthy, A., & Gardner, G. (2018). Cultural competence among nurses in Saudi Arabia: A review of the literature. Journal of Transcultural Nursing, 29(3), 271-278.
• Betancourt, J. R., Green, A. R., Carrillo, J. E., & Park, E. R. (2019). Cultural competence and health care disparities: Key perspectives and trends. Health Affairs, 38(3), 383-391.
• Campinha-Bacote, J. (2018). The Process of Cultural Competence in the Delivery of Healthcare Services: A Model of Care. Nursing Clinics of North America, 54(2), 253-263.
• Foronda, C., Baptiste, D. L., Reinholdt, M. M., & Ousman, K. (2018). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 29(3), 236-243.
• St. Thomas University. (2022). Mission and Values. Retrieved from https://www.stu.edu/about-us/mission-and-values/
• Zhou, Y., & Kim, S. (2020). Integrating cultural competence into nursing education: Strategies and outcomes. Nurse Education Today, 90, 104468.