Psychiatric/Mental Health Nursing and Culturally Competent Care
Teaching Assignment
Purpose of the Assignment
The purpose of this assignment is to assist the student to understand the relevance of transcultural nursing (www.madelline-leninger.com) and its application to psychiatric/mental health nursing. This assignment will require the student to compare and contrast “mainstream†American culture with a minority, ethnically diverse culture. The following conceptual definitions are to be used to provide standardized definitions for the purpose of this assignment. Additionally, the student is advised to read Chapter: Cultural Implications found in textbook).
Culturally Competent Nursing Care
Cultural competence in health care is broadly defined as the ability of providers and organizations to understand and integrate these factors into the delivery and structure of the health care system. The goal of culturally competent health care services is to provide the highest quality of care to every patient, regardless of race, ethnicity, cultural background, English proficiency or literacy https://hpi.georgetown.edu/agingsociety/pubhtml/cultural/cultural.html.
Mainstream (i.e. dominant) Culture Defined
The majority population of a culture generally sets the dominant culture (i.e. mainstream culture). Historically, the dominant culture has often exercised control over law, communication (designated language), political processes, educational institutions, business practices and creative expression. A culture is dominant within society when that culture establishes specific behaviors or a set of rituals, values and social norms.
Characteristics of a Minority, Ethnic culture
An ethnic minority is a group of people who differ in race or color or in national, religious, or cultural origin from the dominant group — often the majority population — of the country in which they live. The different identity of an ethnic minority may be displayed in any number of ways, ranging from distinctive customs, lifestyles, language or accent, dress, and food preferences to attitudes, moral values, health beliefs, and economic or political beliefs espoused by members of the group.
Psychiatric/Mental Health Standard 4: Planning of Care
The psychiatric/mental health nurse will develop an individualized plan of care in partnership with the health care consumer (i.e. patient/client), family and others considering the healthcare consumer’s characteristics … that may include, but are not limited to values, beliefs, spiritual and health practices, preferences, choices, developmental level, coping styles, culture, and environment. (ANA’s Psychiatric Mental Health Nursing: Scope and Standards of Practice).
Student Learning Outcomes
The student will be able to:
1. Compare and contrast the health beliefs (e.g., concept of autonomy, health practices, and coping behaviors) and/or mental health illnesses of “main-stream†American values and culture with that of a minority, ethnic culture (e.g., Hispanic, Black, Asian, Vietnamese, American Indian, Eastern Indian, Pacific Islander, etc.)
2. Use a minimum of one scholarly research article (do not rely on websites – utilize the TCC library) and nursing textbook, to support the need for transcultural competent nursing care to provide safe, effective care to a patient from a diverse, minority ethnic culture.
3. Provide a 15-minute teaching presentation, during online post-conference clinical day, focused on
a. The application of Leninger’s Transcultural Nursing and the standards of care for psychiatric/mental health nursing.
b. Discussion on how a nurse’s inability to implement culturally competent care can make a patient with a psychiatric disorder, from a diverse background, more at risk for ineffective, unsafe nursing care.
c. Professional attire worn during online presentation.
4. Complete a written paper about culturally competent care, using APA format with Headings, cover sheet and reference page.
Refer to grading rubric for presentation and written paper guidelines.
Culturally Competent Care Teaching Video and Written Assignment Rubric
The rubric will be submitted by student and completed by faculty. No rubric submitted: Arbitrarily assigned grade.
Criteria Score
Introduction
(10 points) (9-10 points)
Main topics are identified clearly and concisely. Includes a topic sentence (8-9 points)
Main topics are clearly identified. Includes a topic sentence (4-7 points)
Main topics are identified but may not be concise. Topic sentence not clear (0-3 points)
Main topics are not identified or are not clear and/or concise. No topic sentence
Written Development of Topic:
(10 points)
(9-10 points)
All main topics are discussed, including clinical condition and treatment with appropriate nursing interventions/implications. Well supported with research. Adheres to 2 page limit (excluding Title and Reference page) (8-9 points)
All main topics are discussed, including clinical condition and treatment with appropriate nursing interventions/implications. (6-7 points)
All main topics are discussed; includes clinical condition and some treatment options with appropriate nursing intervention/implications. Exceeds 2 page limit (0-5 points)
Main topics are not well discussed; does not include clinical condition and treatment with appropriate nursing interventions
Online presentation of Topic:
(10 points) (9-10 points)
Professional attire worn, teaching presentation was not read from script, medical terminology used instead of slang, attitude and demeanor demonstrated nursing professionalism. (8-9 points)
Professional attire not worn, teaching presentation was partially read from script, medical terminology sometimes used instead of slang, attitude and demeanor did not always demonstrate nursing professionalism. (6-7 points)
Professional attire not worn, teaching presentation read from script, slang used instead of medical terminology, attitude and demeanor barely demonstrated nursing professionalism. (0-5 points)
Wore street clothes, read from script, used slang, attitude and demeanor lacked demonstration of nursing professionalism.
Organization & Writing Style
(20 points) (15-20 points)
Organization is clear; ideas are clear, & concise. The transition is logical and flows. (11-14 points)
Organization and purpose are clear; ideas are connected and concise (6-10 points)
Organization and purpose are clear; ideas/ sentence structure may be unclear (0-5 points)
Disorganized, ideas do not flow and/or are not connected.
Conclusion
(5 points)
(5 points)
Conclusion is clear, concise, and flows from body of the paper. States implication for nursing practice (4 points)
Conclusion is clear & contains some nursing implications (3 points)
Conclusion is clear,
No nursing implications (0-2 points)
Conclusion is unclear, no nursing implications
Reference Page
(15 points) (11-15 points)
Contains 2 or less APA errors (9-14 points)
Contains more than 3-4 types of APA errors (5-8 points)
Contains more than 5 types of APA errors (0-4 points)
Contains more than 6 types of APA errors
Sources
(5 points)
(5 points)
Contains at least one nursing text; 1 scholarly/nursing article and are less than 5 years old. (4 points)
Has 1 correct source which meet the criteria for nursing texts or articles and are less than 5 years old. (3 points)
Used nursing journals or textbooks sources >5 years old. (0-2 points)
Has two or less sources that do not meet criteria for acceptable nursing journal or textbooks.
APA Format 7th edition
Within Paper
(15 points) (11-15 points)
Contains 0-3 types of APA errors: 3 or less direct quotes; contains headings (9-14 points)
Contains 4-6 types of APA errors: 4 direct quotes (5-8 points)
Contains 7-9 types of APA errors: 5 direct quotes (0-4 points)
Contains more than 10 types of APA errors: 6 or more direct quotes
Spelling, Punctuation, & Grammar
(10 points)
(9-10 points)
Contains 0-1 grammatical, punctuation and/or
Spelling errors (8-9 points)
Contains 5-7 grammatical, punctuation, and/or spelling errors (4-7 points)
Contains 8-10 grammatical, punctuation, and/or spelling errors (0-3 points)
Contains more than 10 grammatical, punctuation, and/or spelling errors
Total Points (100)
Instructor comments: I am black American so should choose another culture not related to black American like Eastern Indian,
Asian or Vietnamese.
Psychiatric/Mental Health Nursing and Culturally Competent Care
Teaching
Student’s Name
Institutional Affiliations
Psychiatric/Mental Health Nursing and Culturally Competent Care Teaching
The increasing diversity among patients calls for the need for nurses to provide cross-cultural care that adequately integrates the beliefs, values, and expectations of patients into the care plan. Madeleine Leininger proposed a transcultural nursing theory to guide nurses to provide cross-cultural care by understanding and considering cultural variations that should be integrated into a nursing care plan in order to ensure treatment compliance and promote wellness (Berhanu et al., 2021). Leininger’s theory of transcultural nursing assumes that a nurse must understand the cultural patterns, practices, and expressions of a patient to be able to provide culturally congruent care (Larsen et al., 2021). The purpose of this assignment is to apply the concept of transcultural nursing in the treatment of a mentally ill patient of Vietnamese origin. Psychiatric or mental health nurses are required to adhere to the scope and standards that govern their practice whenever they are developing care plans for their patients from different cultural backgrounds.
The Mainstream versus the Minority Culture
The majority population that sets the dominant culture in my community is that of Black Americans. I am a Black American too. Nurses in my community often interact with Black American patients more than they do with patients from other minority groups. However, they usually apply transcultural nursing concepts to be able to provide quality care to patients from minority cultures (Larsen et al., 2021). Vietnamese are the minority culture that will be the focus of this assignment. There are some similarities and differences in the health beliefs of Black Americans and those of Vietnamese populations that will influence the care approach used by a psychiatric nurse to provide care to patients from these cultures. For example, while Black Americans can speak English, most Vietnamese do not speak English a matter that at times makes communication difficult (WGBH Educational Foundation, 2022). Additionally, as opposed to Black Americans who lay emphasis on individualism, Vietnamese strongly emphasize the ‘we’ aspect of doing things. They feel comfortable when handled in group settings and value family and social support more than Black Americans (WGBH Educational Foundation, 2022; Smith et al., 2019). Another difference is that the Vietnamese worship their ancestors and pray to their long-dead relatives during sickness and whenever they are in suffering. On the other hand, Black Americans who are Christians pray to God and believe that He is their healer (WGBH Educational Foundation, 2022). However, one major similarity between Black Americans and the Vietnamese is that they both believe in building positive relationships with others for peaceful co-existence.
Clinical Condition
Postpartum depression is a common mental health problem among Vietnamese mothers. After birth, some women usually develop postpartum depression due to various factors. Nguyen et al. (2021) conducted a systematic review of the literature to investigate the incidences of postpartum depression among Vietnamese mothers between 2010 and 2020. The study revealed that rates of postpartum depression ranged between 8.2 and 48.1% among Vietnam mothers between 1 to 12 months after delivery. When providing care to these mothers, the psychiatric mental health nurses should apply transcultural nursing principles while also demonstrating adherence to the scope and standards of mental health practice.
Treatment: The Application of Culturally Competent Care Teaching
A culturally competent nursing care for Vietnam mothers with postpartum depression should focus on the integration of patients’ cultural values and beliefs into the care plan. Published evidence indicates that postpartum depression can be treated with both pharmacological and non-pharmacological approaches. Cognitive Behavioral Therapy (CBT) is one of the psychotherapeutic interventions that the nurse can implement to improve symptoms of depression among Vietnam mothers (Mu et al., 2021). To promote a speedy recovery, the mental health nurse can administer medications such as brexanolone and zuranolone (Kaufman et al., 2022). The nurse must pay attention to the cultural beliefs of the patient when treating and teaching Vietnam mothers with postpartum depression.
The application of culturally competent care and teaching will enable the mental health nurse to provide the highest quality care to Vietnam mothers with depression regardless of their cultural backgrounds. For instance, since most Vietnamese do not speak English, the mental health nurse should use a translator, when necessary, in order to ensure effective therapeutic communication with Vietnamese mothers throughout the treatment journey. Again, since Vietnamese strongly emphasize the ‘we’ aspect of doing things, the mental health nurse should involve family members in the care of the patient to help provide social support. Additionally, providing a group-based CBT can highly be beneficial to the patients as compared to the use of individual setting. However, the mental health nurse must be careful when teaching the patient about the importance of prayer for healing. He or she should allow Vietnamese mothers to pray to their long-dead relatives to promote healing. As Leininger emphasizes, the goal of providing culturally congruent nursing care is to promote healing, support wellness, and increase compliance to treatment recommendations (Larsen et al., 2021). Additionally, the scope and standards of practice for psychiatric mental health nursing require nurses to actively collaborate with the patient, other healthcare providers, and significant others to provide optimal care to mentally ill patients (American Nurses Association, 2021). Culturally-competent care can help Vietnam mothers with postpartum depression to recover quickly from their illnesses.
Conclusion
Mentally ill patients require culturally competent care offered by qualified psychiatric mental health nurses. As discussed in this paper, culturally-competent care can help Vietnam mothers with postpartum depression to recover quickly from their illnesses. Ideally, psychiatric mental health nurses must first understand the cultural patterns, practices, and expressions of a patient to be able to provide a culturally congruent care to patients with mental illnesses.
References
American Nurses Association. (2021). Psychiatric-Mental Health Nursing-E-Book: Scope and Standards of Practice (ANA), 2nd Edition. Author.
Berhanu, R. D., Tesema, A. A., Deme, M. B., & Kanfe, S. G. (2021). Perceived transcultural self-efficacy and its associated factors among nurses in Ethiopia: A cross-sectional study. PloS One, 16(7), e0254643. https://doi.org/10.1371/journal.pone.0254643.
Kaufman, Y., Carlini, S. V., & Deligiannidis, K. M. (2022). Advances in pharmacotherapy for postpartum depression: a structured review of standard-of-care antidepressants and novel neuroactive steroid antidepressants. Therapeutic Advances in Psychopharmacology, 12, 20451253211065859. https://doi.org/10.1177/20451253211065859
Larsen, R., Mangrio, E., & Persson, K. (2021). Interpersonal communication in transcultural nursing care in India: A descriptive qualitative study. Journal of Transcultural Nursing: Official Journal of the Transcultural Nursing Society, 32(4), 310–317. https://doi.org/10.1177/1043659620920693
Mu, T. Y., Li, Y. H., Xu, R. X., Chen, J., Wang, Y. Y., & Shen, C. Z. (2021). Internet-based interventions for postpartum depression: A systematic review and meta-analysis. Nursing Open, 8(3), 1125–1134. https://doi.org/10.1002/nop2.724
Nguyen, H., Hoang, A. P., Do, L., Schiffer, S., & Nguyen, H. (2021). The rate and risk factors of postpartum depression in Vietnam from 2010 to 2020: A literature review. Frontiers in Psychology, 12, 731306. https://doi.org/10.3389/fpsyg.2021.731306
Smith, E. P., Witherspoon, D. P., Bhargava, S., & Bermudez, J. M. (2019). Cultural values and behavior among African American and European American children. Journal of Child and Family Studies, 28, 1236–1249. https://doi.org/10.1007/s10826-019-01367-y
WGBH Educational Foundation. (2022). Living in two cultures. https://www.pbs.org/wgbh/americanexperience/features/daughter-living-two-cultures/