Multicultural Communication in Nursing

Nursing
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Nursing
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Multicultural communication focuses on communication across cultures. The dynamics in this type of communication show what happens when two people from different cultures meet (Rakshit, 2014). Besides, individuals must communicate if they should interact. Also, multicultural communication emphasizes what happens when people from various cultures meet in one organization, society, or country. For instance, the patients and healthcare professionals coming together at a facility originate from different cultures, and their communication process yields multicultural communication (Rakshit, 2014). The clinicians may also be originating from varying cultural contexts. Multicultural communication originates from the need to create a cohesive and productive environment for people from different cultural contexts (Rakshit, 2014). It helps people interact effectively with colleagues, clients, and management. Thus. It fosters trust during the interaction as people agree with each on the context of their working environment.
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Culture, ethnicity, and acculturation correlate and vary in different ways in health care. Looking into the definitions shows their stand in patients and health professionals’ interaction during the delivery of care. Culture is the ideas, norms, customs, and social behavior of a particular group of individuals or society (Pires & Stanton 2000). Pires & Stanton (2000) argue that ethnicity is the situation of belonging to a specific ethnic group. Finally, acculturation is the progressive adoption of a foreign culture, including the elements such as ideas, norms, words, and behaviors by individuals or groups specific ethnicities (Pires & Stanton 2000). The definition of acculturation entails both ethnicity and culture, whereby people from different ethnic classes adopt and start implementing and living by foreign cultures. On the other hand, people in a specific ethnic group are defined by what they believe in and how they carry out social activities. Pires & Stanton (2000) reveal that the groups are guided by individual cultural values that contribute to the formation and definition.
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Cultural and religious differences affect health care professionals in significant ways. Although the setting could be willing to offer maximum care to patients from varying cultural and religious diversities, they are limited by what the people believe in, according to these aspects. The elements result in a lack of efficacy in the delivery of care since health care professionals must consider and respect them. Some of the beliefs put health care professionals in the dilemma of whether to follow what is required in the treatment procedures or to obey them. The confusion alters the process yielding inefficacy. On the other hand, cross-cultural communication can raise significant issues in health care. The primary issue is misunderstanding where the parties involved have originated and consider different ideas, resulting from challenging in communication and understanding the idea of coming to an agreement. The issue of one-sided belief and implementation could also be a problem in cross-cultural communication as the people only want to hold on to their ideas.
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Family culture affects patients’ education profoundly. Family culture refers to the patterns, attitudes, values, beliefs, and behaviors shared by the members in the setting (Farahani, Mohammadi, Ahmadi, & Mohammadi 2013). Introducing them to patients’ education with different requirements could yield conflicts with their culture, resulting in health education’s detriment since they may not capture and practice all the issues highlighted in the information. According to Farahani, Mohammadi, Ahmadi, & Mohammadi (2013), every patient’s education interaction has a cultural dimension. Thus, the dimension may not correlate with the family cultures of the involved individuals, resulting in the intended purpose’s failure (Farahani, Mohammadi, Ahmadi, & Mohammadi, 2013). Thus, the health care professionals offering the education process should consider culture as an important aspect in the context (Farahani, Mohammadi, Ahmadi, & Mohammadi, 2013). They should attain cultural competence by working effectively with cross-sectional cultures to avoid the issues hindering patient education delivery.
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The cultural and religious diversity in health care requires professionals to induce substantial approaches to address the aspects and enhance an excellent setting for the delivery of excellent care. The first approach is awareness (Ferwerda, 2016). Health care professionals should first know and understand their culture before taking care of their patients. This knowledge will help them understand their patients’ cultural dimensions so that they do not hinder the delivery of quality care (Ferwerda, 2016). The next approach is acceptance, whereby the professionals accept themselves as a powerful tool for the creation of solidarity between them and their patients (Ferwerda, 2016). Finally, asking aids to acquire knowledge on what they do not know as a significant aspect in the delivery of sensitive care (Ferwerda, 2016). These approaches help health care professionals to overcome the issues originating from cultural and religious diversity.
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Illiteracy is the inability to read and write or the lack of knowledge in a particular subjec...