Globalization has transformed modern societies significantly. Undeniably, one of the primary outcomes of immigration is the increase in diversity among patients which has augmented the need for culturally congruent medical care. It has become critical for medical professionals, especially nurses, to have a profound understanding of the cultural beliefs and customs of patients. Notably, this is the best strategy for preventing premature generalizations. Indeed, the approaches have made the nursing profession more effective and efficient. An analysis of two significant cultural competence models, namely: Purnell and Camphinha-Bacote, will be conducted in this research. Hendson, Reis, & Nicholas (2015) argue that the models provide medical practitioners with valuable information and skills on how to handle the challenges and dilemmas that they may experience during encounters with culturally diverse patients. Cultural care models have perfected nursing skills and augmented cultural competency, which is critical for the promotion of health in the global society.
Model Descriptions
The Purnell model consists of twelve primary domains, which are heritage, communication, family roles, workforce issues, nutrition, and pregnancy among others. The areas are considered highly significant during the evaluation of the characteristics of individuals from a particular ethnic group (Hendson, Reis, & Nicholas, 2015). Conversely, the Campinha-Bacote Model views cultural competence as a process, as opposed to a consequence resulting from various factors. Cultural competence is adequately defined as the process through which medical practitioners strive to attain higher levels of efficiency, as well as the capacity to operate in culturally diverse environments effectively. The attainment of this goal is contingent on a nurse’s ability to effectively execute a process comprised of five key components, namely: cultural awareness, skill, knowledge, encounter, and desire.
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Similarities and Differences
A valid comparison of the two models can be made in consideration of factors such as comprehensiveness, logical congruence, conceptual clarity, levels of abstraction, clinical utility, and perspective. According to Campinha-Bacote (2019), the only model that meets all the requirements of the criteria is the Campinha-Bacote model of cultural competence. However, one of the main similarities between the two models is that both advocate for increased consciousness of cultural diversity among medical practitioners for the provision of not only competent but quality care (Loftin, Hartin, Branson, & Reyes (2013). Indeed. a more culturally skilled workforce is likely to achieve more positive results as compared to one that lacks these critical skills.
According to Cai (2016), culturally competent nurses handle patients effectively, with a lot of sensitivity and consideration for their cultural beliefs and customs. Undeniably, the acquisition of this skill enables them to deal with the dilemmas they may experience in the hospital setup. Furthermore, the two models also encourage nurses to acknowledge and respect cultural disparities. Notably, each culture is unique and differs from the next. Hence, the beliefs, customs, and practices of every patient should be taken into consideration during treatment and medical consultations (Marion et al., 2016). Nurses should suppress their views and feelings about different cultures since subjective views can deter them from performing their best.
Nonetheless, an assessment of the models also reveals that they have some significant differences. For instance, the Purnell model comprises of twelve domains while the Campinha-Bacote model consists of five key fields. In the Purnell model, the areas are regarded as vital when assessing the characteristics of different ethnic groups. Purnell urges nurses to consider a myriad of factors when evaluating their patients. The environmental impact of the original and current home should also be focused on. Hence, nurses should study political issues, economics, the patients and educational status among others, to better understand their culture. Additionally, primary language and dialects should also be examined to gauge significant aspects of non-verbal communication and paralinguistic differences between different cultures (Hendson, Reis, & Nicholas, 2015). An understanding of the meaning of various non-verbal cues, for instance, is absolutely critical since it determines the type of care that is provided to patients . Hmong patients have a particularly interesting and complex culture. Hence, nurses who lack significant knowledge of their customs may fail in their pursuit to treat them.
Non-verbal cues that are considered respectful in other cultures are perceived as disrespectful to the Hmong’s. Direct eye contact, for instance, is viewed as a sign of disrespect, nurses should, therefore, avoid it when interacting with people of this descent. Purnell, therefore, considers critical factors that may inhibit the delivery of excellent care. The model also examines gender and family roles, workforce issues, high-risk behaviors, nutrition, and pregnancy among others. Understanding certain aspects of a patient’s life, such as nutrition enable nurses to understand various meanings attached to diverse foods and the nutritional limitations and deficiencies that may impact health (Marion et al., 2016). Concurrently, they can provide nutritional advice to patients who have deficiencies with a lot of sensitivity for their customs (Loftin, Hartin, Branson, & Reyes, 2013). Similarly, medical practitioners are also able to know the foods that patients should not be given, based on their cultural beliefs. Purnell argues that a comprehensive understanding of these factors and many more, allows nurses to deliver extraordinary care that is in the best interest of the patient.
Nonetheless, while the Purnell model provided the domains that should be examined to promote cultural competence, the Campinha-Bacote model provides professionals with a five-step process to attaining this objective (Cai, 2016). The latter focusses more on the nurse’s assessment, as compared to the patient’s cultural assessment. In the first stage which i s cultural awareness, medical practitioners should acknowledge their personal, cultural backgrounds before those of their patients, which is critical for avoiding biases. Cultural skill, the second one, requires nurses to gather comprehensive information from their clients through culturally-appropriate strategies. Additionally, in the third stage, cultural knowledge, they are also encouraged to be open-minded so that they can understand differences in cultures ( Cai, 2016 ), about people’s attitudes towards specific ailments and health. A sound cultural base enables nurses to comprehend diverse cultural beliefs, values, and patient behavior. Furthermore, the knowledge also informs them of what they should or should not do during encounters with patients from various cultural backgrounds. It is through cultural knowledge that nurses avoid unintended offenses and cultural conflicts, fostering the provision of sensitive care to patients.
In the fourth, encounter , nurses should significantly interact with people from different ethnic backgrounds so that they can learn how to avoid stereotyping. The process discourages popular opinions, as well as perception. According to Abitz (2016) t he final component, desire, refers to a person’s willingness to engage in meaningful transcultural interactions, to gain a better understanding of people’s differences. Undeniably, the Purnell model centers around the assessment of a myriad of factors that influence healthcare. On the other hand, the Campinha-Bacote model gives priority to the nurse and the factors that may deter him/her from providing excellent healthcare such as the lack of a profound understanding of different cultural beliefs, personal biases, and conventional views, among others. Generally, cultural competency starts with the nurse. The model implies that not even extensive training can develop a culturally competent nurse when he/she is unwilling to let go of his/her owns subjective beliefs.
Conclusion
Cultural competency is critical in health promotion. Medical institutions have taken a keen interest in the skill, issuing training to develop culturally competent medical staffs. The related models promote a deeper understanding of different patient and nurse-related cultural factors that may deter nurses from achieving their core goal, which is improving the health of their patients. The application of these models in nursing practice may transform healthcare delivery, improving the overall health of society.
References
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