multicultural aspects
TRANSCRIPT
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Multicultural Aspects
of Learning
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Cultural Differences
If predictions prove true, it will be the first time in U.S. historythat minority subgroups will become the majority of the total
population.
If the present demographic trends continue, when this
historical milestone is reached, the racial and ethniccomposition of this country will be 23.4% Hispanics, 14.7%blacks, 12% Asians and others. As of the year 2000, accordingto the U.S. Census Bureau, the current composition of the U.S.
population was 71.3% whites 12.2% blacks, 11.2% Hispanics,3.8% Asian/Pacific Islanders, and 0.7% American Indians.
To keep pace with a society that is increasingly moreculturally diverse, nurses will need to have sound knowledgeof the cultural values and beliefs of specific ethnic groups aswell as be aware of individual practices and preferences.
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In the past, healthcare providers have experienced
difficulties in caring for clients whose cultural beliefs
differ from their own, because beliefs about health and
illness vary considerably among cultural groups.
Lack of cultural sensitivity by healthcare
professionals has resulted in millions of dollars wasted
annually through misuse of heathcare services, thealienation of large numbers of people, and the
misdiagnosis of health problems with often tragic and
dangerous consequences.
In addition, certain underrepresented groups are
beginning to demand culturally relevant health care
that respects their cultural rights and incorporates their
specific beliefs and practices into the delivery of care.
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This expectation is in direct conflict with the unicultural,
Western, biomedical paradigm taught in many nursing andother healthcare provider programs across the country.
Andrews (1992) suggested that a serious conceptual
problem exists within the nursing profession because
nurses are presumed to understand and be able to
meet the healthcare needs of a culturally diverse
population, even though they do not have the formal
educational preparation to do so.
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Definition of Terms
Acculturation: A willingness to modify ones ownculture as a result of contact with another culture
Assimilation: The willingness of a person emigrating toa new culture to gradually adopt and incorporate
characteristics of the prevailing culture
Culturalassessment: A systematic appraisal of beliefs,values, and practices conducted in order to determine
the context of client needs and to tailor nursing
interventions
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Cultural Competence: A conscious process ofdemonstrating knowledge and understanding of a
clients culture
Cultural diversity: representing a variety ofdifferent cultures
Cultural relativism: implies that the values everyhuman group assigns to its conventions arise out of its
own historical background and can be understood onlyin the light of that background
Culture: A complex concept that is the integral part of
eachpersons life
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Ethnicity: refers to how members of a groupperceive themselves and how, in turn, they are
perceived by others
Ethnocentrism: describes the universal tendency
of human beings to think that their ways are theonly right and proper
Transculturalnursing: a formal study and practice
focused on a comparative analysis of differentcultures and subcultures
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Promoting Cultural Knowledge
3 Approaches:
1. fact-centered approachprovide info aboutthe health beliefs and behaviors of
specific ethnic groups2. attitude-centeredemphasizing the
importance of valuing and respecting allcultures; acknowledgement of cultureand fostering of positive attitude; (eg.
focus on cultural sensitivity)3. ethnographic approachlearning how to ask;focus is on inquiry, reflection, and analysisas a means of getting to know an individual
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Assessing Culturally Diverse
Learner
Communication
Space
Social Organization Time
Environmental Control
Biological variations
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General Assessment and
Teaching Interventions
The following specific guidelines for assessment should be
used regardless of the particular culture orientation of theclient:
1. Observe the interactions between patient and familymembers and among family members.
2. Listen to the patient.
3. Consider communication abilities and patterns.
4. Explore customs or taboos.
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5. Determine the notion of time.
6. Be aware of cues for interaction.
Use of Translators
In teaching clients who are only partially fluent in English,
the following strategies, adapted from Tripp-Reimer andAfifi and Poss & Rangel, are recommended to help thenurse alter the style of interaction when no translator isused:
1. speak slowly and distinctly, allowing for twice as muchtime as a typical teaching session would take.
2. use simple sentence structures, relying on a directsubject-verb pattern and an active rather than passive
voice
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3. Avoid technical terms
4. Organize instructional material
5. Make no assumptions that the info given has beenunderstood.
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The 4 MajorCultural Groups
Hispanic American Culture
-fastest-growing minority group
-11.9% of the total pop.
-sometimes referred to as Latinos
-Latin American or Spanish decent or who use the Spanishlang.
-Mexicans, Puerto Ricans, Central and S. Americans,Cubans
-affected by certain Ca, alcoholism, drug abuse, obesity,HPN, Diabetes, adolescent pregnancy, dental dse &HIV/AIDS
-use of herbs, teas, home remedies, OTC drugs, belief onhealth healers known as curenderos or espiritistas forhealth advice & tx
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Black American Culture
-make up the largest historically underrepresented group
-speak French, Spanish, African dialects & various forms ofEnglish
-occupation-related dses, obesity, food is a symbol of
health & wealth-poverty, low educational attainment
-high death rates from Ca, CVDs, cirrhosis, diabetes,accidents, homicides & infant mortality
-high risk for addiction, teenage pregnancy & STDs
-pessimistic about human rel., suspicious of healthcareprofessionals
-concept of extended family, respect of elders & ancestors
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3 themes regarding Black Americans belief system:
1. The world is a hostile & dangerous place to live
2. The individual is vulnerable to attack from external f
forces
3. The individual is considered helpless w/ few internalresources to combat adversity
Asian/Pacific Islander
-people from Asian countries & the Pacific Islands constitutethis cultural group
-language barrier wide variety of cultural, religious &language background
-common values: male authority & dominance, saving face,strong family ties, respect for parents, elders, teachers, &other authority figures
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Native American Culture
- American Indian or Native Alaskan descent
-major characteristics:
1. A spiritual attachment to the land & harmony withnature
2. An intimacy of religion & medicine3. Emphasies on strong ties to an extended family network,including immediate family, other relatives, & the entiretribe
4. The view that children are an asset, not a liability
5. A belief that supernatural powers exist in animate as wellas in inanimate objects
6. A desire to remain Native American & void acculturation,thereby retaining ones own culture & language
7. A lack of materialism, time consciousness, & a desire toshare w/ others
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-practices witchcraft
-family and tribe is of utmost importance
-talking is unnecessary, but simply being there is highly impt
-kinship system
-children are given a great deal of freedom & independence tolearn by their decisions & live by the consequences of theiractions
-not very future oriented-tend not to live by clocks & schedules
-belief that death is just a part of the life cycle
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Gender differences in brain structure
Men Women
TEMPORAL
LOBE
Regions of the
cerebral cortex
help to control
hearing
In cognitively
normal men, a
small region of
the temporal lobehas about 10%
fewer neurons
More neurons are
located in the
temporal region
where language,melodies &
speech tones are
understood
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Men Women
CORPUS
CALLUSOM
The main bridge
b/w the L & Rbrain contains a
bundle of
neurons that
carry messages
b/w the 2 brain
hemispheres
This part of the
brain in men
takes up less
volume than awomen does,
which suggests
less
communicationb/w the 2 brain
hemispheres
The bak portion
of the callusom in
women is bigger
than in men, w/cmay explain why
women use both
sides of their
brains forlanguage
Gender differences in brain structure
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ANTERIORCOMMISSURE
This collection of
nerve cells,
smaller than the
corpus callusom,
also connects the
brains 2 hem
The commissurein men is smaller
than in women,
even though
mens brains are,on average, larger
in size than
womens brains
The commissurein women is
larger than in
men, w/c may be
a reason whytheir cerebral
hemispheres
seem to work
together on tasks
from language to
emotional
response
Gender differences in brain structure
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Men Women
BRAIN
HEMISPHERE
The L side of thebrain controls
language, & the
R side of the
brain is the seatof emotion
The R hem of
mens brains
tends to bedominant
Women tend to
use their brains
more holistically,calling on both
hem
simultaneously
Gender differences in brain structure
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Men Women
BRAIN SIZE
Total brain size is
approximately 3
lbs.
Mens brains, on
average, are larger
than womens
Have smaller
brains, on average,
than men because
the anatomicalstructure of their
entire bodies is
smaller. However,
have more neuronsthan men (an
overall 11%)
crammed into the
cerebral cortex
Gender differences in brain structure