Indigenous Culture Case Study Assignment

Indigenous Culture Case Study

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Case Study: Indigenous Culture

Russell Nelly spent his childhood in Gwonangerup and Marribank mission centers. Discrimination is the most conspicuous social injustice in Nelly’s scenario. The scenario depicts a situation in which government policies were hurting rather than promoting the well-being of the Aboriginal people.

Disrespect to human rights was immense in Nelly’s life. Societal rejection was also a severe challenge for Nelly. Both social and healthcare wellness matters were a concern. Social complications such as injustices and rejection would only be corrected by engaging the community in reforms (Cacioppo & Cacioppo, 2014, Pg. 52).

Nelly encountered health complications such as cancer and diabetes. His use of herbs to manage cancer implies that he had limited access to conventional and standard healthcare services. According to researchers, some herbs could be effective in the management of cancer but others could be detrimental, more so because they are unstandardized (Orang-Ojong, Munyangaju, Wei, Lin, Wei, Foukunang, & Zhu, 2013, Pg. 610). Active participation of communities in policy making would have worked well in Nelly’s case.

Nelly changed the perception of his identity as he grew up. Nelly’s experiences in babyhood such as poor parentage imparted an identity of self-worthless. As a little boy, Nelly could not identify himself in the society. He knew he was of a minority group and that he was not privileged to enjoy fundamental health and social services as the majority would do. In his youth, Nelly got empowered by his interaction with the law, culture, and environment and developed an identity of self-worthiness. His adulthood was marked with an identity of being a resourceful to the rest of the community. In his adulthood, Nelly could analyse problems and offer solutions that did not apply to himself only, but also to other people.

Having been taken to mission homes by the government and the experiences of being regarded as the Stolen Generation had significant impact on Nelly’s health. The experience subjected him to diminished self-esteem, mental stress, and depression. Nelly’s experiences at Marribank contributed the most to shaping his present as he acknowledged. It is imperative that his culture and experiences of poverty, discrimination, and social injustices were crucial determinants in shaping his life. Scholars have suggested that people’s ability to uphold their culture amid challenges improve their wellness state. (Eckermann, Dowd, Chong, Nixon, Grey, & Johnson, 2010, Pg. 98). Nelly’s ability to uphold his culture was important in determining his present position in the society.

Worksheet Two

Emotional stress, unhealthy practices, and acquisition of disease were significant events in Nelly’s life. He had a scanty encounter with his parents, engaged in unsafe practices such as sexual immorality, and he was later diagnosed with diabetes. Poor livelihood such as taking unhealthy diets also contributed to his poor health. Current policies require the society to protect children and minimize their exposure to health complications (Australian Human Rights Commission [AHRC], 2007). This was not the case at the time of Nelly’s childhood. Not only did the society fail to safeguard him from drug use, but it also gave him emotional discouragement as noted at his encounter with doctors. Advocates of ethics put it that it is the role of healthcare practitioners to encourage rather than discourage their clients (Raja, Hasnain, Vadakumchery, Hamad, Shah, Hoersch, 2015). The reasons offered concerning Nelly’s possible death were not appropriate. Societal distrust to the minority was evident when doctors gave a negative prognosis without necessarily establishing its basis. The occurrence depicted both professional and cultural incompetence from the healthcare providers. Health professionals are answerable to relevant codes of conduct. Ethical practice is among the prioritised sectors in healthcare provision. Medicines Australia insisted that clinicians should practice in a manner that places patients at the center of care (Medicines Australia, 2015). Failure to observe such codes amounts to professional ineptitude. The health care system did not offer the best to Nelly. He did not only lack access to medical care, but also experienced unfair treatment in hospitals.

Nelly’s story was plausible, and it could apply to other people in the Aboriginal population. However, Nelly applied strong beliefs and confidence in the methods he applied in managing his health condition. It is most likely that the methods would only work in people who express a certain threshold of trust in such interventions. Usually, patients’ perception and beliefs influence the efficiency of the medications they use to treat diseases (Street, & Haidet, 2011, Pg. 21).

Empowerment entails giving people a chance to make informed decisions (Eckermann et al., 2010, Pg. 196). For patients, empowerment involves allowing the sick to decide how they would like to manage their health status (World Health Organisation, 2009). Elements that empower healthcare students include an approach to promote self-management and health literacy in decision-making (Bravo, Edwards, Barr, Scholl, Elwyn, McAllister, & the Cochrane Healthcare Quality Research Group, Cardiff University, 2015, Pg. 252). Nelly achieved empowerment in his adulthood.

Russell Nelly’s case study reflects important information in healthcare. It covers a range of issues that present in most healthcare and social setups. Researchers outlined issues that present in healthcare such as the influence of the society, culture, environment, and the political setup on people’s health (Pampel, Krueger, & Denney, 2010, Pg. 349). The stolen generation underwent multiple hardships in search of social and medical health (Eckermann et al., 2010, Pg. 98). From a personal perspective, the learner noted not to have encountered similar instances as Nelly. The institution of corrective policies is one of the reasons that guaranteed the learner a better experience than Nelly. The policies were to eliminate discrimination and promote equality (National Congress of Australias First Peoples, 2011). Nelly’s most important thing is to enjoy equal treatment in both social and healthcare setups. It is also important for him to advocate for the Aboriginal community and help them develop a sense of worth and capability. For the learner, it would be important to utilise the insight gained from the scenario to develop cultural competent skills in the provision of care. The learner can apply the information provided in Nelly’s case to practice by ensuring that people are not subjected to situations that hurt their health.

References

Australian Human Rights Commission (AHRC). (2007). Social Justice Report 2007 – Chapter 3: The Northern Territory ‘Emergency Response’ intervention. Retrieved from https://www.humanrights.gov.au/publications/social-justice-report-2007-chapter-3-northern-territory-emergency-response-intervention

Bravo, P., Edwards, A., Barr, P. J., Scholl, I., Elwyn, G., McAllister, M., & the Cochrane Healthcare Quality Research Group, Cardiff University. (2015). Conceptualising patient empowerment: a mixed methods study. BMC Health Services Research, 15, 252. doi:10.1186/s12913-015-0907-z

Cacioppo, J. T., & Cacioppo, S. (2014). Social Relationships and Health: The Toxic Effects of Perceived Social Isolation. Social and Personality Psychology Compass, 8(2), 58–72. doi:10.1111/spc3.12087

Eckermann, A., Dowd, T., Chong, E., Nixon, L., Grey, R., & Johnson, S. M, (2010). Binan Goonj: Bridging cultures in Aboriginal health. 3^rded. Elsevier Health Sciences. Australia.

Medicines Australia. (2015). Code. Retrieved from https://medicinesaustralia.com.au/code-of-conduct/

National Congress of Australias First Peoples. (2011). Statement to the Australian Government on the Northern Territory Intervention. Retrieved from http://nationalcongress.com.au/wp-content/uploads/2011/10/CongressStatementNTER.pdf

Orang-Ojong, B. B., Munyangaju, J. E., Wei, M. S., Lin, M., Wei, F. G., Foukunang, C., & Zhu, Y. (2013). Impact of natural resources and research on cancer treatment and prevention. Molecular and Clinical Oncology, 1(4), 610–620. doi:10.3892/mco.2013.132

Pampel, F. C., Krueger, P. M., & Denney, J. T. (2010). Socioeconomic disparities in health behaviors. Annual Review of Sociology, 36, 349–370. doi:10.1146/annurev.soc.012809.102529

Raja, S., Hasnain, M., Vadakumchery, T., Hamad, J., Shah, R., & Hoersch, M. (2015) Identifying Elements of Patient-Centered Care in Underserved Populations: A Qualitative Study of Patient Perspectives. PLoS ONE 10(5): e0126708. doi:10.1371/journal.pone.0126708

Street, R. L., & Haidet, P. (2011). How well do doctors know their patients? factors affecting physician understanding of patients’ health beliefs. Journal of General Internal Medicine, 26(1), 21–27. doi:10.1007/s11606-010-1453-3

World Health Organisation. (2009). WHO guidelines on hand hygiene in health care: first global patient safety challenge clean care is safer care. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK144022/

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Definition of cross-cultural competence

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For this assignment you will need to read the following article:
Goodman, N. (2012) ‘Training for cultural competence’, Industrial and Commercial Training, 44 (1), pp.47 – 50.

After you have read the article, complete the following:

Identify the definition of cross-cultural competence. Evaluate and identify the challenges that can occur when attempting to instill cultural intelligence into the workforce.

SAMPLE ANSWER

Definition of cross-cultural competence

Introduction

Cross cultural competence, in essence, determines the variables that have been set to contribute to the intercultural effectiveness. Through a cultural competence, an organization therefore has the capacity to acquire the cultural awareness of others through a recognized ethnocentric understanding of the consequences of a cultural assumption, thus creating an avenue through which an effective work relation can be initiated (Goodman, pp.47 – 50. 2012). Through this, an organization is in a position to determine its style of engaging in business globally, the impact of virtual communication, cultural differences in communication styles on intercultural understanding. This paper, therefore, seeks to determine the approaches through which organizations can instill the elements of cultural intelligence within a work environment.

Definition of the Cross-Cultural Competence

The cross-cultural competence infers to the knowledge, effect, and skills that can enable a person to adapt efficiently within an intercultural environment. Many international ventures have over time failed in their market entry approaches for the lack of cross-cultural competence on the business practitioners (Goodman, pp.47 – 50. 2012). It is vital to note that this can be defined as an individual’s ability in contributing to the intercultural effectiveness irrespective of the intersecting cultures. It is essential to note that in as much as the elements of behavior and cognition may be relevant within a particular region; a set of competencies may enable the adaptation of individuals in any culture.

Cultural competency is an aspect that requires more than knowledge of diverse cultures including the skills required in cultural interactions. However, an essential element in this is the awareness of an individual’s worldview (De Vita, pp. 221-231. 2002). To achieve this, it is therefore critical to have the ability to adapt to an individual global mindset that creates an awareness of the approaches needed to integrate cultures in business even in aspect where communication styles vary, and the assumptions of these styles can negatively impact a venture.

Cross-cultural competence is also known as a tendency within a cultural setting that initiates the decision making and communication approaches that have the potential to resolve the misunderstandings and mistrusts that may occur within a work environment (De Vita, pp. 221-231. 2002). In essence, a cross-cultural difference mainly enables individuals to determine the differences between their cultures including of other people as well as enlightening individuals of cultural consciousness.

Challenges Occurring When Instilling Cultural Intelligence in a Workforce

In order to initiate an international team, there are several factors that need to be considered to integrate the success of a well articulated and integrated intercultural competence within a team since each team member has a different view of the company based on their cultural understanding. The challenges that are therefore bound to be encountered include;

Communication Style;

The variables in communication styles as determined and measured in light of the levels of criticisms that can be obtained and endured within each cultural dimension may result in issues in an event where an organization tries to instill the element of cultural competence (Easterby-Smith, & Malina, pp. 76-86. 2009). This, therefore, requires that this process is weighed carefully within an organization with the aim of minimizing the elements of misunderstanding.

Variances in Perception and Decision-Making;

It is essential to note that some cultures are profit oriented while others are mainly developed for the purposes of social relations and friendship. Some other cultures remain low in uncertainty and avoidance, a factor that apparently determines the fact that a blend of this cultural orientations and perceptions may be a difficult element to achieve especially in the decision process.

The Differences in Negotiation Approaches;

The variances in negotiation styles and approaches in the installation of cultural competence within an organization may turn out to be a difficult element to achieve due to the differences in cultural orientations of different individuals.

It is, therefore, essential to note that there are also issues that follow the cross-cultural competence such as leadership, roles, management styles, and the reaching of agreements in instilling cultural competency within an organization (Furnham, Petrides, Tsaousis, Pappas, & Garrod, pp. 5-32. 2005). Implementing these elements within an organization may be a tricky part and should be critically incorporated. It is therefore essential for the management team of an organization to determine appropriate approaches and solutions to these issues in order to reduce the adverse impacts and effects that may occur in instilling cultural competency within the goals of an organization.

Conclusion

Cultural competence can, therefore, be determined with an approach that enables an organization to understand the diverse cultures of its workforce including the differences with the aim of mitigating the differences and challenges that may arise between workmates (Huang, Rayner, & Zhuang, pp. 277-288. 2003). Cultural competency is an aspect that requires more than knowledge of diverse cultures including the skills required in cultural interactions.

Cultural competence enables an organization to have the capacity to acquire the cultural awareness of others through a recognized ethnocentric understanding of the consequences of a cultural assumption, thus creating an avenue through which an adequate work relation can be initiated. It is, however, essential to determine that initiating the proponents of cultural competency may not be an easy task to achieve. Organizations, therefore, need to develop decisive approaches of initiating competence within the confines of culture with the aim of increasing its productivity levels.

References

De Vita, G 2002, ‘Cultural Equivalence in the Assessment of Home and International Business Management Students: a UK exploratory study’, Studies In Higher Education, 27, 2, pp. 221-231, Academic Search Premier, EBSCOhost, viewed 27 August 2015.

Easterby-Smith, M, & Malina, D 2009, ‘Cross-Cultural Collaborative Research: Toward Reflexivity’, Academy Of Management Journal, 42, 1, Pp. 76-86, Business Source Complete, Ebscohost, Viewed 27 August 2015.

Furnham, A, Petrides, K, Tsaousis, I, Pappas, K, & Garrod, D 2005, ‘A Cross-Cultural Investigation Into the Relationships Between Personality Traits and Work Values’, Journal Of Psychology, 139, 1, pp. 5-32, Academic Search Premier, EBSCOhost, viewed 27 August 2015.

Goodman, N. 2012 ‘Training for cultural competence’, Industrial and Commercial Training, 44 (1), pp.47 – 50.

Huang, Y, Rayner, C, & Zhuang, L 2003, ‘Does intercultural competence matter in intercultural business relationship development?’, International Journal Of Logistics: Research & Applications, 6, 4, pp. 277-288, Business Source Complete, EBSCOhost, viewed 27 August 2015.

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Pop Culture and Hinduism Essay Assignment

Pop Culture and Hinduism

Analysis Paper
ONLY BASED ON 4 SOURCES:

An Introduction to Theories of Popular Culture by Dominic Strinati
American veda by Phillip Goldberg
Darsan by Diana L. Eck
Hindu Primary Sources by Carl Olson

1) The title should be the question: How does television (The Simpsons “The Two Mrs. Nahasapeemapetilons” and The Office “Diwali”) affect the portrayal of Hinduism in western country (USA)?

2) The first paragraph should set up the question, list the major points of the paper, and state the thesis
(which is a one-sentence answer to your question).

3) Each paragraph should follow from the previous one, include a topic sentence, and unfold according
to the stated framework. Prove the thesis with evidence, emphasizing citations from the readings in the appropriate section of the course but also including references from class notes, etc.

4) End with a conclusion that summarizes the argument, restates the thesis, and reflects on the wider implications of your argument. The reflective portion of the conclusion should draw on Eck and
Goldberg to articulate how your analysis sheds light on the significance of enduring ultimate questions,
the ways in which those questions are historically and culturally conditioned, and the extent to which
Hinduism has become a part of American culture.

Method of Analysis
1) Survey: Map the Context, Medium, and Perspective(s)
The context: Background on the cultural expression, religious beliefs of the artists, etc.
The medium: Information on the form of cultural expression and how the medium shapes that expression
The perspectives: Different perspectives that shape and complicate the expression (various audiences,
producers, cameras, directors, writers, actors, etc.)

2) Excavate: Uncover the Cultural Materials and Artifacts
Identify all the cultural ?materials? and ?artifacts? that communicate meanings and values (dialogue, lyrics, props, costumes, lighting, instruments, etc.)

3) Analyze: Understand the Meanings/Values Being Communicated
Theology: How does the cultural expression interpret/reinterpret religious communities/beliefs/practices?
Does the expression reflect an accurate or responsible theology? And to what end? How might theologians understand what meanings and values are being communicated? What would they say about what is really going on?
Theory: How might cultural theorists understand what meanings and values are being communicated?
What would they say about what is really going on? -at least 2 theories from Strinati
In order to write this essay you will need three books and you can only use these books as source. In addition to that, there are 2 television episodes that
you can use to analyze which are The Simpsons “The Two Mrs. Nahasapeemapetilons” episode and The Office “Diwali” episode. Please compare
and contrast these two episodes in regards to how Hinduism is portrayed in pop culture in USA.

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Church and Marriage 14th Century Essay

Church and Marriage 14th Century

Develop a compare/contrast essay of 750 to 1000 words minimum/maximum with an title page, introduction, body, and conclusion. Include a works cited page.

Be sure to argue a particular point of view in your essay (your thesis) and cite varied examples from the readings in MLA format in order to support your perspective. Please focus on the reading themselves, and avoid using outside sources (particularly open-web sources such as Wikipedia). Whatever you do, DO NOT give recite a biography of the author or retell a story.

Compare and contrast two of the tales in the Canterbury Tales. Possible ideas would be to discuss different areas being satirized, tone, and characters.

Do not retell two of the stories in this essay but lay out similarities and differences in topic, form, or something else that strikes you as important or relevant. Do not repeat a discussion we have seen in the forum.

Compare/Contrast: The Miller and The Merchant tales.

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Diversity Reflection Assignment Paper

Diversity Reflection

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my diversity assignment for my e-portfolio upload

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Diversity Reflection

The areas that I define as my strong points or strengths include those proficiencies that I marked 4; that is, I strongly agree. These include the following: I have the awareness of the issues and needs that relate to English language learners and I am actually conversant in the strategies for supporting their learning; and I fashion a learning community wherein individual dissimilarities are respected. Moreover, it includes the proficiency that I utilize educational approaches which are sensitive to the many experiences of learners and which address dissimilar learning and performance styles.

The areas that I define as needing improvements are basically those ones which I agree with, albeit not strongly; that is, areas which I marked 3. These include the proficiency that I have a thorough understanding of uniqueness in learning; I appreciate and could recognize dissimilarities in approaches to learning and performance, including dissimilar performance modes and styles of learning, and I am able to facilitate instruction which helps utilize the strengths of students as the starting point for growth. Other areas in which I need improvement include the following proficiencies: I understand the way in which the learning of students is influenced by individual experiences, prior learning, talents, in addition to culture, language, community and family values. I identify, design, and support instruction appropriate to the learners’ development stages, styles of learning, needs and strengths; and that I know how and when to access suitable resources or services to meet exceptional learning needs.

Effective educators have the responsibility of meeting the educational needs of a more and more diverse student population. My dispositions, attitudes, and values have been changed as regards equitability and the belief that every student is able to learn in that I now hold a mindset in which I believe that instructional design, behaviours, interaction patterns, activities, as well as expectations should be equitable and fair for every learner. Regarding the classroom climate, the class should be inviting and its decorations must actually reflect the images of every learner (Chamberlain, 2011). The focus has to be on active participation of the learners. Learning activities reflect the commitment of the educator to providing equitable access for all learners to the opportunity to achieve academically, vocationally, and socially. In a classroom with students from diverse populations, the educator has high positive expectations for every learner.

Educators should strive to meet the individual learning needs of every child. During the lessons, educators should remember the many ways that kids learn. Therefore, daily activities and presentations should provide all learners with opportunities of receiving instruction in dissimilar modalities. Each child should be given opportunities for demonstrating their understanding in ways which let them to utilize their strengths whilst working to improve their weak points (Blanchett & Shealey, 2013). In a diverse classroom, assessment is invariable and is helpful to both the educator and the learner. It tells both of them what is actually needed in order to make the next instruction responsive and meaningful to the needs of the learner.

Furthermore, in a diverse classroom: learners are assessed in many ways; achievement of learners is defined by individual growth and not on reliance on one, preset goal; the role of the educator is one of a facilitator, mentor, coach and fellow learner since the classroom is student-centred; and several resources are employed besides textbooks (Obiakor & Rotatori, 2014). Additionally, syllabus is developed around skill mastery as well as authentic, thoughtful problems to solve. The instruction provided is guided by an understanding of several kinds of intelligence; and every learner is encouraged to see himself/herself as a capable learner and is held answerable to that responsibility and belief. This would be carried out within a climate which values learning diversity whilst continuing to improve every student’s ability to learn. In a class with a varied student population, learners are provided with a lot of opportunity for using metacognition as a tool for improving their capacity to learn, and educators do not utilize lecture as their main teaching method since the teaching is just occasionally student passive/teacher active (Smith-Collins, 2011).

In addition, this has impacted the social, intellectual, engagement, motivation as well as personal development of my students in that they are active, and not passive and are equally responsible for acquiring their education. For example, the learners are actively involved in the learning and they share in classroom decision-making process and have a choice and voice in their educational environment. Moreover, more of their learning needs are met, and they have been able to see how satisfying learning can really be. They have also been inspired to be better than they were. Furthermore, the students are beginning to acquire the necessary knowledge, attitudes and skills which they would require to be successful in the interdependent and pluralistic world wherein they would live and work as adults. Specific examples of these competencies include being cross-culturally competent and multilingual.

To continue to grow and improve in reaching every student, several action items would be put into practice to ensure that every learner receives equitable opportunities to achieve. These are illustrated in the table below:

	Action step	Monitoring progress
1	Ensure active participation of students by involving them in classroom decision-making by December 12, 2015	Set milestones to reach by a particular date
2	Provide instructional design, interaction patterns, activities, as well as expectations that are equitable and fair for every learner by December 15, 2016	Set milestones to reach by a particular date
3	Provide many resources in the classroom besides textbook by January 20, 2016	Set milestones to reach by a particular date
4	Create a learning environment which supports positive interracial contact by January 20, 2016	Set milestones to reach by a particular date
5	Create a curriculum which is varied in pedagogy and multicultural in content by February 10, 2016	Set milestones to reach by a particular date
6	Design instruction which is appropriate to students’ phases of development, learning styles, needs and strengths by March 1, 2016	Set milestones to reach by a particular date

References

Blanchett, W. J., & Shealey, M. W. (2013). Responding to the Needs of Ethnically and Culturally Diverse Learners with Exceptionalities and Their Families. Multiple Voices For Ethnically Diverse Exceptional Learners, 13(2), 1-3.

Chamberlain, S. P. (2011). Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners. Intervention In School & Clinic, 40(4), 195-211.

Obiakor, F. E., & Rotatori, A. F. (2014). Multicultural Education for Learners with Special Needs in the Twenty-first Century. Charlotte, North Carolina: Information Age Publishing.

Smith-Collins, S. (2011). An Agenda for Equity: Responding to the Needs of Diverse Learners. Rowman & Littlefield Education.

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Ethnicity Essay Paper Assignment Available

Ethnicity

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Prompt 1

Choose one ethnic/cultural group. How do their traditions/culture influence self-care to improve well-being. Choose one of the aspects of self (physical, mental, emotional/culture, spiritual). Cite sources from the readings or online library.

Prompt 2

In this week’s readings, a self-assessment tool is displayed. In this tool, the authors not only explore the aspects of physical, emotional, mental, and spiritual self but they also include the parameters of relationship and choices. Choose one aspect of self and discuss how it is influenced by the parameters of relationship and choices.
please use 1 citation for each prompt

SAMPLE ANSWER

Prompt 1

Ethnic groups are a communally defined groups of people who identify themselves with each other through the same lineage, social, cultural or national understanding. These groups of people are usually affected by their lifestyle adopted from their ethnic or cultural back grounds in the way they carry themselves. This might render them not to have a good and healthy life. An example of an ethnic group in America are the Native Americans.

They are associated with chronic alcoholism and substance abuse among the adolescents. This leads to poor self-care among them resulting to mental illness. The same still has led to high numbers of individuals committing suicide (Schore et al, 2009, pg. 38)

Prompt 2

The aspect of self is an individual’s reflective consciousness. How people perceive themselves and how they are viewed by others. These aspects are affected by certain things including relationships and choice. There exists a number of categories relationships have. Among this is the marriage relationship. This relationship most of the time is faced with difficulties. These are as a result of couples not having enough understanding of each other. One of the couples might be a drunkard or rather not having the spiritual self, this leads to misunderstanding between the two. Usually the end results of such a relationship is divorce. (Iran, 2013, pg. 87)

Limits of choice also have a great influence on the spiritual self, choices made by an individual in the past might come to affect the person in the future in a number of ways for example frequent use of cigarette might lead to the infection of liver cirrhosis. When this person changes still the decision they made on substance abuse will continue haunting them.

References

Schore R., Levenson R.2009. Native Americans. Native center of Excellence.

Iran., J. 2013. Relationship between spiritual Quotient and Marital Relationship .Psychiatry Behave Sci.

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Cultural competency in health and social care & nursing care

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This is a 7 pages paper
Tips for Success
The M6A3: Cultural Competence: Registered Professional Nurse Responsibility Paper counts as 30% of your grade for this course.
We suggest that you develop and outline and use the following time-line as your guide for completing your paper:

Week 1: Review the requirements for the paper.
Week 2: Begin developing an outline for your paper.
Week 3: You should have your outline completed.
Week 4: You should be using your outline to write your paper.
Week 5: Continue work on your paper.
Week 6: Finalize your paper and submit by the end of the week.

Information on how to use the Excelsior College Library to help you research and write your paper is available through the Library Help for AD Nursing Courses page.
Information on using an outline and writing a scholarly paper is available through the Excelsior College Online Writing Lab (OWL).
If you have questions, reach out to your instructor via My Messages.
linked item M6A3: Cultural Competence: Registered Professional Nurse Responsibility Paper
Using APA format, write a six (6) to ten (10) page paper (excludes cover and reference page) that examines culturally sensitive nursing care. The paper consists of two (2) parts and must be submitted by the close of week six (6).
A minimum of three (3) current professional references must be provided. Current references include professional publications and valid websites dated within five (5) years. Additionally, a textbook that is no more than one (1) edition old may be used.

Part 1 – Introduction
Address the following:

Using your own words, define culturally competent nursing care. Support the definition with a professional literature citation.
Identify four (4) guidelines the registered professional nurse may use to enhance the ability to provide culturally competent nursing care. Provide one example the culturally competent nurse applies to each of the four (4) selected guidelines. At least one example must address care of patient(s) not occurring in an acute care hospital.
Describe how the registered professional nurse evaluates if the patient’s cultural needs have been met.
Describe whether cultural practices must be accommodated in all aspects of health care. Provide a specific example and rationale to support your response.

Part 2- Demonstrating Culturally Competent Nursing Care
Address the following:

Select one of the following cultures:
Asian
Native American
Hispanic
Select four (4) cultural features, associated with the selected cultures that influence the provision of nursing care for patients with chronic illness and at the end of their lives. Describe how the four (4) cultural features influence the provision of care to the patients.
Provide two (2) nursing interventions that demonstrate nursing care, which reflect the respect for the dignity and uniqueness of those cultural features for patients experiencing chronic illness and at the end of their lives.

Compose your work using a word processor (or other software as appropriate) and save it frequently to your computer. Use a 12 font size, double space your work and use APA format for citations, references, and overall format.

SAMPLE ANSWER

Part A: Cultural competency in health and social care

The reforms in health care industry are focusing on ways to embrace diversity in providing care. Cultural differences affect patient’s perceptions about sickness, their assessment and disease outcome. With the advancement in technology, it has become easy for people to move from place to place making countries to be ethnically diverse than the nursing forces. Thus, the nurses work with the patients from various cultural backgrounds. Therefore, the health care facility must provide a culturally competent healthcare environment. Cultural refers to the way of life of a population including shared values, skills and languages (McClimens, Brewster & Lewis, 2014). It is the aspect of the society which defines person’s character due to the conscious and unconscious beliefs that have been installed in them. In this context, cultural competency refers to the ability to deliver quality care which is congruent with people’s social background and cultural expectations. A culturally competent organization is one that demonstrates that their organizations integrate awareness of the community health related cultural beliefs and how they impact the disease prevalence and the mortality rates. The healthcare settings must be established in a manner that acknowledges the value of culture and the repercussions if the health care providers fail to respect the diversity (Legha Et al., 2014).

Four essential elements are necessary in ensuring that the institutions are culturally diverse including a) valuing cultural diversity; b) valuing the cultural dynamics that makes the community interact effectively; c) adapting and reflecting to the understanding of the existing cultural diversity and d) possessing institutionalized cultural knowledge. From all levels, the nurse must reflect on the diversity on the population the healthcare facility serves. This will facilitate the nurses to push better for care for the underprivileged and the underserved populations. Valuing the diversity in the community it facilitates their understandings of the community perceptions about health. Everybody in the society or a nurse interacts with has a cultural identity which in one way impact their perception about culture. Importantly, the nurse must understand that culture is not static. It evolves over and over again with time (Dudas, 2012).

A client from developing country was admitted in one of the healthcare facility in this country. The person migrated into this country as an asylum seeker and all her life, she has believed and worshipped in one religion in the country of origin. Fortunately, on migration, the patient found other members in this country and fellowshipped together. Whenever a person is admitted in hospital, there must be a ritual that has to be performed so as to scare away the evil spirits. The ceremony involves chanting, burning of the incense stick and produces some smoke. When the nurse in charge was requested, she was in a dilemma because she had never experienced these cultural rituals in public places before (Mareno & Hart, 2014). However, understanding the value of cultural competence she discussed the matter with the senior management who evaluated the impact of disturbances to the other clients due to noise from chanting, risks for fire as the burning of the things was being done and the effects of smoke to patients from these processes. The administration provided a separate room for the ritual. They even went ahead in incorporating the cultural concepts in their medication process. The patient was requested to chant prayers three times while facing west before taking the medication. Within a week, the patient condition had improved due to the increased cooperation with the medical providers (Norton & Marks-Maran, 2014).

From the case scenario, valuing the cultural components in the community will help the nurse reduce reactions and prejudices which could impact the patient-nurse relations. As a matter of fact, nurse culture is influenced by professional values as are slightly influenced by nurses’ beliefs. Valuing cultural diversity is an important guideline because it the nurses responsibility to assess the patient’s needs and expectations as established by the patient cultural values. For instance, some community beliefs that giving birth to disabled children is a curse; and is often associated with evil spirits. In such a case, it is more likely that the infant’s mother could feel distressed and confused. The nurse must listen to the patient to understand her concerns; and it is their responsibility to ensure that the mother overcomes the fear. These impacts the whole society as the woman could be bold to speak out for her child, empowering other women who are under similar circumstances (Legha Et al., 2014).

Additionally, the ability to recognize the cultural dynamics within the society is important. This is because it acts as a guide on how the community uses the dynamics to make sure that they live in harmony and that their health is protected or promoted. The cultural dynamics and potential interactions among the community increase the probability for stereotyping and misjudging. For instance, a nurse can associate certain ailments with cultural practices which seem unhygienic. In other cases, the nurse can discuss topics which are identified as bad omen to the society such as discussing issues of unborn child. In this case, the nurse must listen to the patient’s description of their health conditions, the reason the patient thinks the disease is manifesting its symptoms and their perception on treatment (Norton & Marks-Maran, 2014).

Adapting and reflecting to the understanding of the existing cultural diversity is the third guideline that facilitates the nurses provide culturally competent care. Every patient has a set values and beliefs that affect the way they view life and how they react to the world. The best way to ensure that the nurse provides culturally competent care is through self-reflection on the values and barriers that could underscore his/her strategy to provide quality care to the patient. It is important for a nurse to reassess their interventions to various situations so as to identify issues that hinder or introduce cultural biasness; and where necessary seek assistance from other peers to establish the best intervention for a particular objective (Diaz, Clarke & Gatua, 2015).

Possessing institutionalized cultural knowledge is very vital in all sectors of health care systems. Nursing profession has cultural values too. These values include truthfulness, empathy, caring respect to patient preferences and promotion of health and autonomy. This nurse culture determines how a nurse interacts with the clients. For instance, a nurse who values patient empowerment and autonomy meets a patient whose cultural values does not allow them to make healthcare decisions for themselves, but the decision making process integrates the entire extended family could be in a dilemma, especially if the decision involves a health care therapy that must be performed quickly to save the patient’s life. Therefore, the nurses must be empowered adequately so that they can make the right decision when faced by an ethical dilemma. If the concept of cultural competency is ignored in medical schools, there will be increased mortalities, disease burden nurse burn out and increased turnover rates; especially in underprivileged societies in this nation (McClimens, Brewster & Lewis, 2014).

Part B: Culturally competent nursing care

The cultural belief is that illness is caused by ghosts, a punishment for not following taboos or loss of equilibrium between the body and the environment. The sick will often be stoic and quiet because the culture demands so. The sick person is more likely to request alternative therapy. The nurse must devise strategies that will integrate the patient culture when providing care. The culture does demands that terminal illness must not be discussed directly to the patient or in open discussion because it may hasten death events. The Native American like many other cultures emphasizes on cooperation and mutual aid. In this context, the patient’s relatives will be mostly involved in decision making processes. The head of the family is the spokesperson of the person who is ill; and in most cases it is this person that will be used to communicate the family decisions. Therefore, the nurse should consider integrating the community and the family in patient education. However, it is important for the nurse to observe the professional values including autonomy and independence (Hodge & Limb, 2010).

The most important issues in Native American culture are the spiritual; healing and that vary considerably from one tribe to another. The community is stratified into ranks, and member of each rank can be differentiated from the type of dress they wear. The dresses also indicate person rank in the society. Everything worn has a symbolic meaning on either prayer or healing. In this context, the healthcare must be vigilant when removing any clothes or ornament from the patient. If patient is not conscious to make decision if the cloth or the ornaments have to be removed, the items must be put very close to the patient and should be replaced back as soon as the medical operation is done. Some practices that are congruent with the health is burning sage, therefore, the nurse can spray sage as it is considered as a method of purification (McClimens, Brewster & Lewis, 2014).

The Native American culture has set standards for means and modes of communication. The person with higher authority is respected. Religious people are accorded the highest respect and must be addressed with respect. Respect is shown by avoiding eye contact, keeping distance and having as little body contact as possible. In fact, the nurse should avoid hand shake. When the patient is speaking, he/she should not be disrupted as it is perceived as sign of disrespect. In most cases, the client could make long pauses which are considered as a means of conversation, which implies that the patient is not in agreement with whatever the nurse is suggesting. Speaking loudly to Native American indicates aggression, and it must be avoided. Where there is need to make an imperative command, the nurse must be emphatic and direct. If there is more healthcare recommendation or requests to be made, the nurse must give succinct explanation why the recommended process is important in a personable and polite way (Hodge & Limb, 2011).

Cultural assessment is one of the nursing interventions that is important in ensuring that quality healthcare is provides. This involves asking open-ended questions to the patient if he/she is conscious or a family member. This will improve the relationships between the nurse and the patient; making the patient becomes more cooperative. There are several cultural competence health assessment programs online which can be used to perform the process. However, it would even be more appropriately if the health care facility designs their own tailor made cultural assessment program, one that fits the diverse people in the community. The nurse must also perform transcultural studies to understand the geographic region and values, beliefs and of the community living in the neighborhoods (Hodge & Limb, 2010).

Communication barriers are other challenges that enhance health disparities. Effective communication between the patient and the nurse facilitates better partnership. The patient is able to express about how he/she feels and his/her perceptions about the disease. The nurse can interact with the patient’s thought process which in turn facilitates the designing and implementation of the action plan. Health citizens will require establishing of a culture that embraces cultural competencies and reduces misunderstandings. This way, the patients get empowered on ways to self-manage their health condition to meet their health care demands and to improve the quality of life. Effective communication between the patient and the nurse implies that the patient will be well informed and can be integrated in decision making processes. This in turn will facilitate provision of quality care, increase patient self-esteem and autonomy and improve their quality of life (Norton & Marks-Maran, 2014).

References

Diaz, C., Clarke, P., & Gatua, M. (2015). Cultural Competence in Rural Nursing Education: Are We There Yet?. Nursing Education Perspectives, 36(1), 22-26. doi:10.5480/12-1066.1

Dudas, K. (2012). CULTURAL COMPETENCE: An Evolutionary Concept Analysis. Nursing Education Perspectives, 33(5), 317-321. doi:10.5480/1536-5026-33.5.317

Hodge, D., & Limb, G. (2010). Native Americans and Brief Spiritual Assessment: Examining and Operationalizing the Joint Commission’s Assessment Framework. Social Work, 55(4), 297-307. doi:10.1093/sw/55.4.297

Hodge, D., & Limb, G. (2011). Spiritual Assessment and Native Americans: Establishing the Social Validity of a Complementary Set of Assessment Tools. Social Work, 56(3), 213-223. doi:10.1093/sw/56.3.213

Legha, R., Raleigh-Cohn, A., Fickenscher, A., & Novins, D. (2014). Challenges to providing quality substance abuse treatment services for American Indian and Alaska native communities: perspectives of staff from 18 treatment centers. BMC Psychiatry, 14(1), 181. doi:10.1186/1471-244x-14-181

Mareno, N., & Hart, P. (2014). Cultural Competency Among Nurses with Undergraduate and Graduate Degrees: Implications for Nursing Education. Nursing Education Perspectives, 35(2), 83-88. doi:10.5480/12-834.1

McClimens, A., Brewster, J., & Lewis, R. (2014). Recognising and respecting patientsâ€™ cultural diversity. Nursing Standard, 28(28), 45-52. doi:10.7748/ns2014.03.28.28.45.e8148

Norton, D., & Marks-Maran, D. (2014). Developing cultural sensitivity and awareness in nursing overseas. Nursing Standard, 28(44), 39-43. https://www.doi:10.7748/ns.28.44.39.e8417

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Study Strategies for Traditional and Non traditional

Study Strategies for Traditional and Non traditional Hypothesis – Study strategies for non-traditional students are more effective than traditional students’ study strategies.

1. An introduction that includes the area of the study; target population; perceived needs of the population; the research problem; rational for justifying
the problem: (1page)
2. The theoretical base that frames the study: (1-2 pages) (theories on how ppl study; ideas about)
3. The research questions/hypotheses: (1 page) –
4. A critical review of relevant literature: (1-2 pages)
5. A statement of the overall aims/objectives of the study: (1/2 page)
6. A description of the independent, dependent and mediating variables: (1/2 page)
7. Operational definitions of these variables: (1 page)
8. A description of the design/methodology of the study: (1-2 pages)
9. A description of the sample/sampling strategies, instrument and instrumentation; (1-2 pages)
10. Data collection procedures (1 page)
11. Data collection When possible):
12. Submit a written research plan that incorporates all weekly assignments not to accede 12 pages plus an annotated bibliography

Geert Hofstede an Intercultural Communication

Geert Hofstede an Intercultural Communication Order Instructions: I want it double space.one page will be done for free.

Geert Hofstede is one of the leading experts on intercultural communications. Use the website, http://www.geert-hofstede.com/hofstede_dimensions.php, to compare your home culture with another culture that interests you. Write a 4-6 paragraph ESSAY describing the key differences between the two cultures and how those differences might impact your communications. Consider as many of the components of the communication process and concepts as possible. Rely on your college-level writing and critical thinking skills to clearly communicate your ideas

Geert Hofstede an Intercultural Communication Sample Answer

Introduction

Intercultural communication has become very necessary especially in the era of globalization. People from different parts of the world have been brought together by international trade and relations. While intercultural communication is of utmost necessity, people continue to face challenges due to the different cultures that they encounter. Culture shock is a common phenomenon even as people seek to come together as result of globalization (Kristin 2011). Geert Hostefede, having written widely on intercultural communication, notes that it is crucial to have ways of harmonizing intercultural communication.

Geert Hofstede an Intercultural Communication Comparison of Culture

Before making a comparative analysis of different cultures, it is imperative to understand what exactly makes up culture. Culture is a wide encompassing which covers a number of aspects of a people or society (Franklin et al, 2008). Culture encompasses a people’s way of life, their customs, beliefs and shared values which are subscribed to all that belong to that society. Cultures are unique are stand out from all others. It is one of the aspects that make cultures identifiable and easily distinguishable from the rest. Cultures impact greatly on people and define among others, their way of thinking. It is however important to appreciate that it is not always that all people in the society subscribe to the culture. There are others who may not be in full compliance to the shared values. However, if a majority of people in the society are in agreement, then that is considered to be the culture of the society.

Geert Hofstede an Intercultural Communication in The American and Asian Cultures

The American society can best be described as a hybrid society as compared to the rest of the world. Due to the high number of immigrants, America cannot quite be said to have single pure culture (Jay, 2011). Instead, it is a mixture of cultures with the cultures of immigrants from different parts of the world. One distinct aspect of the American culture is that it is seen to be liberal. As compared to the Asian culture for instance, the American culture is out there. The manner in which people conduct themselves in America can be described as liberal yet modest. This means they re is pretty much freedom in doing what one chooses yet there are limits.

The American culture is also seen to be one that is exposed. Often, it is this culture that has been used as a pace setter and benchmark for other cultures which are otherwise considered subtle. The Asian culture is very subtle yet very strict. There is very strict adherence to the culture which then dictates not only the way of life but also other aspects such as religion. In Asian culture, culture is closely tied to religion (Jay, 2011). The two largely influence each other with the culture playing a major. Culture in the Asian region is so strict that religion is no longer a separate aspect. It is part and parcel of the culture among the Asian people. In such a case, when there is interaction of Asians and American culture, there is tendency to have a sort of confusion. On one hand, Asians residing in America would want to fit in the American culture. Yet, they would not want to abandon their core culture. It becomes very difficult to blend.

Geert Hofstede an Intercultural Communication and the Cultural Pluralism

Cultural pluralism refers the right of various groupings of ethnic nature to have an own identity in the midst of a large culture. This concept advocates for autonomy of these groups regardless of how minor they may be (Franklin, 2008). The groupings are allowed to retain their culture and heritage without the pressure to be assimilated by the large culture. Cultural pluralism in America has been an issue of debate and discussion for a number of years (Bennet, 2015). In the spirit of having one large united country, there have been suggestions that all different cultures of the world should be assimilated and melted down to be part of the large American culture. The concept of ‘Melting pot’ advances the argument that there ought to exist one large culture known as the American culture. By accepting assimilation, this ideally means that all other cultures should be given up in favor of the large culture. The American culture is believed to have a trait of all the other cultures and such assimilation is not seen as total abandonment of one’s culture.

Geert Hofstede an Intercultural Communication Conclusion

The way forward in this matter is to adopt cultural pluralism where all cultures are allowed to be. There is unity and variance in diversity. It is the diversity of cultures that makes the world what it is. However, as Hostefede notes, it is imperative to have a way of managing intercultural communication. People from one culture while interacting to interact with people from a different culture are likely to suffer culture shock. This means the inability to blend and freely interact as they are not well acquainted with the culture. Intercultural communication is inevitable in the wake of globalization. As such, societies must find a common ground that will promote cultural interaction.

Geert Hofstede an Intercultural Communication References

Bennet, J. (2015). Martin Luther King and the struggle for economic justice. Beyond Chron: The voice of the rest

Franklin, et al (2008). One America in the 21^st century: forging a new future. Washington DC.

Jay Gregory (2011). What is multi-culturalism? Wisconsin: University of Wisconsin.

Kristin, P. (2011). Critical analysis of Hostefede’s model of cultural dimensions.

Japan vs USA cultural attitudes Assignment

Japan vs USA cultural attitudes

Order Instructions:

Select a country: China, Egypt, India, Japan, Saudi Arabia, Turkey, or United Kingdom.
Using the country comparison tool on the Hofstede Centre’s Web site (http://geert-hofstede.com/the-hofstede-centre.html) to compare your selected country’s cultural dimensions with that of the United States. Explore your chosen country’s cultural attitudes toward:
•Individualism versus collectivism.
•Power distance.
•Masculinity versus femininity.
•Uncertainty avoidance.

Respond to the following:
•What do your chosen country’s attitudes on these dimensions tell you about the culture?
•How do these dimensions impact how you will think about communication, supervisor-employee relations, gender, and principles?
•How do these dimensions compare with those of the United States?

SAMPLE ANSWER

Using the hosfstede’s model it is possible to compare the culture of japan to that of the United States. Considering aspects such as discussed below one can be in a position to get a clear overview of the drivers of Japanese culture as compared to culture of other countries.

Power distance

From the hofstede’s model, the power distance of japan is much greater than that of United States. The Japanese power distance is rated at 54 from the model while that of the United States stands at 40.this dimension is concerned with the inequalities among individuals in a given society. Japan has been conscious about the hierarchical position within any social setting.in japan decision making is slow since each decision should be clarified by each hierarchical societies. On the hand, Japan has been meritocratic society and there is has been a notion in Japanese education system that each and every person was born equal. They also believe that everyone can become whatever he wants as long he works hard.

Individualism

Individualism is defined as the degree of interdependence that any society is supposed to maintain amongst its members. As pertains individualism; japan scored 46 compared to United States which scored 91.This is attributed to the fact that the Japanese society depicts the characteristic of collectivistic society since they tend to put an individual opinion below the harmony of groups. In Japan people are loyal to the inner group in which they were born. United States has the most individualistic cultures. The combination of power distance and individualistic culture of the United States is reflected in the fact that Americans emphasis on equal rights. Also in most American organizations hierarchy the superiors are easily accessible and the managers can rely on subordinates for their expertise. Communication in most organizations in the United States is direct, participative and informal to each rank.

Masculinity

Japan scores 95 in masculine dimension meaning that japan is among the masculine societies within the world. Combination of their masculinity and their mild collectivism there is no competitive and assertive individual behaviors which is always associated with masculine culture. In japan, there is more competition among groups rather than individuals.

The United States on the hand scores 62 in masculinity. This is clearly seen in the behavior of a typical American. Unlike Japanese, the Americans depict their masculinity individually. The Americans live to work so that they can get monetary rewards and hence they are able to attain high status depending on how good one is. There is a certain degree of conflict in Americans which they believe brings out best of people. Due to these conflicts there has been a lot of court cases and polarization in the united states.

Uncertainty avoidance

This dimension deals with the way a certain society deals with the unknown future.japan scores 92 meaning that japan is the most uncertainty avoiding society in the world.this is due to the fact that japan has been facing constant threats from natural disasters such as tsunamis and earthquakes.as a result of high need for uncertainty avoidance it is difficult for japan to realize changes. On the other hand, the United States scores below average at 46 on uncertainty avoidance dimension. This is reflected by a fair degree of acceptance for any upcoming new ideas. Also the September 11^th attack created a lot of fear among the Americans and this has forced the government to monitor every person through the security agencies.

Masculinity versus femininity dimension

There is greater gender difference in japan. The men use a particular speech pattern and words different from the women. Since japan has the highest masculinity dimension this means that social gender roles are clearly defined.in japan there are small families within a wealthy country. There is high segregation of genders in higher education; there is low percentage of women in both technical and professional jobs. Even in these jobs, the women are paid less compared to their male counterparts in the same rank (KANAYAMA, 2001).

Individualistic versus collectivistic

Unlike Americans, the Japanese are more oriented to collectivism. Individualism means placing more emphasis on personal identity rather than group identity.in this context individual rights and needs are emphasized over group obligations. On the other hand, collectivism gives main concern to group identity rather than individual one (Emiko Kobayashi, 2006).

From the dimensions explored above it is clear that the culture of japan does not value equality among gender that is the men and women within the society. The Japanese are value communism rather than democratic leadership style Unlike the Americans who emphasize on democratic way of leadership and believe in equality between men and women. The Americans are concerned about the future of their country hence are keen on what happens to their security.

Work cited

Emiko Kobayashi, H. R. (2006). Differences in Individualistic and Collectivistic Tendencies among College Students in Japan and the United States. Individualistic and Collectivistic .

KANAYAMA, T. (2001). Hofstede’s Masculinity/ Femininity Dimension. An Analysis of Japanese and International Newspaper Coverage.

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