NR391 Transcultural Nursing

Identify theories, concepts, and beliefs related to transcultural nursing. 

Communicate effectively with culturally diverse individuals, families, and organizations.

Perform a culturally competent nursing assessment.

Introduction

In Transcultural nursing, modifications in research are based on communication, language, religious and spiritual perceptions, education background, and gender roles (Parahoo, 2014). Subsequently, evaluation and implementation of open-ended questions in Transcultural nursing reports reveal that nurses, students, and the study group have different perceptions towards uptake of healthcare. It is, therefore, important to integrate the Leininger’s theory of culture care diversity and universality to achieve evidence-based practices in Transcultural nursing. As such, ideas in this paper seek to illustrate the guidelines to follow when conducting an interview within a cultural set up. Notably, the available format is as per the provided manual on how to conduct the interview.

The scheduled interview took place in a company’s office. The office was free from telephone and noise distraction as the management had diverted all calls to one main line operated by the customer care (Spradley, 2016). Before meeting with the participant, I gave out a manual on the expected questions and a chart to guide the client through the interview. Additionally, we had an agreement to have the meeting short and sharp, so this made the interviewee to arrive ten minutes prior to the scheduled time.  

The process of documenting the interview will entail taking notes and a narrative report done in a third-person account. To ensure the accuracy of the collected data an interview log is involved to record the actual time the event occurred (Spradley, 2016).

Open-ended primary questions

• Education background,

1. Have you ever heard of this disease in your past life encounters?

• Cultural sanctions and restrictions,

2. Is it allowed of you to discuss the any chronically disorder in your community?

• Health-related beliefs and practices,

3. How do you perceive an infected (current disorder) person in your community, and how does the community treat the patient?

• Biocultural variations and cultural aspects of the incidence of disease,

4. In your community what type of medicine do you use to treat and cure (the discussed disease)?

• Kinship and social networks.

5. According to your own opinion how does the family of the infected react towards the problem in public?

Follow-up questions related to each primary question.

• Education background

1. If yes-the first time you heard of the disorder did you ever research on it?
2. If no-what are you planning to do to avoid such suffering?

• Cultural sanctions and restrictions

1. If yes-Do you incorporate youth in the discussion?
2. If no-why is it not allowed to discuss the issue in public?

• Health-related beliefs and practices

1. If positive-Is the treatment communal or individualistic?
2. If negative-why is the community pessimistic in reception of the health disorder?

• Biocultural variations and cultural aspects of the incidence of disease

1. If herbal-How do the patients respond to the mode of treatment?
2. If modern medication-How does the community perceive the uptake of the modern medication?

• Kinship and social networks

1. If positive-Does the family feel comfortable to discuss the issue in public?
2. If negative-What mechanisms do most families of the affected person use to embrace the situation?

The specific reasons related to interviewee’s culture of origin are geared towards having an in depth understanding of the participant’s ethnic background. Trying to understand the education background of the patient creates a platform for the evaluation of the mode of education upheld in the community: acting as a model for evaluation of focus groups during interviews (Krueger and Casey, 2014). As a researcher, it is also important to have the knowledge of kinship and social network in the participant’s community so as to familiarize with the type of social, economic, and political problems experienced in the community. Basically, the use of open-ended questions related to cultural origin of the participant act as a medium for the application of evidence based practices by the nursing board during research (Melnyk et al., 2014).

References

 Krueger, R. A., & Casey, M. A. (2014). Focus groups: A practical guide for applied research. Sage publications.

 Melnyk, B. M., Gallagher?Ford, L., Long, L. E., & Fineout?Overholt, E. (2014). The establishment of evidence?based practice competencies for practicing registered nurses and advanced practice nurses in real?world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence?Based Nursing, 11(1), 5-15.

Parahoo, K. (2014). Nursing research: principles, process and issues. Palgrave Macmillan.

Spradley, J. P. (2016). The ethnographic interview. Waveland Press.