Cultural Diversity In Nursing Book Review Assignments Explan

Cultural Diversity In Nursingbook Review Assignments Explanationrubri

Cultural Diversity in Nursing Book Review assignments explanation/rubric Students will write a typed summary of questions that pertain to weekly readings assigned to Fadiman (1997) text. Grading will focus primarily on demonstration of your understanding and reflection on the content of the questions with ease of reading/organization as a secondary focus. Remember to use APA formatting for each book report which means there will be a cover page and reference page included with each book review. In this case it is ok to use the first person when responding to questions that ask for your personal values/input/reflection. Answers to questions must be at least 100 words and should be typed and double spaced with 12 point font. Please include the number of the question and then include a summary of the question in your response. Example: 1. Foua Lee and Neil Ernst appeared to finally make peace with one another when they…. Grading rubric for book reviews-40 points each (Blackboard provides more details) Question content: 0-25 Grammar: 0-5 Assignment expectations: 0-5 APA: 6

Paper For Above instruction

The book "The Spirit Catches You and You Fall Down" by Anne Fadiman offers an in-depth exploration of cultural clashes between Western biomedical practices and traditional Hmong beliefs through the case of Lia Lee. This review examines key questions related to the narrative, focusing on understanding cultural influences on healthcare perceptions and outcomes, with reflections on how cultural sensitivity and communication can improve healthcare delivery to diverse populations.

Firstly, the differing birthdates of Foua Yang’s daughter Lia across medical records reflect deeper issues rooted in cultural practices and medical documentation standards. Foua and Nao Kao’s cultural background emphasized spiritual beliefs connected to birth and death, which contrasted with Western medical timelines. Lia’s birth in the hospital, where her amniotic sack ruptured and she was delivered with modern interventions, stood in contrast to traditional Hmong home-birth customs, affecting record accuracy. The nurse’s and doctor's documentation may have inadvertently overlooked these cultural nuances, leading to discrepancies that reinforced cultural misunderstandings and distrust.

Secondly, the historical context of the Hmong people significantly influenced Foua and Nao Kao’s perceptions of healthcare providers. The Hmong's history of oppression, displacement, and resistance shaped their skepticism towards Western medicine and authority figures, especially when previous experiences involved traumatic cultural erasures and misunderstandings. The tragic death of Lia's sister in Thailand contributed to their distrust, compounded by the perceived neglect of their cultural practices by healthcare workers. Their belief that illnesses stemmed from spiritual causes contrasted sharply with the biomedical model, creating a cultural gap that hindered effective communication and treatment adherence.

Thirdly, the language barrier and lack of effective interpretation during Lia's emergency visits exemplify how interpreter services could have improved health outcomes. Clearer communication would have bridged the cultural and linguistic divide, enabling healthcare providers to better understand the family's beliefs, preferences, and concerns. An interpreter would have facilitated more culturally competent explanations of Lia’s condition andR treatment options, potentially reducing non-compliance, improving symptom management, and fostering trust. Evidence suggests that professional interpreters enhance patient satisfaction, adherence to medical advice, and overall safety in cross-cultural healthcare settings (Flores, 2005; Jacobs et al., 2004).

Fourthly, differences in conceptual frameworks regarding illness causation and treatment contributed to misunderstandings. The Hmong’s view of illness as a result of spiritual imbalance or soul detachment conflicted with the biomedical perspective of a brain disorder. For example, they saw Lia's epilepsy as a sign of spirits and thus resisted certain medical interventions such as surgery or medication that conflicted with their beliefs. Healthcare providers, committed to scientific diagnosis and treatment, often failed to appreciate the cultural meanings embedded in their patients’ explanations, leading to non-compliance and mistrust. Multicultural healthcare must recognize and integrate these diverse health beliefs to foster effective cooperation.

Lastly, Foua and Nao Kao experienced cultural pain rooted in their history of displacement, war, and loss of traditional practices. Their birthing customs, which involved specific spiritual rituals, were disrupted when Lia was born in a hospital and subjected to Western procedures. These practices symbolize a broader cultural trauma linked to political upheavals and forced assimilation. The destruction of the placenta, seen as a spiritual vessel, exemplifies their cultural pain—losing control over sacred rites and traditional ceremonies diminished their cultural identity and caused distress. Recognizing and respecting these cultural expressions are crucial components of culturally competent nursing care.

In conclusion, the narrative of Lia Lee illustrates the profound impact of cultural beliefs on healthcare experiences and outcomes. Exceptional cultural sensitivity, effective communication, and acknowledgment of traditional practices are essential in bridging the divide between Western medicine and diverse cultural groups. Nurses and healthcare providers must cultivate cultural humility to deliver holistic, respectful, and effective care, ultimately reducing disparities and improving health outcomes for minority populations.

References

• Flores, G. (2005). The impact of race/ethnicity and language on access to primary care. Medical Care Research and Review, 62(3), 296-312.
• Jacobs, E. A., Chen, A. H., Karliner, L. S., Agger-Gupta, N., & Mutha, S. (2004). The importance of language access services in health care. Journal of Health Care for the Poor and Underserved, 15(2), 197-205.
• Fadiman, A. (1997). The spirit catches you and you fall down. Farrar, Straus and Giroux.
• Betancourt, J. R., Green, A. R., Carrillo, J. E., & Park, E. R. (2005). Cultural competence and health care quality. The Commonwealth Fund.
• Anderson, L. M., Scrimshaw, S. C., Royer, C., et al. (2003). Cultural competence to reduce health disparities. The Journal of the National Medical Association, 95(8), 675-683.
• Leininger, M. (2002). Culture care theories: Examining the cultural differences in healthcare. Journal of Transcultural Nursing, 13(1), 4-8.
• Kleinman, A. (1980). Patients and healers in the context of culture. University of California Press.
• Shen, G. (2013). Culturally and linguistically appropriate services: An essential part of health equity. Journal of Health Disparities Research and Practice, 6(2), 159-165.
• Groleau, D., Young, A., & Kirmayer, L. J. (2013). Model transfer and culturally based formulation in mental health care. Transcultural Psychiatry, 50(3), 370-391.
• Nelson, A. (2002). Unequal Treatment: Confronting racial and ethnic disparities in health care. National Academies Press.