Cultural compassion in healthcare... who do you see when you look at me?

10. Resources

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Glossary

TermDefinition
Antipsychotic MedicationWhat's the science behind antipsychotics?

There are several possible explanations why antipsychotic drugs can be effective in controlling and reducing psychotic symptoms:

  • Blocking the action of dopamine. Researchers believe that some psychotic experiences are caused by your brain producing too much of a chemical called dopamine (dopamine is a neurotransmitter, which means that it passes messages around your brain). Most antipsychotic drugs are known to block some of the dopamine receptors in the brain – this reduces the flow of messages, which may be too frequent in psychotic states.
  • Affecting other brain chemicals. Most antipsychotics are known to affect other brain chemicals too, such as the neurotransmitters serotonin and noradrenaline, which are both thought to be involved in regulating mood.
  • (Mind.UK)

CompassionCompassion is the heart of nursing care. Barriers to compassion in nursing may be influenced by the prevailing culture and religion of a society. Determining the barriers to providing compassion-based care would help nurses to plan better and more appropriate interventions.
Cultural CompassionPapadopoulos (2015) defined culturally competent compassion as the human quality of understanding the suffering of others and wanting to do something about it using culturally appropriate and acceptable nursing/healthcare interventions which take into consideration both the patients’ and the carers’ cultural backgrounds as well as the context in which care is given.
Cultural sensitivityCultural sensitivity is being aware that cultural differences and similarities between people exist without assigning them a value – positive or negative, better or worse, right or wrong.
CultureAccording to sociologists, culture consists of the values, beliefs, systems of language, communication, and practices that people share in common and that can be used to define them as a collective. Culture also includes the material objects that are common to that group or society.
PrejudiceAn opinion, either positive or negative, not based in knowledge or experience ..... harm or injury that results or may result from some action or judgement.
Reflection

Reflection is a process that invites you to look back on the most significant events that have happened in your work and: describe what happened (Description) think about how it made you feel (Feelings) assess what was good and what was bad about the experience (Evaluation) (Royal Collage of Nursing).

Reflection on practice is a key skill for nurses. Engaging in regular reflection enables practitioners to manage the personal and professional impact of addressing their patients’ fundamental health and well-being needs on a daily basis.

Theory of reflective practice

In frontline settings such as hospitals, mental health wards and community services nurses have important roles in addressing basic human needs related to the physical and mental wellbeing of patients and service users. Working reflectively in these settings is important for nurses for a variety of reasons, including:

  • There is an emotional cost to nurses of caring for others who are vulnerable. This is a result of nurses being confronted with deep-seated human needs and anxieties on a daily basis;
  • They need to be change agents in the lives of people who use their services

Interpersonal skills, self-awareness and the ability to influence others towards positive change are, therefore, key skills for nurses. Reflective practice facilitates the development of these skills by fostering an understanding of practice events and how one’s own approach, personality and personal history contributed to the way situations arose and how they were dealt with (Oelofsen, 2012; Somerville and Keeling, 2004).

Citation: Oelofsen N (2012) Using reflective practice in frontline nursing. Nursing Times; 108: 24, 22-24.

Rough Sleeper

Someone who sleeps or lives outside because they have no home.

Homeless people constitute a heterogeneous population characterised by multiple morbidity (primarily alcohol and drug dependence, and mental disorders) and premature mortality. The problems need to be addressed by many measures, requiring a focused primary health care system and multi-agency cooperation. World Health Organisation.

Schizophrenia

Schizophrenia is a severe long-term mental health condition. It causes a range of different psychological symptoms. Doctors often describe schizophrenia as a type of psychosis. This means the person may not always be able to distinguish their own thoughts and ideas from reality.

(NHS. U.K.)

Spinal Cord Injury

A spinal cord injury (SCI) is damage to the spinal cord that causes temporary or permanent changes in its function. Symptoms may include loss of muscle function, sensation, or autonomic function in the parts of the body served by the spinal cord below the level of the injury

Key Facts WHO
  • Every year, around the world, between 250 000 and 500 000 people suffer a spinal cord injury (SCI).
  • The majority of spinal cord injuries are due to preventable causes such as road traffic crashes, falls or violence.
  • People with a spinal cord injury are two to five times more likely to die prematurely than people without a spinal cord injury, with worse survival rates in low- and middle-income countries.
  • Spinal cord injury is associated with lower rates of school enrollment and economic participation, and it carries substantial individual and societal costs.
Stereotyping

conjures up a mental picture associated with a bias or prejudice toward a group or individuals with similarities.

Unconscious bias

Unconscious biases are social stereotypes about certain groups of people that individuals form outside their own conscious awareness. Everyone holds unconscious beliefs about various social and identity groups, and these biases stem from one's tendency to organise social worlds by categorising them

Vulnerability

Someone who is vulnerable is weak and without protection with the result that they are easily hurt physically or emotionally (Oxford English Dictionary).

Resources

TitleDescription
Admission to hospitalThis resource encourages reflection and awareness of cultural differences during a patient’s admission to a hospital ward. It provides an understanding of the importance of individualised nursing care and helps the learner to embrace differences that meet patients needs based on their own values and beliefs.
Cultural competence in culturally mixed teamsThis resource helps to promote the development of cultural awareness and cultural sensitivity in the context of working in a culturally mixed team.
Disabling barriers/inhibitors and empowering cultural communicationThis resource will provide you with the opportunity to examine the challenges you may have when developing your cultural competence. It will help you develop cultural awareness and sensitivity for your future nursing practice.
Family Caregiving in a Super-Diverse ContextIntegrating cultural competences does not necessarily mean having knowledge of specific cultures. It is impossible to know everything. A respectful attitude usually transcends the cultural aspect and allows people to enter into dialogue on the basis of equality and mutual trust. This resource allows the learner to define family care, super-diversity and transcultural competences, whilst discovering how unconscious biases concerning family care and how super-diversity can impact on the care we provide. It focuses on how to support family carers and involve them in super-diverse care settings.
Cultural compassion in health care - Who do you see when you look at me?Responding to individualised nursing care interculturally and transculturally. This resource helps nurses to look and think beyond their initial assumptions of the patient/client in front of them. It encourages nurses to challenge cultural norms in order to adopt individualised meaningful patient experience and outcomes.

References

TitleReference
Access to care of frail community-dwelling older adults in Belgium: A qualitative studyFret, B., De Donder, L., Lambotte, D., Dury, S., Van der Elst, M., De Witte, N., et al. (2019). Access to care of frail community-dwelling older adults in Belgium: A qualitative study. Primary Health Care Research & Development, 20, e43.
Background information about the SOFA-modelZorg voor beter (2016). Achtergrondinformatie SOFA-model. https://www.zorgvoorbeter.nl/
Barriers in access to home care services among ethnic minority and Dutch elderly – A qualitative studySuurmond, J., Rosenmöller, D. L., el Mesbahi, H., Lamkaddem, M., & Essink-Bot, M.-L. (2016). Barriers in access to home care services among ethnic minority and Dutch elderly – A qualitative study. International Journal of Nursing Studies, 54, 23-35.
Beyond the tip of the iceberg: Five stages toward cultural competence: Reaching today’s youthHanley, J. H. (1999). Beyond the tip of the iceberg: Five stages toward cultural competence: Reaching today’s youth. The Community Circle of Caring Journal,3(2), 9-12.
Care and support for older migrant workersTalloen, D., & Vanmechelen, O. (2018). Zorg en ondersteuning aan oudere arbeidsmigranten [Care and support for older migrant workers]. Geron, 20(2), 6-10.
Comparing and contrasting the role of family carers and nurses in the domestic health care of frail older peoplePickard, S., & Glendinning, C. (2002). Comparing and contrasting the role of family carers and nurses in the domestic health care of frail older people. Health & Social Care in the Community, 10(3), 144-150.
Comparing super-diversityMeissner, F., & Vertovec, S. (2016). Comparing super-diversity. In F. Meissner & S. Vertovec (Eds.), Comparing Super-Diversity. Oxon: Taylor & Francis Ltd.0.
Convoys of care: Theorizing intersections of formal and informal careKemp, C.L., Ball, M.M., & Perkins, M.M. (2013). Convoys of care: Theorizing intersections of formal and informal care. Journal of Aging Studies, 27(1), 15-29.
Editorial: Nursing and super-diversityCulley, L. (2014). Editorial: Nursing and super-diversity. Journal of Research in Nursing, 19(6), 453-455.
Exploring the collaboration between formal and informal care from the professional perspective – A thematic synthesisHengelaar, A.H., van Hartingsveldt, M., Wittenberg, Y., van Etten-Jamakudin, F., Kwekkeboom, R., & Satink, T. (2018). Exploring the collaboration between formal and informal care from the professional perspective – A thematic synthesis. Health and Social Care in the Community, 26(4), 474-485.
Family carersEurocarers. (2019). About carers. https://eurocarers.org
Informal care in Europe. Exploring formalisation, availability and qualityEuropean Union. (2018). Informal care in Europe. Exploring formalisation, availability and quality. Luxembourg: Publications Office of the European Union.
Informal care in Europe: Findings from the European Social Survey (2014) special module on the social determinants of healthVerbakel, E., Tamlagsrønning, S., Winstone, L., Fjær, E.L., & Eikemo, T.A. (2017). Informal care in Europe: Findings from the European Social Survey (2014) special module on the social determinants of health. European Journal of Public Health, 27(1), 90-95.
Informal carers: who takes care of them?Hoffmann, F., & Rodrigues, R. (2010). Informal carers: who takes care of them? Policy Brief, April 2010, European Centre for Social Welfare Policy and Research, Vienna.
Interplay between formal and informal careMovisie (2019). Samenspel tussen formele en informele zorg. movisie.nl
Models of Carers: How Do Social Care Agencies Conceptualise Their Relationship with Informal Carers?Twigg, J. (1989). Models of Carers: How Do Social Care Agencies Conceptualise Their Relationship with Informal Carers? Journal of Social Policy 18(1):53-66
Older migrants in Luxembourg - care preferences for old age between family and professional servicesKarl, U., Ramos, A. C., & Kühn, B. (2017). Older migrants in Luxembourg - care preferences for old age between family and professional services. Journal of Ethnic and Migration Studies, 43(2), 270-286.
Providing informal care in a changing society.Broese van Groenou, M.I., & De Boer, A. (2016). Providing informal care in a changing society. European Journal of Ageing, 13(3), 271-279.
Sofa-model: the different roles of Informal caregiversMovisie (2019). Sofa-model: de verschillende rollen van mantelzorgers. https://www.movisie.nl/
Super-diversity and its implicationsVertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024-1054.
Testing Twigg and Atkin’s typology of caring: a study of primary care professionals’ perceptions of dementia care using a modified focus group method.Manthorpe, J., LLiffe, S., & Eden, A. (2003). Testing Twigg and Atkin’s typology of caring: a study of primary care professionals’ perceptions of dementia care using a modified focus group method. Health and Social Care in the Community 11(6), 477–485.
The mainprinciples of collaboration with informal caregiversVlaams Expertisecentrum Mantelzorg (2019). Kernprincipes in het samenwerken met mantelzorgers. https://www.mantelzorgers.be
The role of super-diversity in shaping the perception of and services for older migrantsCiobanu, R.O. (2019). The role of super-diversity in shaping the perception of and services for older migrants. Journal of Aging Studies, 50, 100792.
Working with the SOFA-model In voor Mantelzorg (2019). Tool: Aan de slag met het SOFA-model. https://www.invoormantelzorg.nl/

Learning outcomes

  • responding to individualised nursing care interculturally and transculturally
  • encourage nurses to look and think beyond their initial assumptions of the patient/client in front of them
  • encourage nurses to challenge cultural norms in order to adopt individualised meaningful patient experience and outcomes

This resource was developed by:

Content Authors: Mary Brown, Carol Hall, Stathis Konstantinidis, Helen Laverty, Mark Pearson, Michael Taylor

Narrator: Mary Brown and Carol Hall

Project Mentor: Stathis Konstantinidis

Project Developer: Michael Taylor

Special thanks to Penelope Mendonca for the creation of the wonderful illustrations found in this resource.

Erasmus+ logo

Funding: TransCoCon project - This work was supported by “TransCoCon: Developing Multimedia Learning for Transcultural Collaboration and Competence in Nursing”, a project funded under the ERASMUS+ Programme, (GA No 2017-1-UK01-KA203-036612).

TransCoCon logo Developing Multimedia Learning for Trans-cultural Collaboration and Competence in Nursing.

United Kingdom - University of Nottingham, School of Health Sciences: Stathis Konstantinidis, Mary Brown, Carol Hall, Heather Wharrad, Stacy Johnson, Helen Laverty, Mark Pearson, Michael Taylor.

Germany - Fachhochschule Bielefeld University of Applied Sciences - Faculty of Business and Health - Department of Nursing and Health: Inge Bergmann-Tyacke, Annette Nauerth, Simone Neitzel and Katja Makowsky.

Portugal: ESEP - Center for Health Technology and Services Research: Margarida Reis Santos, Candida Koch and Paula Prata.

Belgium: Ho Ghent - University of Applied Sciences and Arts - Faculty of Education, Health and Social Work Marc Dhaeze, Deborah Lambotte, Maarten Michiels, Ellen Goossens, Sonia Labeau, Leen Van Landschoot, David De Clercq and Jacqueline Dubois.

Ireland: St. Angela’s College; A college of NUI Galway - Department of Nursing, Health Science & Disability Studies: Edel McSharry, Denise Healy and Siobhán Healy McGowan.

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Creative Commons logo Learning Objects for Healthcare by School of Health Sciences, University of Nottingham is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.

  • Content authors: Mary Brown, Carol Hall, Stathis Konstantinidis, Helen Laverty, Mark Pearson
  • Mentors: Stathis Konstantinidis, Carol Hall, Mary Brown, Michael Taylor
  • Developer: Michael Taylor