Identify your role as a health care professional in supporting Abby’s or Shanti’s dying rituals
Allied health professionals are confronted with different death and dying practices. An effective allied health professional recognizes the importance of understanding different cultural practices, and learns how to evaluate the death, dying, and spiritual beliefs and practices across the cultures.
Read the two specified case histories and choose one for this assignment.
Chapter 4, “Stories of Abby: An Ojibwa Journey” and Chapter 14, “Stories of Shanti: Culture and Karma,” by Gelfland, Raspa, and Sherylyn, from End-of-Life Stories: Crossing Disciplinary Boundaries (2005), from the GCU Library.
Identify your role as a health care professional in supporting Abby’s or Shanti’s dying rituals, and in creating strategies for displaying respect while still providing quality care. Identify communication strategies necessary in caring for your select person. Integrate your strategies as you develop a care plan describing how you would approach the situation and care for the patient. Review the “Care Plan” template prior to beginning.
Include the following in your care plan:
- Communication: family and patient
- Treatment options that align with the specific culture
- Education: family and patient
- Family roles in the process
- Spiritual beliefs
- Cultural responses
- Any additional components that you feel would need to be addressed (from your perspective as a health care professional)
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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HLT-324V: Transcultural Health Care
Patient’s Name: _________________________________________________ Date:______________________________________
Patient’s Diagnosis: _Cancer __________________________________________________________________________________________
(Initial and date.)
|Communications with family and friends.
|To help the patient and their family to understand the end of life, and its benefits to the patient. Still, the goal is to prevent conflict among family members by helping them become culturally aware, and the benefits if incorporating cultural values and beliefs into care of dying patients.||Effective communication with the family of Abby during the end of life care can help eliminate the stigma associated with discussing death and dying. The Ojibwa cultural practices should be addressed when talking to the patient and their kin, and these individuals should be encouraged to deal effectively with issues pertaining to caring for the dying patient. When talking to the family, it is important encourage them to be open in talking about death (Jongen, McCalman, & Bainbridge, 2018). This is important in the sense that it relives anxiety associated with the thought of losing a loved one to sickness.
Another action in this case would involve initiating conversation about death and dying early enough. This will help give the family members enough time to fulfill Abby’s wishes.
|The nurse practitioner.||Family becomes aware of the dying and death, and the significance of culture during these phase in a patient’s life. They also get to understand how to appropriately care for the terminally ill individuals who are on the verge of dying.
|Culture-sensitive treatment options.
|To administer intervention that aligns with the patient’s American Indian culture so as to achieve the better patient experience of end of life care.||The intervention options for the family in this case would involve supporting their decisions regarding their preferred treatment options. The palliative care or modern medicine is only presented to the family as one of these options which can be used in treating the patient. The appropriate option in this case entails supporting the decisions the family makes regarding how they best feel they should care for their mother. Part of the intervention in this case involves sensitizing the family on the benefits as well as the undesirable effects of the modern treatments to the dying patient. It also involves listening to the views of the family concerning their cultural beliefs about care. These beliefs are integrated into the care plan (McElfish et al., 2017). For instance, a provider would have to avoid using invasive approach when caring for the patient considering that Abby’s culture want death to occur naturally.||Nursing Practitioner||Abby’s kin will get to know the benefits of their participation in the care of their mother, and the essence of integrating cultural values as well as beliefs in caring for the terminally ill patients.
|To guide Abby and her family through the procedure involved in caring for the dying patients in a respectful manner.||The education involves various activities and tasks which also include collecting their views to get to gauge their education needs. These views may include the parties’ perspectives regarding the role culture play in care. Details of how these individuals see the modern medicine can equally help one know the family’s needs and those of the patient. This is accompanied by creating an education plan that addresses the needs. Face to face conversation with the family provides a means of educating the patient.
When educating the family, it is important to make efforts to understand their cultures about who can answer questions or talk on behalf of the family. It is equally important to incorporate elements of their cultural traditions in the education (McElfish et al., 2017). This will help improve their level of satisfaction.
|Nursing Practitioner.||The education intervention would lead to more informed patient and family so that they will be able to make informed decisions. The patient and their kin can easily make decisions on how they want to receive care or how they want the provider to care for their ailing kin. This would ultimately prevent conflicts witnessed in Abby’s case.
|Family Roles in the Process.
|To define the roles of the family in helping address the needs of the patient. To help empower the family in helping promote good patient care experience.||When managing the health of the patient, it is important to involve the family. This is because they provide the emotional support a patient needs during the end of life care. To achieve optimal family participation, it is important to educate the family about the essence of their input (McCalman, Jongen, & Bainbridge, 2017).||Nurse Practitioner.||Increased family involvement and input into the care process.
|To incorporate the patient’s spiritual beliefs into the care process.||The interventions in this context would involve assessing the beliefs of the patient, and incorporating the same in their care. The use of questionnaire can help collect the views of the family and the patient.||Nurse Practitioner||The outcomes expected based on this intervention include optimized holistic care.
|To address the barriers linked to the delivery of culturally-sensitive care.||To address the barriers, actions needed include learning about the client’s culture, and accommodating their views. Involving a person who speaks the same language as the patient to translate can also help prevent cultural issues associated with language barrier. If possible, it is important to include a provider who speaks the patient’s language.||Nursing Practitioner||Reduced conflicts associated with difficulty interpreting cultural beliefs.
|To help colleagues respond well to the patient’s cultural beliefs, and incorporate the same in the care.||The actions in this case will include creating awareness among health workers to help them know the essence of integrating the culture of the patient into care.||Nurse Practitioner||Providers knowledgeable in dealing with patients’ cultural issues.
|To help patients and caregivers be aware of where they can get information that is pertinent to the management of the cultural and spiritual needs.||Education through face to face conversations (Gelfland, Raspa, & Sherlyn, 2005).||Nurse Practitioner.||Nurses and patients together with their kin can easily locate information on cultural care.
Gelfland, Raspa, & Sherlyn. (2005). End-of-Life Stories: Crossing Disciplinary Boundaries. New York: Springer.
Jongen, C., McCalman, J., & Bainbridge, R. (2018). Health workforce cultural competency interventions: a systematic scoping review. BMC health services research, 18(1), 232. https://doi.org/10.1186/s12913-018-3001-5.
McCalman, J., Jongen, C., & Bainbridge, R. (2017). Organisational systems’ approaches to improving cultural competence in healthcare: a systematic scoping review of the literature. International journal for equity in health, 16(1), 78. https://doi.org/10.1186/s12939-017-0571-5.
McElfish, P. A., Long, C. R., Rowland, B., Moore, S., Wilmoth, R., & Ayers, B. (2017). Improving Culturally Appropriate Care Using a Community-Based Participatory Research Approach: Evaluation of a Multicomponent Cultural Competency Training Program, Arkansas, 2015-2016. Preventing chronic disease, 14, E62. https://doi.org/10.5888/pcd14.170014.