NR 451 Week 4 Discussion: Advocacy and Cultural Competence

Student Name

Chamberlain University

NR-451: RN Capstone Course

Prof. Name:

Date

Week 4 Discussion: Advocacy and Cultural Competence Using CLAS Standards in Nursing Practice

The National Culturally and Linguistically Appropriate Services (CLAS) Standards, as outlined on the Think Cultural Health website, aim to enhance health equity, improve care quality, and eliminate healthcare disparities. Achieving these goals requires healthcare professionals and organizations to incorporate these standards into their practice effectively. In our nursing practice, my peers and I emphasize cultural diversity recognition among the patients we serve. Respecting cultural beliefs is integral to providing quality care, and this approach ensures our care aligns with the patients’ cultural preferences. For example, we adapt our interactions and procedures based on the cultural practices of the patients, avoiding practices that may be culturally insensitive. Throughout this process, we adhere to the principle standard of CLAS, which emphasizes delivering effective, equitable, and respectful care that meets diverse cultural health beliefs, practices, and communication needs (Think Cultural Health, 2019).

Nursing Action to Improve Cultural Competence

To enhance cultural competence in my nursing practice, I plan to actively support and advocate for the recruitment of a culturally diverse workforce. This initiative aligns with the third CLAS standard, which highlights the importance of recruiting, promoting, and supporting a culturally and linguistically diverse governance, leadership, and workforce responsive to the population served. A diverse workforce ensures that the cultural and linguistic needs of all patients are addressed effectively, fostering inclusivity and reducing health disparities (Think Cultural Health, 2019). Supporting diversity within the workforce not only improves patient care but also fosters a collaborative environment where varying perspectives enhance problem-solving and decision-making in healthcare settings (Barksdale et al., 2016).

Table: Advocacy and Cultural Competence

Heading 1: Key CLAS Standards	Heading 2: Application in Practice	Heading 3: Impact
Principle Standard: Delivering equitable and respectful care.	Adapting care to meet patients’ cultural health beliefs and practices.	Improved patient satisfaction and trust in the healthcare system.
Standard 3: Recruiting and supporting a diverse workforce.	Advocating for inclusive hiring practices to reflect community demographics.	Enhanced cultural competence and reduction of health disparities.
Standard 5: Providing ongoing cultural competence training.	Regular staff education on cultural and linguistic sensitivities.	Better communication and tailored care for diverse populations.

References

Barksdale, C., Rodick, W., Hopson, R., Kenyon, J., Green, K., & Jacobs, C. (2016). Literature Review of the National CLAS Standards: Policy and Practical Implications in Reducing Health Disparities. Journal of Racial and Ethnic Health Disparities, 4(4), 632–647.