Culture- Care- Caring

Transcultural Nursing: Essential Knowledge Dimensions (Part 2) To promote patients' comfort and confidence in the healthcare system and their satisfaction with it, it is important to provide them with high-quality healthcare. Nurses must possess a sufficient understanding of diverse cultural backgrounds and customs to conduct holistic patient assessments. Providing optimal care to a patient from a culturally different background requires a thorough evaluation. The nurse should show an accurate, comprehensive, and systematic assessment process to determine the best course of treatment for the patient.

Cultural care involves considering the patient's beliefs and heritage when developing a healthcare plan. Further, nurses are required to recognize that individuals come from a wide variety of cultural and racial backgrounds, requiring a treatment approach that recognizes these differences . Transcultural nursing stresses the importance of ethnicity, race, and culture in understanding individuals' perceptions and behaviors. Nurses are required to take into account these concepts to provide culturally appropriate healthcare. Acculturation, cultural awareness, and cultural competence are all concepts that have been developed in nursing literature (Albougami, Pounds, & Alotaibi, 2016).

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A key objective of transcultural nursing is to provide nursing care that is sensitive and effective in meeting the cultural needs of individuals, families, and groups, as part of transcultural nursing. Improving transcultural nursing knowledge, integrating transcultural nursing knowledge into nursing education, research, and clinical applications, and integrating transcultural nursing knowledge into nursing practice are all part of integrating transcultural theories, concepts, and practices into nursing education and research.

Several nurses from affiliate nations of the World Health Organization (WHO), including the International Nurses Association (ICN), took part in the 1989 Seoul Conference and developed adaptable models for their communities. According to a study conducted in Turkey, nurses are more likely to be more effective if they have a classification sheet and guidelines in order to provide routine care to patients in less time, and more data can be gathered as a result. The practice of translating international nursing models and classification systems into Turkish is a widespread practice in Turkey, as well as the practice of creating and implementing new protocols that are specific to clinics.

It has become increasingly common for nurses to employ transcultural nursing models, classification systems, and guidelines. There is a need to provide nursing professionals with a common language that reflects the relationship between nursing and life, health, disease, and society, in addition to providing a common language to use among nursing professionals (Bayram Deer, 2021).

1. Theory of Culture Care Diversity and Universality The work of Madeleine Leininger has contributed to the development of a model of transcultural nursing. As she sees it, nursing is an approach that incorporates humanistic morals, principles, and practices to improve or maintain a person's health. A learned humanistic and scientific endeavor; the discipline focuses on human care phenomena and activities. Nurses provide assistance, support, facilitation, and enablement to individuals and groups in maintaining or restoring their well-being (or health) or giving aid to the disabled or dying. It is important to note that transcultural nursing emphasizes comparative studies and analysis of cultures concerning nursing practices, beliefs, and values to provide nursing care services that are meaningful and effective in cultural values and health-illness contexts.

This course examines cultural differences in caring behaviors, values, beliefs, and behavior patterns related to health and illness. An awareness of cultural differences can assist nurses in designing nursing interventions. As a theory, cultural care is the most comprehensive and valuable approach for studying, explaining, and predicting nursing knowledge and its associated nursing care practices.

Ultimately, the Theory aims to ensure that nursing care practices are culturally appropriate. By understanding and knowing distinct cultures' nursing practices, health-illness care beliefs, methods, and values, Marie Leininger's Cultural Care Theory aim to provide meaningful and efficient nursing care services relevant to their cultural values and health-illness contexts. As the findings of this study demonstrate, diverse cultures have different caring behaviors, attitudes, and patterns of behavior about health and illness. In diverse healthcare systems, individuals, families, groups, communities, and institutions can benefit from culturally sensitive approaches to care. Consequently, health and care expressions and meanings are culturally specific. A particular emphasis is also placed on the generic or folk system, the professional care system(s), and nursing care. This section provides information about each system's characteristics and specific features. Using this information, we can identify similarities, differences, universality, and diversity in cultural care (Gonzalo, 2021).

Several major concepts underlie transcultural nursing theory:

Transcultural Nursing:

An analysis of nursing and health-illness care practices, beliefs, and values as a transcultural subfield orbranch aims to provide nursing care services relevant to the cultural values and health-illness contexts of the patients through comparative studies and analyses of nursing and health-illness care practices, beliefs, and values.

Ethno-nursing:

A culture's beliefs, values, and practices regarding nursing care are considered from the perspective of their direct experiences, ideas, and moral values (Leininger, 1979).

Nursing:

Humanistic and scientific principles are combined to define the nursing profession, which is focused on human care activities and phenomena. Nursing is concerned with helping, supporting, enabling, or assisting individuals in maintaining and regaining their health (or well-being) in culturally meaningful and beneficial ways or assisting individuals with disabilities or loss of mobility.

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Professional Nursing Care (Caring):

Professional nurses and their caregivers are defined as individuals with formal and cognitive knowledge and skills acquired from their educational experiences. The objectives of these actions are to assist, support, enable, or facilitate another individual or group in improving a person's health condition (or well-being), disability, lifeways, or work with the dying.

Cultural Congruent (Nursing) Care:

Assisting, supporting, facilitating, or enabling are examples of cognitively based acts or decisions that are adapted to the individual, the group, or the institution to offer evocative, beneficial, and sustaining health care services and well-being services that are based on their cultural values, beliefs, and lifeways.

Health:

Is defined, valued, and practiced as a state of well-being by culture. In order to fulfill their roles in their day-to-day roles, an individual (or group) must be able to perform daily tasks in a culturally expressed, beneficial, and patterned way.

Human Beings:

It is generally considered that these individuals are caring and capable of looking after the well-being, survival, and needs of others. As a caring science, the nursing profession should consider a wide range of factors beyond the nurse-patient relationship and dyad, including families, groups, communities, and institutional and cultural factors.

Society and Environment:

A worldview, social structure, and environmental context are more important than definitions of these terms to Leininger

Worldview:

It is a way of viewing the world that determines how people view themselves and their lives.

Cultural and Social Structure Dimensions:

As a consequence of the interaction between structural and organizational factors within a particular culture (subculture or society), an individual's cultural and social structure dimension is comprised of dynamic patterns and features. Those factors include religion, kinship (social), politics (and law), economics, education, technology, cultural values, ethnohistorical factors, and the interrelationship between them and their ability to influence human behavior.

Environmental Context:

As a result of a contextual environment, human expression, interpretation, and social interaction are given meaning in a particular physical, ecological, sociopolitical, and/or cultural context.

Culture:

The concept of culture can be defined as the set of morals, beliefs, standards, and lifeways that are attained, shared, and transmitted from one group to another and which provide a system for the way individuals think, decide, and act.

Culture Care:

By the definition of culture care, it refers to the subjective and objective transference of values, beliefs, and patterns of lifeways aimed at assisting, supporting, facilitating, or enabling others or groups to maintain health and well-being, improve their human condition lifeways, or cope with illness, handicaps, or death.

Culture Care Diversity:

It is commonly understood that culture care diversity refers to differences, designs, values, lifeways, or codes of care within or between collectives that are related to providing, enabling, or supporting human care expressions.

Culture Care Universality:

Across cultures, meanings, patterns, values, lifeways, metaphors, and symbols are shared, similar, or dominant. These represent methods for assisting, supporting, facilitating, or allowing people to live better-off and improved lives (Leininger, 1991).

To support the interconnections between the ideas in her Theory, Leininger has developed the Sunrise Model. As a result of Leininger's Theory, all necessary concepts are incorporated to allow it to be applied to various situations. Additionally, it can be applied to a wide range of situations. This presentation contains images and relationships at an abstraction level that are applicable to a variety of contexts. It is easy to understand these terms on the first contact, even though they are not straightforward (Gonzalo, 2021).

2. Culture Care Management A key component of the Theory is conducting research to identify, document, understand, and explain how care and cultural phenomena are interdependent concerning differences and similarities between and among cultures. Such knowledge is essential for nursing care practitioners and other healthcare professionals. A body of research-based knowledge concerning cultural care would enhance nursing

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care and healthcare services. This body of knowledge is transforming nursing and health care in ways that will benefit people of diverse cultures and those of similar cultures. This practice has also contributed to the development of the discipline of transcultural nursing, as envisioned by Leininger, and has resulted in therapeutic health outcomes.

Theorists use tenets as positions or givens to construct theories. Cultural care theory is based on four tenets:

1. Cultural care has some universal characteristics expressed in expressions, meanings, patterns, and practices and some shared characteristics.

2. A worldview, multiple social structure factors, ethnohistory, environmental context, language, and generic and professional care are necessary in predicting health, well-being, illnesses, and healing.

3. In various environmental contexts, health and illness outcomes are influenced by generic emic (folk) and etic (professional) health factors.

4. After reviewing the above influencers, three actions and decision guides emerged that would contribute to providing culturally appropriate, safe, and meaningful health care to cultures worldwide. There are three culturally based action and decision modes: preservation, accommodation, and restructuring. The decision and action modes that are based on cultural considerations are predicted to play a significant role in congruent and meaningful care. Relationships between nurses and clients are dynamic and participatory in nature. They are based on assessing and responding to the needs of the individual, the family, the community, and the group (Leininger, 2006).

Culturally congruent nursing refers to providing nursing care that incorporates culturally appropriate beliefs, practices, and communication patterns. In the first phase of the nursing process, various tools are used to facilitate the cultural assessment of the consumer.

To perform their duties effectively and respectfully, nurses must communicate effectively and respectfully. Several tools have been evaluated for improving intercultural communication and advancing clinical competency.

To establish a trusting relationship with consumers requiring nursing care, nursing professionals demonstrate genuine care for them. Communicating respect requires an understanding of cultural nuances and verbal and non-verbal communication patterns. Moreover, the nurse is sensitive to the consumer's preferred method of gathering information and is aware of the cultural norms regarding the role of the family decision-maker, the role of women, and the care of infants and parents.

Besides nursing skills related to social and emotional intelligence, nurses should also use other nursing skills. Nurses who use advanced technology or interpreters knowledgeable about American Sign Language provide nursing care for health consumers with hearing impairments. It is possible to decrease language barriers by using interpreters. To ensure that the materials are appropriate and readable, the nurse consults with culturally specific consumers within the community when selecting written materials. Nurses consider health consumers' preferences before choosing how to respond to their communication needs. In addition to verbal behavior, cultural practices may also affect nonverbal behavior. Different types of groups require different distances between people in conversation. When cooperating with recipients of care and their families, it is essential to use the appropriate tone, volume, and posture for the situation.

A nurse at the graduate level, including a registered nurse (APRN) or another advanced practitioner, can contribute to the development of systems of care, organizational policies, and procedures reflecting respect, equity, diversity, and inclusion (ANA, 2015). By adopting national and international standards of care and evidence-based practice to different contexts of individuals, families, and communities, APRNs can provide the best possible outcomes for patients (Carpiano, 2006). Upon identifying cultural preferences and norms incompatible with evidence-based practice, graduate-level nurses may be able to negotiate a solution through mutual decision-making.

The nursing profession is well suited to advocate for and lead interprofessional teams tasked with identifying patients' cultural and linguistic needs and developing appropriate solutions. Nursing administrators are responsible for developing strategies to recruit and retain multicultural employees. Providing high-quality healthcare is easier with the help of nurse executives and leaders within health systems collaborating with organizational leadership to develop policies and systems that address the special needs of culturally diverse consumers. Nurses who belong to civic, interprofessional, and civic organizations can form coalitions of cross-cultural partnerships that can influence change on a local, national, and international scale . Nurse leaders should also encourage representatives of social groups to contribute on institutional committees and assume leadership positions within their healthcare systems to benefit these populations (Marion et al., 2016).

3. Ethno-Nursing Research Method Healthcare providers and other professionals must have substantive knowledge of their disciplines to provide quality care and action beyond local and national perspectives. The healthcare profession needs to be able to access the knowledge of different cultures to assist them in their clinical practices, teaching, curriculum development, consulting, research, and administration activities. Embedded care phenomena can only be understood by employing an inductive, open inquiry approach that identifies complex, covert, and unknown local perspectives on health, care, and well-being. To extend a global perspective in nursing science and establish a field of transcultural nursing, Leininger (2006) developed culture care theory and ethnonursing based on the anthropological construct of culture and the nursing construct of care.

Ethnonursing research methods are based on Cultural Care Theory and ethnonursing and seek to understand, describe, and analyze the care expressions, patterns, and practices of people living in naturalistic settings. Using Theory and method, we aim to determine which types of care are most effective for promoting health and well-being and explore how both types of care may be utilized to provide culturally appropriate care that is satisfying, meaningful, and beneficial to individuals, especially those facing disability or death (Leininger, 2006).

Ethnonursing research requires the development of Enablers for Open-Inquiry Guides to facilitate in-depth, open-ended interviews with informants. A key objective of this tool is to encourage informants to share their perspectives regarding care and other phenomena. Using

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the elements of culture care theory and Sunrise Enabler, each study is customized based on the domain of inquiry and the research questions.

Four phases are involved in the analysis of data:

The researcher begins the process of coding and analyzing the data on the first day of the study and continues to do so throughout the entire project. As part of phase one of the research process, raw data, such as recorded and transcribed interviews, observations, and field notes, are analyzed.

Researchers may find it useful to use software that organizes data. As part of the second data analysis phase, the data will be coded and categorized according to the domain of inquiry and the research questions. Data categories and domains are derived from the constructs in the culture care theory .

A third phase of the analysis involves identifying recurrent patterns of similarity and difference among the ideas. As a result of the CCT, the ethnonursing research method is enhanced by the ability to examine both the universal and diverse meanings of care expressed in this study. In order to better understand the values, beliefs, and practices of people within their respective cultural contexts, it is crucial to identify their commonalities and differences. When cultural similarities and differences are compared and contrasted, findings may be revealed that would not be evident if only diversity were considered. Cultural similarities have often served to bind people within the human family over many years. Even though many people share a sense of family and religion, the practices associated with care vary considerably from culture to culture. To improve their health and well-being, elders from diverse cultures were found to need spiritual or religious care. There was, however, a wide variety of approaches depicted in the care patterns of distinct groups.

As part of the fourth phase of data analysis, findings are interpreted and synthesized. A researcher collaborates closely with the informants to elucidate and confirm major themes, care decisions and actions, and new theoretical formulations (Leininger, 2006).

An in-depth follow-up interview can be conducted in person, over the telephone, or via email to clarify interpretations, meanings, and conclusions. The researchers carry out all four phases of data analysis at various times during the study. Phases do not follow a linear pattern. A confirmation is conducted with informants at every stage of the study. According to Mixer (2011), a study examined the methods nursing faculty in the Southeastern United States used in teaching culturally competent practice. The research findings were confirmed through telephone calls and face-to-face interviews with faculty members. Although role models were provided in clinical settings, students were not provided with a theoretical framework for providing culturally appropriate patient care. Research has shown that a framework, such as the culture care theory, can facilitate student learning based on evidence from transcultural nursing research (McFarland et al., 2012).

Researchers developed ethnonursing research methods and culture care theory to work together. It is also possible to combine the idea with other qualitative methods. There are differences between qualitative and quantitative paradigms in terms of the philosophy, goals,

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processes, and desired outcomes; therefore, these paradigms should not be merged in a single study to maintain each paradigm's integrity. Research methods can be mixed within a paradigm if the philosophical premises and objectives are compatible.

Researchers must have an explicit purpose for including or mixing methods within a paradigm and be familiar with each technique. Several qualitative research methodologies can incorporate culture care theory; however, the method selection should be determined by the research topic, the area or the phenomenon being studied. In addition to ethnonursing research methods, different ethnographic, phenomenological, life history, and focus group methodologies have been utilized with culture care theory (Leininger, 2006). It is also possible to conduct parallel studies in each paradigm with different participants to compare the findings about the paradigm's objectives.

It is necessary to employ a quantitative tool to assess cultural competence. As opposed to this, qualitative enablers such as ethno- nursing research and phenomenological methods will be applied to study nursing students and graduates who endeavor to provide culturally appropriate care using qualitative enablers such as ethno-nursing research. The ethno-nursing research method has been successful in nursing research for many years. The study of a variety of cultural groups has included gender-specific groups, institutions, subcultures and subcultures, including deaf cultures ; homeless individuals; elders ; children; teenage gang members; adults; students and faculty members (Mixer, 2011); diverse cultures in the workplace (McFarland, 2012); and program evaluations. Research of this type provides clinically relevant knowledge and culturally appropriate practices that can potentially be used in other areas of health care. Every health care discipline has a common goal: to provide culturally competent health care and education services, conduct culturally competent research, and oversee culturally competent organizations. To ensure that people are satisfied and accept the care they receive, these professionals must discover knowledge about care and health from the people's perspective. As all of these professionals are concerned with providing clients with satisfying and culturally appropriate care, whether they provide care in homes, clinics, hospitals, schools, or communities, applying culture care theory and ethno-nursing research method has multidisciplinary implications. A combination of generic and professional care has been found to provide culturally sensitive care to patients, their families, community members, students, faculty, and administrators in nursing research. The development of new care constructs is necessary if generic and professional care is to be adapted for their clients. By utilizing a culture care research method guided by the culture care theory, ethno- nursing research can improve patient satisfaction and health outcomes by promoting multidisciplinary, coordinated, and integrated culturally congruent care plans within and across health care disciplines.

References

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Lipman, V. (March 2013). Five simple steps to more efficient, effective meetings. Forbes. www.forbes.com/sites/victorlipman/2013/03/01/5-simple-steps-to-more-efficient-effective-meetings/

Public Health Policy: Definition, Examples, and More, (2021). https://www.publichealth.columbia.edu/public-health-now/news/public- health-policy-definition-examples-and-more

Robert Wood Johnson Foundation. (2015). Nurses and nursing. Future of Nursing: Campaign for action. http://www.rwjf.org/en/our- topics/topics/nurses-and-nursing.html

Robert, H. M., Robert, S. C., Evans, W. J., & Honemann, D. H. (2011). Robert's rules of order newly revised. Da Capo Press.

Schneider, E. et al. (2021). Mirror, Mirror 2021: Reflecting Poorly. https://www.commonwealthfund.org/publications/fund- reports/2021/aug/mirror-mirror-2021-reflecting-poorly? gclid=CjwKCAjwk_WVBhBZEiwAUHQCmXHV5_v5ZHWgs3M584nKaMLlPVBy3vGVYSmArYV7ztVyp2ZsYQaBlxoCYR8QAvD_BwE

Stalter, A., Arms, D., (February 26, 2016) "Serving on Organizational Boards: What Nurses Need to Know" OJIN: The Online Journal of Issues in Nursing Vol. 21 No. 2. DOI: 10.3912/OJIN.Vol21No02PPT012. https://doi.org/10.3912/OJIN.Vol21No02PPT012

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