Analysis
The data analysis tools present three datasets obtained based on the course. The first dataset is on organizational actions that would promote patient-centered care, the second dataset is about the influence of leaders on cultural competency, and the third dataset addresses transgender and nonbinary safety in healthcare. The data presented on the organizational actions for patient-centered care (PCC) depict that there were 13 clusters, which were later regrouped to 3 major clusters; humanity and partnership, health system policy management, and a career spanning education and training. Based on the data, humanity and partnership received the highest score (59) as the most appropriate action for implementing and enhancing patient-centered care. The score of 59 was cumulative of the scores obtained from seven clusters (1, 2, 3, 4 and 6, 7, 8), which produced a score of 14, 6, 7, 5 and 14, 8, 5 respectively; thus totaling to 59. The second highest proposed strategy for patient-centered care was health system policy management that had a cumulative score of 40 generated from clusters 5, 9, 10, and 11, in which each cluster produced a score of 8, 13, 11, and 8 respectively, hence totaling to 40.
A career-spanning education and training is the third proposed action for PCC; it was the consideration with the least score compared to the rest with a cumulative score of 24 generated from clusters 12 and 13, producing a score of 10 and 14, respectively. It is evident from the data presented on the actions for PCC that humanity and partnership is the most advocated approach perceived by health organizations to be useful in implementing and sustaining patient-centered care (Ogden, Barr, & Greenfield, 2017). However, there are some organizations that present health system policy management as the most effective approach for PCC, while a substantial number of organizations are of the opinion that career spanning education and training works best for PCC. While there might be diverse opinions in support of the varied data, humanity and partnership still stand out as the best-recommended action for PCC.
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Data on culturally responsive care depict the existence of a notable margin on the influence of leaders and staffs on cultural competency in health care provision. Six variables influence the culturally responsive care of both the leaders and the staff at different levels (Dauvrin, & Lorant, 2015). Cultural competency is the major factor with the highest value affecting the culturally responsive care among both the leaders and staff, with the score 51 and 46.1, respectively. Other variables that tend to have minor effects include communication (3.6, 3.4), health services organization (3.6, 3.3), delivery specific healthcare (3.4, 3.1), mediation conflicts (3.1, 3.1), and adaptation to different care paradigms (3, 2.8). The data enclosed within the parenthesis present the level to which each of the variables affects the provision of culturally responsive care by leaders and staff, respectively. Empirically, it is evident that cultural competency is a significant factor affecting the level and the ability of leaders and staff to provide outstanding, culturally responsive care. Therefore, health organizations aiming toward enhancing culturally responsive care should lay much focus on increasing the knowledge of the leaders and staff on cultural competency.
The data on patient safety in a diverse population indicate that different characteristics of people largely determined and affected the level of patient safety they perceived. According to the data, the safety issues were presented based on six different characteristics of people in a diverse population, including transgender-inclusive, gender, sexual orientation, POC (Point of care), level of education, and age (Kattari et al., 2019). From the six issues, sexual orientation and level of education emerged to be the greatest issues affecting patient safety in a diverse population with a score of 1.96 and 1.84, respectively. Point-of-care (POC) and gender are also major determinants of patent safety in a diverse population with a score of 1.65 and 1.22, respectively. Transgender inclusive care and age have very minimal effects on patient safety on a diverse population, accounting for 0.43 and 0.61 correspondingly. In this case, it is acknowledgeable that education and sexual orientation have very significant impacts on patient safety in a diverse population. As such, it is hypothetical that enhancing equitable education among the diverse population is an appropriate mechanism of promoting equitable patient safety in a diverse population. Notably, there is some form of similarity in the data presented on the actions for patient-centered care, the influence of leaders and staff on culturally responsive care, and issues surrounding safety in a diverse population. The similarity is depicted from the fact that humanity and partnership, which is the greatest action for PCC, enhance cultural competency that greatly influences the provision of culturally responsive care. Also, it is hypothetical that cultural competency is achieved through adequate education and training on cultural education. The impact of education, is, therefore, not only seen in defining the level of patient safety in a diverse environment, but also in achieving cultural competence.
Consideration
With regard to patient-centered data, the perfect decision is implementing humanity and partnership policy in healthcare organizations. The humanity idea, in healthcare context, is a virtue linked with the basic altruism ethics derived from the condition of the patients. In healthcare, it symbolizes the love and compassion toward the patients while delivering care services. Nurse-patient partnerships, as well as patient-family patients, are effective strategies for achieving patient-centered care. For enabling care, the should be an existing partnership between patients and healthcare professional – they need to work closely in order to understand what is most important to the patient, make viable decisions regarding their treatment, as well as to identify and to achieve their goals ( Rhoades & Rhoades , 2014). As a medical practitioner, partnering with patients and their families in healthcare by inviting them to participate in decision-making actively, as well as identifying patient-direct goals, would contribute to a more patient-centered health care approach. The initiative would work-based as it will provide a platform for the nurses to get opinions from the patients and families on how they would wish their health conditions to be handled. Thus, enacting a humanity and partnership policy is in health organization is an effective decision.
In relation to culturally responsive care, training both the leaders and the staff for cultural competency would be a better decision and a solution to enhance the participation and the effectiveness of culturally responsive care. Noteworthy, cultural competency training for the professionals in health care is an idea and a decision focusing on knowledge and skills that value people's diversity, understand and respond effectively to cultural differences, and further enhances the care organizations and providers' awareness of diverse cultural norms of people. Therefore, the decision will enable the care organizations and health care providers to have an in-depth understanding of the cultures of the patients they attend to and give the appropriate care based on their cultural norms and values. However, concerning patient safety in a diverse population, adopting "system-level changes" would be the most appropriate decision. System-level change is a decision that entails finding a solution to the root cause of a problem. The proposed decision also refers to an intentional process that is designed to essentially alter the structures and components behind a given condition or behavior. Therefore, the implementation of the system-level change decision will help in resolving the existence of inequity in patient safety in a diverse population. For instance, the decision would ensure that there equal chances for access to education for everyone across a diverse population to acquire knowledge on health safety.
Identification and justification
Safety-based education is one of the potential interventions that might be designed to address quality, safety, and to improve health outcomes across diverse populations and systems. It is an intervention that entails the teaching of specific skills, knowledge, as well as understanding that health professionals and patients need in order to stay safe in given situations. In relation to the proposed intervention, health professionals can enhance the knowledge of patients on safety by teaching them on matters related to safety in a diverse population. Overly, the proposed strategy, safety education, is quite instrumental in informing the patients about the possible hazards and controls in a diverse population in order for them to strategize on safety approaches within the population.
Another significant intervention is implementing a comprehensive unit-based safety program (CUSP), which is a strategic technique with high ability to assist teams of care providers in making care safer for the diverse population through the combination of improved clinical-based practices, teamwork, as well as the science of safety. It is an intervention that has been proven to be effective in preventing healthcare-related infections along with other patient harms ( Ramos et al., 2019) . It combines improvements in teamwork, communication, and safety culture with an evidence-based practice checklist for the prevention of the target infection. In regards to this, the recommended intervention will enhance safety in a diverse population by meeting all the safety needs of every specific unit and by imposing more efficient procedures for patient safety in a diverse population.
Reflection
The provided data on patient-centered care, culturally responsive care, and patient safety in a diverse population are crucial in driving evidence-based practice. According to Ellis (2019), evidence-based nursing practice refers to a conscientious, problem-solving tactic to clinical practices incorporating the best pieces of evidence from well-conducted studies, clinician experts, as well as patient values and preferences in the clinical decision-making process. In regards to this, it is evident from the data that while there are different actions for patient-centered care, the most appropriate actions are humanity and partnership, and health system policy management. Consequently, the data drives evidence-based practice by providing reasonable data that health care organizations can use when implementing patient-centered care. Similarly, the data provides reliable data on the variables influencing the implementation of culturally responsive care ( Ellis, 2019).
Based on the scores on the six variables, the data drives evidence-based practice by providing an avenue for health organizations aiming at culturally responsive care to identify the major influence and to come up with necessary measures through which the variable can positively impact their goals. Finally, the data drives evidence-based practice by enabling researchers to address the issue of reacted with patient safety in a diverse population with close guidance with the degree by which each healthy issue affects patient safety in a diverse population. In this regard, a nurse can effectively identify the specific issues that need to be prioritized when addressing the issues in order to enhance the patient's safety in a diverse population. While there no wide gaps causing alarm in relation to the data presented, one of the areas that need to be clarified is on the scores from the various characteristics forming the various issues for patient safety in a diverse population. The data has not presented a scale upon which the data were measured.
References
Dauvrin, M., & Lorant, V. (2015). Leadership and cultural competence of healthcare professionals: a social network analysis. Nursing Research , 64 (3), 200–210. doi:10.1097/NNR.0000000000000092
Ellis, P. (2019). Evidence-based practice in nursing . Learning Matters.
Kattari, S. K., Atteberry-Ash, B., Kinney, M. K., Walls, N. E., & Kattari, L. (2019). One size does not fit all: differential transgender health experiences. Social Work in Health Care , 58 (9), 899-917.
Ogden, K., Barr, J., & Greenfield, D. (2017). Determining requirements for patient-centered care: a participatory concept mapping study. BMC Health Services Research , 17 (1). doi:10.1186/s12913-017-2741-y
Ramos, L. L., Weber, R., Sax, H., Giovanoli, P., & Kuster, S. P. (2019). A comprehensive unit-based safety program for the reduction of surgical site infections in plastic surgery and hand surgery. Infection Control & Hospital Epidemiology , 40 (12), 1367-1373.
Rhoades, E. R., & Rhoades, D. A. (2014). The public health foundation of health services for American Indians & Alaska Natives. American journal of public health , 104 (S3), S278-S285.
