The presenters have no conflicts of interest to Cultural Competence - PDF document

APNA 29th Annual Conference Session 2036.2: October 29, 2015 The presenters have no conflicts of interest to Cultural Competence in Nursing Undergraduate Education and its Relation to Mental Health Care disclose. Olga Stella Diaz U - MED, Nurse RN, BPSY . Docente Facultad de Enfermería – Universidad El Bosque Bogota, Colombia South America Sandra J. Cadena, PhD, APRN, PMHCNS-BC, CNE Questions that Motivated the Research: • How to structure undergraduate nursing education to be culturally competent? • How does nursing care contribute to cultural competency in mental health? • Why is it important to be culturally competent in healthcare in Colombia, South America? Colombian Legislation Context of Colombia, South America: El Artículo 7°, de la Constitución Plan Decenal de Salud Pública Política Colombiana declara el Colombia is a country of: 2012 -2021 enfatiza en la “Principio de la diversidad étnica y necesidad de evitar cualquier cultural”, reconoce y protege la  mixed races: Indígenous, European, Africanan, Gypsies. forma de estigma o discriminación diversidad cultural de la nación y resalta el respeto a la colombiana, del estado monocultural a  significant cultural variations across regions diversidad cultural y el pluralismo. un Estado Plural Multiétnico y multicultural  characterized by migration to the cities since the middle of 20th century  the greatest displacement in the western hemisphere as a result of 50 years of violence LEY 911 DE 2004 : Responsabilidad Deontológica para el ejercicio de la profesión de Enfermería en Colombia. ARTÍCULO 1o. El respeto a la vida, a la dignidad de los seres humanos y a sus  evolving as a country offering a range of global health services. derechos, sin distingos de edad, credo, sexo, raza, nacionalidad, lengua, cultura, condición socioeconómica e ideología política, son principios y valores fundamentales que orientan el ejercicio de la enfermería. Cadena 1

APNA 29th Annual Conference Session 2036.2: October 29, 2015 CULTURAL COMPETENCIES Background Cultural Cultural Cultural Competencies Awareness Knowledge • To take care of “the other” as elemental of mankind because of the fact of Basic requirements for the “being human.” development of cultural skills • To learn to recognize all cultures as legitimate including one’s own Cultural • Develop skills that allow for understanding of a ‘cosmic vision’ of those who Cultural Cultural Desires provide and/or receive care- basic in relationships of nursing (1). Encounters Sensitivities • Holístic care in nursing requires the capacity to understand culture as a major component of health care delivery and encourage the willingness to identify experiences of patients & caregivers (2). Capacity, interests and behaviors that promote inclusión, tolerance and diálogs about knowledge. • Nursing must recognize cultural symbols across individual and group levels Process to develop skills that are pertinent & care-based for the recognition of differences and similarities between • Develop capacity to accept the particular qualities expressed in need of care cultures. and personal vision that determines each culture (3). ( Campinha-Bacote, J. - http://transculturalcare.net/) Evidence-Based Literature  Education in cultural competence improves knowledge, attitudes Evidence-Based Literature and skills of students (4,5).  Cultural competencies influence the quality of care,well being and mental health of patients (2). • Systematic experiences in the formatión of cultural competency is  Interest and commitment of administrative and academic staff of the difficult to identify and monitor in curriculum development. schools of nursing in the education of cultural competency. • Research studies reviewed associated and different perceptions of the  Inclusión in the undergraduate nursing curriculum. process of formation of cultural competency in both instructors and students.  Instruments and strategies for the exploration and measurement of cultural competencies in the basic curriculum should focus on • Inadequate criteria for the evaluation of the development of cultural culturally competent health care delivery. competencies. • Standardized instruments need to be established in the process of developing cultural competencies. GENERAL OBJECTIVES Colombia in the World Analyze guidelines and interviews for the development of cultural competence in undergraduate nursing students as a dimension of care that contributes to mental health. SPECIFIC OBJECTIVES • Identify elements that facilitate and hinder the development of cultural competence in nursing undergraduates. • Recognize proposed strategies implemented for the development of cultural competence the nursing school at the Universidad El Bosque (UEB) • Acknowledge contributions of cultural competency in mental health care. Cadena 2

APNA 29th Annual Conference Session 2036.2: October 29, 2015 METHODOLOGY Study: Qualitative descriptive Participants: Directors and instructors of the UEB undergraduate program Findings Data Collection : Semi ‐ structured interviews with all directors and 6 instructors who had either taught theory and/or clinical courses in the undergraduate program. Length of data collection: Over two years in the program. Analysis: Based on the Grounded Theory approach. Analysis: The information was coded and categorized based on identified topics of the interview. Reaching saturation was verified by the constant comparison method. Dimensions were identified with integral components. Dimension 1 Cultural co Cult compe mpetence ence in in th the cont context of of nu nursing car care ① Development of cultural competency ② Bidirectional ③ Susceptible to organizational definitions ④ Responsive to precipitants of care ⑤ Model for instructors ⑥ Aspects of self-reflection and culture Dimension 2 El Elements that impede pede and and facilit cilitate the the developme velopment of of Elements that Impede cultural cul al co comp mpeten etence ce in in nu nursin ing “ To know and understand that there are things in my culture that I may be trying to improve in care from my cultural perspective might be valid. I Impeding Elements: also have to analyze my culture; what is my background and how that plays into what I do; how I understand and experience care”. [A4CE5] ① There is lack of clarity regarding the cultural dimension and any differences in other dimensions (social, spiritual) ② Lack of knowledge of their own culture among both faculty and “There is no dialogue of what is known; we have to be dogmatic. I have students the knowledge and you simply follow {what I say}; there is no compromise.” ① Need to consolidate the culture of “to be” in nursing program [ A1CE3]. ② Lack of knowledge or interest in cultural expressions integral in health-illness process ⑤ Lack of instruments to evaluate a cultural dimension in education Cadena 3