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After reading over the National Culturally and Linguistically Appropriate Services and Standards (CLAS) categories, I noticed that many aspects included in such standards appeared familiar to me, especially with regards to the Communication and Language Assistance portion of the standards. One of the ways in which we use these specific standards in my current place of work is by first identifying patients who either have limited proficiency in English or those who do have communication issues upon their admission in our unit. If a significant language or communication barrier is identified, it is not only document in the chart but rather is also communicated to the team immediately as well, so the most appropriate plan is put into place. Our interventions for such a situation may include: the provision of various free language interpretation services (either through the provision of an in-person interpreter, use of a special phone service that provides interpretation between the patient and the provider, as well as the use of an online interpretation service) especially for important healthcare tasks which may include seeking consent for procedures or providing patient education; providing educational material that is translated in the individuals native language (in an effort to increase their understanding as well as their compliance of the prescribed treatment regimen); and assigning healthcare professionals who speak to language to the specified patient (in order to allow the patient to complete simple tasks and also to increase comfort/rapport with their healthcare providers). The last one is important as it also allows the healthcare practitioner to better understand the patients needs -even if it may just be at the basic level. In doing so, it will be likely that the practitioner would be able to better advocate for the patient and their specific needs. The practitioner can then relay what they know about the patient to the team, of whom can then provide the patient with the best type of care possible. This specific benefit of advocating is supported by this weeks lesson, wherein it was implied that advocating for the health, safety, and well-being of the patient will lead to better outcomes for him or her (Chamberlain College of Nursing, 2021).
One nursing action that I may have to incorporate in order to improve the cultural competence within myself as well as in my place of work would be to put great focus on increasing our commitment in such a valuable endeavor. According to Markey, Sackey, and Oppong-Gyan (2020), on top of having the necessary courage and curiosity to learn about other cultures, nursing students and professionals would also need to have the right amount of commitment to pursue cultural competence as without these, such actions will merely become tokenistic and ultimately, meaningless. Such commitment may be reflected in many ways, such as with our own openness towards inter-cultural learning, which may begin with our appreciation and interest in learning about our peers different cultures and norms. As someone who belongs in a very diverse workforce, I feel as though that this action is certainly one that is very important. Unless each of us are able to appreciate and celebrate our very own diversity, it would be extremely difficult to expect each of us to extend such positive attitudes towards our patients, of whom may share an even more unfamiliar culture and norm.
References:
Chamberlain College of Nursing (2021). NR451-62030 RN capstone course, Week 4 lesson: Foundational concepts- Advocacy and cultural competence. Downers Grove, Illinois. Online publication.
Markey, K., Sackey, M. E., Oppong-Gyan, R. (2020). Maximising intercultural learning opportunities: Learning with, from and about students from different cultures. British Journal of Nursing, 29(18), 1074-1077. DOI: 10.12968/bjon.2020.29.18.1074 (Links to an external site.)
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