Cultural compassion in healthcare... who do you see when you look at me?
10. Resources
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Glossary
Term | Definition |
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Antipsychotic Medication | What's the science behind antipsychotics? There are several possible explanations why antipsychotic drugs can be effective in controlling and reducing psychotic symptoms:
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Compassion | Compassion is the heart of nursing care. Barriers to compassion in nursing may be influenced by the prevailing culture and religion of a society. Determining the barriers to providing compassion-based care would help nurses to plan better and more appropriate interventions. |
Cultural Compassion | Papadopoulos (2015) defined culturally competent compassion as the human quality of understanding the suffering of others and wanting to do something about it using culturally appropriate and acceptable nursing/healthcare interventions which take into consideration both the patients’ and the carers’ cultural backgrounds as well as the context in which care is given. |
Cultural sensitivity | Cultural sensitivity is being aware that cultural differences and similarities between people exist without assigning them a value – positive or negative, better or worse, right or wrong. |
Culture | According to sociologists, culture consists of the values, beliefs, systems of language, communication, and practices that people share in common and that can be used to define them as a collective. Culture also includes the material objects that are common to that group or society. |
Prejudice | An opinion, either positive or negative, not based in knowledge or experience ..... harm or injury that results or may result from some action or judgement. |
Reflection | Reflection is a process that invites you to look back on the most significant events that have happened in your work and: describe what happened (Description) think about how it made you feel (Feelings) assess what was good and what was bad about the experience (Evaluation) (Royal Collage of Nursing). Reflection on practice is a key skill for nurses. Engaging in regular reflection enables practitioners to manage the personal and professional impact of addressing their patients’ fundamental health and well-being needs on a daily basis. Theory of reflective practiceIn frontline settings such as hospitals, mental health wards and community services nurses have important roles in addressing basic human needs related to the physical and mental wellbeing of patients and service users. Working reflectively in these settings is important for nurses for a variety of reasons, including:
Interpersonal skills, self-awareness and the ability to influence others towards positive change are, therefore, key skills for nurses. Reflective practice facilitates the development of these skills by fostering an understanding of practice events and how one’s own approach, personality and personal history contributed to the way situations arose and how they were dealt with (Oelofsen, 2012; Somerville and Keeling, 2004). Citation: Oelofsen N (2012) Using reflective practice in frontline nursing. Nursing Times; 108: 24, 22-24. |
Rough Sleeper | Someone who sleeps or lives outside because they have no home. Homeless people constitute a heterogeneous population characterised by multiple morbidity (primarily alcohol and drug dependence, and mental disorders) and premature mortality. The problems need to be addressed by many measures, requiring a focused primary health care system and multi-agency cooperation. World Health Organisation. |
Schizophrenia | Schizophrenia is a severe long-term mental health condition. It causes a range of different psychological symptoms. Doctors often describe schizophrenia as a type of psychosis. This means the person may not always be able to distinguish their own thoughts and ideas from reality. (NHS. U.K.) |
Spinal Cord Injury | A spinal cord injury (SCI) is damage to the spinal cord that causes temporary or permanent changes in its function. Symptoms may include loss of muscle function, sensation, or autonomic function in the parts of the body served by the spinal cord below the level of the injury Key Facts WHO
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Stereotyping | conjures up a mental picture associated with a bias or prejudice toward a group or individuals with similarities. |
Unconscious bias | Unconscious biases are social stereotypes about certain groups of people that individuals form outside their own conscious awareness. Everyone holds unconscious beliefs about various social and identity groups, and these biases stem from one's tendency to organise social worlds by categorising them |
Vulnerability | Someone who is vulnerable is weak and without protection with the result that they are easily hurt physically or emotionally (Oxford English Dictionary). |
Resources
Title | Description |
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Admission to hospital | This resource encourages reflection and awareness of cultural differences during a patient’s admission to a hospital ward. It provides an understanding of the importance of individualised nursing care and helps the learner to embrace differences that meet patients needs based on their own values and beliefs. |
Cultural competence in culturally mixed teams | This resource helps to promote the development of cultural awareness and cultural sensitivity in the context of working in a culturally mixed team. |
Disabling barriers/inhibitors and empowering cultural communication | This resource will provide you with the opportunity to examine the challenges you may have when developing your cultural competence. It will help you develop cultural awareness and sensitivity for your future nursing practice. |
Family Caregiving in a Super-Diverse Context | Integrating cultural competences does not necessarily mean having knowledge of specific cultures. It is impossible to know everything. A respectful attitude usually transcends the cultural aspect and allows people to enter into dialogue on the basis of equality and mutual trust. This resource allows the learner to define family care, super-diversity and transcultural competences, whilst discovering how unconscious biases concerning family care and how super-diversity can impact on the care we provide. It focuses on how to support family carers and involve them in super-diverse care settings. |
Cultural compassion in health care - Who do you see when you look at me? | Responding to individualised nursing care interculturally and transculturally. This resource helps nurses to look and think beyond their initial assumptions of the patient/client in front of them. It encourages nurses to challenge cultural norms in order to adopt individualised meaningful patient experience and outcomes. |
References
Title | Reference |
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Access to care of frail community-dwelling older adults in Belgium: A qualitative study | Fret, B., De Donder, L., Lambotte, D., Dury, S., Van der Elst, M., De Witte, N., et al. (2019). Access to care of frail community-dwelling older adults in Belgium: A qualitative study. Primary Health Care Research & Development, 20, e43. |
Background information about the SOFA-model | Zorg voor beter (2016). Achtergrondinformatie SOFA-model. https://www.zorgvoorbeter.nl/ |
Barriers in access to home care services among ethnic minority and Dutch elderly – A qualitative study | Suurmond, J., Rosenmöller, D. L., el Mesbahi, H., Lamkaddem, M., & Essink-Bot, M.-L. (2016). Barriers in access to home care services among ethnic minority and Dutch elderly – A qualitative study. International Journal of Nursing Studies, 54, 23-35. |
Beyond the tip of the iceberg: Five stages toward cultural competence: Reaching today’s youth | Hanley, J. H. (1999). Beyond the tip of the iceberg: Five stages toward cultural competence: Reaching today’s youth. The Community Circle of Caring Journal,3(2), 9-12. |
Care and support for older migrant workers | Talloen, D., & Vanmechelen, O. (2018). Zorg en ondersteuning aan oudere arbeidsmigranten [Care and support for older migrant workers]. Geron, 20(2), 6-10. |
Comparing and contrasting the role of family carers and nurses in the domestic health care of frail older people | Pickard, S., & Glendinning, C. (2002). Comparing and contrasting the role of family carers and nurses in the domestic health care of frail older people. Health & Social Care in the Community, 10(3), 144-150. |
Comparing super-diversity | Meissner, F., & Vertovec, S. (2016). Comparing super-diversity. In F. Meissner & S. Vertovec (Eds.), Comparing Super-Diversity. Oxon: Taylor & Francis Ltd.0. |
Convoys of care: Theorizing intersections of formal and informal care | Kemp, C.L., Ball, M.M., & Perkins, M.M. (2013). Convoys of care: Theorizing intersections of formal and informal care. Journal of Aging Studies, 27(1), 15-29. |
Editorial: Nursing and super-diversity | Culley, L. (2014). Editorial: Nursing and super-diversity. Journal of Research in Nursing, 19(6), 453-455. |
Exploring the collaboration between formal and informal care from the professional perspective – A thematic synthesis | Hengelaar, A.H., van Hartingsveldt, M., Wittenberg, Y., van Etten-Jamakudin, F., Kwekkeboom, R., & Satink, T. (2018). Exploring the collaboration between formal and informal care from the professional perspective – A thematic synthesis. Health and Social Care in the Community, 26(4), 474-485. |
Family carers | Eurocarers. (2019). About carers. https://eurocarers.org |
Informal care in Europe. Exploring formalisation, availability and quality | European Union. (2018). Informal care in Europe. Exploring formalisation, availability and quality. Luxembourg: Publications Office of the European Union. |
Informal care in Europe: Findings from the European Social Survey (2014) special module on the social determinants of health | Verbakel, E., Tamlagsrønning, S., Winstone, L., Fjær, E.L., & Eikemo, T.A. (2017). Informal care in Europe: Findings from the European Social Survey (2014) special module on the social determinants of health. European Journal of Public Health, 27(1), 90-95. |
Informal carers: who takes care of them? | Hoffmann, F., & Rodrigues, R. (2010). Informal carers: who takes care of them? Policy Brief, April 2010, European Centre for Social Welfare Policy and Research, Vienna. |
Interplay between formal and informal care | Movisie (2019). Samenspel tussen formele en informele zorg. movisie.nl |
Models of Carers: How Do Social Care Agencies Conceptualise Their Relationship with Informal Carers? | Twigg, J. (1989). Models of Carers: How Do Social Care Agencies Conceptualise Their Relationship with Informal Carers? Journal of Social Policy 18(1):53-66 |
Older migrants in Luxembourg - care preferences for old age between family and professional services | Karl, U., Ramos, A. C., & Kühn, B. (2017). Older migrants in Luxembourg - care preferences for old age between family and professional services. Journal of Ethnic and Migration Studies, 43(2), 270-286. |
Providing informal care in a changing society. | Broese van Groenou, M.I., & De Boer, A. (2016). Providing informal care in a changing society. European Journal of Ageing, 13(3), 271-279. |
Sofa-model: the different roles of Informal caregivers | Movisie (2019). Sofa-model: de verschillende rollen van mantelzorgers. https://www.movisie.nl/ |
Super-diversity and its implications | Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024-1054. |
Testing Twigg and Atkin’s typology of caring: a study of primary care professionals’ perceptions of dementia care using a modified focus group method. | Manthorpe, J., LLiffe, S., & Eden, A. (2003). Testing Twigg and Atkin’s typology of caring: a study of primary care professionals’ perceptions of dementia care using a modified focus group method. Health and Social Care in the Community 11(6), 477–485. |
The mainprinciples of collaboration with informal caregivers | Vlaams Expertisecentrum Mantelzorg (2019). Kernprincipes in het samenwerken met mantelzorgers. https://www.mantelzorgers.be |
The role of super-diversity in shaping the perception of and services for older migrants | Ciobanu, R.O. (2019). The role of super-diversity in shaping the perception of and services for older migrants. Journal of Aging Studies, 50, 100792. |
Working with the SOFA-model | In voor Mantelzorg (2019). Tool: Aan de slag met het SOFA-model. https://www.invoormantelzorg.nl/ |
Learning outcomes
- responding to individualised nursing care interculturally and transculturally
- encourage nurses to look and think beyond their initial assumptions of the patient/client in front of them
- encourage nurses to challenge cultural norms in order to adopt individualised meaningful patient experience and outcomes
This resource was developed by:
Content Authors: Mary Brown, Carol Hall, Stathis Konstantinidis, Helen Laverty, Mark Pearson, Michael Taylor
Narrator: Mary Brown and Carol Hall
Project Mentor: Stathis Konstantinidis
Project Developer: Michael Taylor
Special thanks to Penelope Mendonca for the creation of the wonderful illustrations found in this resource.
Funding: TransCoCon project - This work was supported by “TransCoCon: Developing Multimedia Learning for Transcultural Collaboration and Competence in Nursing”, a project funded under the ERASMUS+ Programme, (GA No 2017-1-UK01-KA203-036612).
Developing Multimedia Learning for Trans-cultural Collaboration and Competence in Nursing.
United Kingdom - University of Nottingham, School of Health Sciences: Stathis Konstantinidis, Mary Brown, Carol Hall, Heather Wharrad, Stacy Johnson, Helen Laverty, Mark Pearson, Michael Taylor.
Germany - Fachhochschule Bielefeld University of Applied Sciences - Faculty of Business and Health - Department of Nursing and Health: Inge Bergmann-Tyacke, Annette Nauerth, Simone Neitzel and Katja Makowsky.
Portugal: ESEP - Center for Health Technology and Services Research: Margarida Reis Santos, Candida Koch and Paula Prata.
Belgium: Ho Ghent - University of Applied Sciences and Arts - Faculty of Education, Health and Social Work Marc Dhaeze, Deborah Lambotte, Maarten Michiels, Ellen Goossens, Sonia Labeau, Leen Van Landschoot, David De Clercq and Jacqueline Dubois.
Ireland: St. Angela’s College; A college of NUI Galway - Department of Nursing, Health Science & Disability Studies: Edel McSharry, Denise Healy and Siobhán Healy McGowan.
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