National Standards and Studies on Cultural Competence in Nursing – Nursing Assignment Help

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Literature Review Assignment
Griffiths et al. (2020) studied the necessity of the nurse staffing in the severe wards in hospital is well acknowledged. Still, evidence supporting techniques to assess staffing needs, while substantial, has been characterized as insufficient. Tools may be used in several ways, from setting up an organization to deploying them regularly to conducting retrospective reviews. These include expert judgment, basic volume-based techniques (such as comparing the number of patients to the number of nurses available), patient prototype/classification, and timed-task approaches (such as the patient-to-nurse ratio). Despite the overwhelming evidence of the skewed demand distributions, most tools try to match personnel to an average mean demand or time required. Most recent research focused on assessing new tools as well as systems, but there is no evidence of their influence on the patient care and no evidence of their impact on expenses. The use of technologies to determine staffing levels for various patient needs is one of the most pressing research concerns, as well as their associated costs and implications.
Eckerson (2018) studied the challenges that Newly-graduated nurses face and the daunting transition into the workforce. New nurses’ retention and satisfaction have been negatively impacted by these difficult working circumstances. Using a one-year nursing residency program instead of a standard orientation, how would this affect turnover rates as well as reported satisfaction among newly employed BSN graduates? The Medline, Nursing &  the Allied Health, & CINHAL databases, including peer-reviewed and systematic reviews from 2012–2017, were consulted. Peer-reviewed studies investigating the effect of one NRPs on the nurse retention or satisfaction were included in the inclusion criteria. Articles that focused only on NRPs were excluded from consideration. Evidence was gathered and assessed with the use of the JHEBP Appraisal Tools. New nurse graduates who participated in NRPs reported higher levels of job satisfaction and retention after a year, concluding that these programs outperformed typical onboarding methods for new nurses.

Cordeniz (2002) studied the attracting and retaining members of the Generation X workforce. As much as 40% to 60% of the current nursing workforce will be retiring over the next 15 years, making up two-thirds of all registered nurses. Between 10% and 15% of the present nursing workforce are members of Generation X, defined as individuals born between 1963 and 1977. However fresh to a workforce, “Generation Xers” have their notions of what makes an “acceptable workplace,” and their job conditions are often not negotiable. Gen Xers Healthcare administrators have difficulty bridging the gap between the two generations. This article summarizes current research on the fundamental differences between Xers as well as Baby Boomers in terms of cultural features and work ethics.

Sanner et al. (2010) studied providing culturally competent treatment is vital as the demographics of “United States ” continues to change. An important curricular component of the “American Association of the Colleges of the Nursing (AACN).” The Fundamentals of Nursing Curriculum for the Professional Nursing Practice is the inclusion of cultural sensitivity in the curriculum. As a result, nursing faculty must implement effective methods for teaching students cultural awareness and competency. Learning about cultural differences is often the goal of educational seminars, aiming to improve people’s cultural awareness. Students from a public institution in the southern United States were selected as a convenience sample for this study. They had a keynote speaker, a shared supper, and small-group interactional activities during the session. According to the results, students’ cultural sensitivity may be improved by an instructional style such as the cultural diversity forum. 

Hunt (2007) studied that managers have been forced to hire nurses from underdeveloped nations due to a widespread nursing shortage. Overuse of complaints and grievances against international nurses has been shown in the Researching Equality Of opportunity for Internationally Recruited Nursing and Other Health Professionals research, which appears elsewhere in this issue. Many nurses who were educated outside of the United States used unique techniques to reject or re-negotiate as well as overcome discriminatory behaviors, according to the study. Managers have several difficulties when dealing with a staff that is culturally and ethnically diverse. It’s impossible to teach them how to do so because there are no ready-made tools available. The ability to effectively manage a multicultural workforce stems from a personal desire to become culturally competent to interact with such a workforce.

Stewart (1991) studied the development of staff workshops on the cultural diversity. Nurses in multicultural settings deal with patients from a wide range of ethnic backgrounds. The way a patient reacts to medical treatment is heavily influenced by his or her group’s beliefs, values, and practices. In providing quality care, nurses must be familiar with the client’s culture. To better serve their varied patient population, nurses might benefit from this article’s discussion on the development of a cultural diversity workshop. Workshop material, educational leaders, and workshop assessment recommendations are all covered in this guide. It is a good place to start.Pearson et al. (2007) studied the structures and procedures facilitate the development of the “culturally competent” behaviors as well as a healthy work environment, the goal of this review. In an organization, culturally competent practices are a coherent combination of worker behaviors, management practices, and institutional regulations that result in an atmosphere that is welcoming to cultural and other types of diversity. Cultural competency should be included into decision support systems, staff training, and patient brochures and materials, according to an evaluation of health care providers’ efforts to meet the requirements of patients from a variety of backgrounds. In addition, the research found that in-service training and recruiting methods directly address the need for culturally competent workforces.

Dreachslin et al. (2000) examined the nursing care teams’ self-perceived communication efficacy is examined in this article, which evaluates the impact of racial diversity. Nursing care is provided by a team of licensed and unlicensed caregivers led by a registered nurse (RN). The tasks of NCT members are purposely intended to overlap and the team’s responsibilities are often broadened to encompass activities formerly done by staff from centralized departments.. The success of NCTs depends heavily on the ability of team members to respect and communicate well with each other. There is a substantial association between the job of a nurse on the NCT and race, which might cause conflict and misunderstanding within the team. Nursing care teams’ self-perceived communication effectiveness is influenced by race, according to a grounded theory based on the proper sense of fourteen focus groups from two research hospitals. Team members from various ethnic backgrounds may use two key concepts from of the focus group talks to assess the efficacy of their group’s communication: distinct viewpoints and alternate realities. Additional motifs that function as a reinforcing element were also found, which enhance the conflict and discontent with teamwork and communication that arises as a natural result of the broader framework of differing viewpoints and alternate realities. In the model as to how race effects the self-perceived efficacy of nursing care teams’ communication, leadership appeared as a major mitigating factor.
An increasingly common intervention to enhance the health care given to Australia’s Indigenous population is Indigenous “cultural training” for the health professionals (ICTHC). Due to cultural differences and Australian society’s history of racism, this training is being offered to address the imbalance between Indigenous tribes health outcomes that has been assessed. A ‘cultural awareness’ framework is often used in Australia to teach health professionals about Indigenous culture and the need of respecting that culture (Downing & Kowal, 2011). To date, the effectiveness of Aboriginal culture training programs has been questioned, although most reviews have been methodologically poor.
Lipson & Desantis (2007) studied that nursing education is now incorporating cultural competence aspects in a variety of ways. Increasing attention is being paid to the need of cultural competency in nursing education. A broad range of teaching methods are used in the curriculum to help students acquire these mindsets, skills, and knowledge. Among them are specialization emphasis, compulsory courses, models and immersion experiences or simulations. All nursing programs, regardless of level, still face a number of challenges, including the absence of information about what should be instructed, a dearth of standards, a paucity of rigorous formal evaluations of ef?cacy, a decline in culturally-focused courses in the curricula, and a preference for micro level encounters between nurses and patients rather than macro level interactions.

Spicer et al. (1994) studied that more and more nurses and patients must be matched according to their respective backgrounds, which means nurse managers must foster an environment that values cultural awareness across different ethnicities and cultural groups. ” San Francisco State University” and the University of the California (San Francisco) Medical Center collaborated to establish long-term initiatives to increase the percentage of minority graduates in nursing. A work-study program, a nursing training program for Russian immigrants, and a scholarship program for underrepresented students were all included. In addition, the Nursing Research and Education Department has an active Cultural Diversity Improvement Committee and different educational initiatives. Together, these initiatives will ensure success in creating a supportive environment for ethnic and multicultural nursing staff recruitment, development, and retention.

Wilson et al. (2010) studied the Evaluation of the Mentoring Plan to Promote Diversity in the Nursing Workforce. As part of a structured mentoring program, professional mentors (n=l O), as well as student mentees (n=30), were surveyed using focus group methods. Cultural competency and mentor training was part of the pre-implementation preparation for the mentoring program. For both mentors and students alike, the program was a good experience. Each group has three common threads. As a mentor, a role model, and a loving person, a person can also be a support system and a source of information about the nursing profession. In addition, the mentors and mentees had a lot in common when it came to defining a good mentor & mentee.

Halcomb et al. (2007) studied the focus group tool. In a focus group interview, the participants’ views are used to produce data. For health care research, focus groups are becoming more prevalent. Focus groups have long been utilized in the West, but they are especially effective when employed with people from different cultural and language backgrounds. The effectiveness of the “focus groups” in this setting is reliant on the cultural competency of the research team as well as the research objectives. “Focus groups” are an excellent technique for the expanding of the current knowledge about the service delivery as well as the identifying consumer requirements that will help create future effective interventions, especially in ethnic communities. Preparation is essential to obtaining accurate data and safeguarding participants from any harm.Research by Repper and Breeze, 2007, found that health legislation mandates that consumers be involved in medical services, training, and research. But little is known about how consumers are being engaged in healthcare education, the effect on learning, or how participation initiatives are evaluated. Customer engagement in training may increase workers’ competencies in a manner that customers appreciate them, according to some research evidence We must do more research to see how consumer involvement affects organizational consumer involvement strategies, as well as develop systems for supporting consumers, such as training for both consumers and staff. Consumers can help to develop services that best represent their needs and priorities when they are actively involved in the process of learning.

Papps & Ramsden (1996) studied how New Zealand’s colonial history led to the development of cultural safety. There have been significant changes in nursing education in response to the Maori, New Zealand’s indigenous peoples, and their demands for a fundamental shift in service delivery, which Maori nurses have pushed. Seeing this project as a true reflection of the nursing profession and New Zealand society, nursing and midwifery organizations jumped on board to provide their support. In 1992, nursing and midwifery program were required to teach students about cultural safety. However, its inclusion in nursing school curricula has been met with opposition. The “Nursing Council of the New Zealand’s” position and responsibilities were questioned due to this incident.Kowalski & Cross (2010) studied about 55 nursing residents who completed the residency program were assessed for clinical competence, anxiety, stress, career transition, and retention. “Newly graduated registered” nurses (RNs) who participate in the programs of nurse residency are said to have a higher degree of clinical competence and professional transition and a lower incidence of first-year turnover. Data from the first two cohorts of residents participating in this innovative residency program was used to evaluate the program’s success. Overall, there was a reduction in the sensation of danger and an increase in the communication and leadership abilities of the participants. Retention rates for first-year students were 78%, while second-year students were 96%. This research shows that a year-long residency program for newly graduated R.N.s has a good effect.

Schuelke & Barnason (2017) studied the complexity of healthcare, and the understanding of the patients necessitates the need for critical thinking nurses. Despite this, fresh graduate nurses lack these capabilities. The overarching goal of this systematic analysis was to assess preceptors’ practices for promoting critical thinking among new graduate nurses in healthcare organizations. There were 602 citations in the literature, but only nine researches met the inclusion requirements. The preceptors’ and critical thinking results differed amongst studies that used evidence-based interventions. All of the research focused on preceptor education. However, no matter what kind of education intervention the preceptor used, they were taught about educational theory as well as how to execute that theory in practice. Actual differences or sector that has evolved in the critical thinking are not being studied because of the absence of experiment design and operation and comparison group investigations.

Anderson et al. (2012) studied the global nursing shortage, and attrition is exacerbated by work stress, discontent, a lack of social support, and advancement prospects. Study objectives were to the describe and assess quality of the science, provide suggestions and the lessons learned concerning the implementation of and evaluation of nurse residency programs meant to facilitate the transition of the “new graduates.” The following are three notable discoveries: It’s difficult to draw comparisons across programs because of a wide range in content, learning and teaching methodologies, and the lack of a theoretical framework for the design of educational interventions. Moreover, well-designed quasi-experimental research is required. Organizational transformations, as well as experiential-interactive learning theory, might be tested via the deployment of NRPs as a significant nursing education reform. Current NRP administrators are squandering a chance to establish an organizational model that may enhance working conditions by concentrating only on financial results. As a proof of effective clinical learning settings, NRPs should be seen as a model for healthcare institutions.

Mareno & Hart (2014) studied the cultural competency among the nurses. In both undergraduate as well as graduate nursing schools, cultural competence is a required course of study. The nursing curriculum may be improved by assessing nurses’ cultural awareness, expertise, skills, and comfort. The research was done in a descriptive, cross-sectional, and prospective manner. Nurses in a southern state were issued two thousand questionnaires; 365 responded. When it came to cultural understanding, undergrads fared worse than those with a doctorate. Culture, abilities, and comfort in patient contacts differed across groups. There was a lack of cultural managing diversity in the workplace and ongoing education for both nurses. For undergraduate as well as graduate nursing education, this research identifies areas of need.Napholz (1999) assessed the second-semester trainee nursing students’ self-reported cultural competence abilities for patients from varied origins. This research was successful if an innovative cultural awareness intervention permitted increased self-perceived competence in a junior clinical course compared to the standard technique of introducing diverse cultures into a clinical course. Participant data was gathered using the “Ethnic Competency Skills” Audit Inventory from students at an urban institution in a Midwestern county. It was discovered that the pretest and posttest results differed significantly. Both groups’ pre-and post-test results were considerably different. The disparities in learning experiences connected to the “cultural diversity” that may explain these discrepancies must be examined further by nurse educators.

Von Ah & Cassara (2013) studied how culturally competent student nurses at a Midwestern university were. To satisfy the requirements of our increasingly varied society, nurses must have cultural competency. One-time questionnaires measuring cultural competency were administered to 150 undergraduate nursing students. Only 28 percent of nursing students assessed their overall knowledge as well as comfort mediocre to bad, and only 15 percent regarded themselves as highly skilled in culturally appropriate care. Pregnancy and delivery, death and dying, especially organ donation in different cultures, were identified as the most challenging topics for students to comprehend. Findings imply that nursing students are underprepared to deliver culturally sensitive care.Young & Guo (2016) provide the culturally sensitive treatment to the increasing number of different patients. Research on national standards and studies on cultural competence in nursing has been reviewed. The findings of thisresearch provide credence to the idea that developing one’s cultural competency is an ongoing process of self-reflection and awareness. Health care practitioners, and nurses, in particular, need to develop their understanding, competence, and knowledge in these areas if they want to succeed in their careers. Despite the difficulties in delivering culturally sensitive care, it is vital to design realistic education and training methods to lead to high-quality professional nursing practice for increasingly varied populations.

Increasingly complicated patients demand that nurses be adept in psychomotor and critical thinking skills. Those who do not get sufficient orientation are more likely to abandon their employment. Healthcare executives should analyze the talents necessary for the new nurses to succeed in this context. The success of the new “graduate nurses” was determined after a thorough review of 26 articles. The inability of the new graduates to communicate, lead others, organize themselves, think critically, and cope with difficult situations was discovered. A strategy was designed to assist new grads. Communication skills, as well as scenario talents such as coping with end-of-life circumstances, should be included in the nursing school curriculum (Theisen & Sandau, 2013). The stress management, the leadership, clinical reasoning, and measurement technique evaluation should be studied further.
Tiew et al. (2017) developed and tested an instrument to measure the perspectives of graduate nursing mentors. New grad nurses may find it challenging to transition from student to practitioner. There is a lot of post-graduation mentorship. However, there are no established methods for evaluating the mentorship impressions of newly graduated nurses. A standardized instrument is crucial to assessing mentoring programs since it requires a lot of resources. The NUH-ME test was shown to be accurate and reliable. Factors to Consider Several groups of the nursing students must be used to test the new tool. For mentorship programs to be successful, they need a significant amount of time and resources. New graduates’ personal and professional as well as clinical objectives are met via this process. Measurement may be helpful in changing corporate learning culture since mentoring includes a broad range of mentors.

Kramer et al. (2013) studied to what extent are HWEs beneficial to fresh graduates’ transfer to professional practice in hospitals? Is there a correlation between lessening exposure to Environmental Reality Shock in settings like these? The Essentials of the Magnetism II (EOMII) instrument was completed by nursing professionals in 17 Magnet hospitals. A modified version of the EOMII was then used to monitor new hires (N = 468) during the first four, eight, and 12 months after they were hired. New graduating nurses have high expectations about unit work conditions that provide high-quality patient care. “Environmental Reality Shock,” the amount of linked Issues as well as Concerns, and patient care views are all influenced by HWE. Ideas for improving the quality of work conditions in units are provided.As part of 2-phase research, the first phase of this study assessed the association between general pediatric professional nursing, the critical thinking (C.T.) ability, and the duration of orientation needed to fulfill the clinical skills of newly recruited nurses. At the outset of their work at a big pediatric healthcare organization, 98 nurses were administered a tailored computer-based assessment that was administered using a descriptive correlational research design. Results from the evaluation were statistically significant in determining “C.T. ability” and a related to clinical competence inpatient care (Ryan & Tatum, 2012). The CT ability of the nurse was measured objectively with the use of a tailored assessment.To justify the costs and justify the spread of these “programs” to other “health systems,” greater proof of the benefit of the new “graduate nurse transition programs” is required. Analyzing published studies on how newly qualified “nurse transition programs” affect the safety of patient was one of the goals of this integrative review. While there is some evidence that the transition programs may increase patient safety, the majority of the research points to the “development” of competence as a procedural “outcome variable” (Tyndall et al. 2018). Future studies will be guided by a suggested systems model that examines structural, process, and outcome factors linked to patient.