CMN 552 Module 5 Primary Study Guide University of South Alabama

CMN 552
Module 5
Primary Study Guide
University of South Alabama

, CMN 552 – Module 5 Reading/Study Guide

Transcultural Nursing D WS W S




SM 5:WS




1. Define culture. WS




Culture refers to systems of knowledge, concepts, values, norms, and practice WS WS WS WS WS WS WS WS WS WS




s that are learned and transmitted across generations. Culture includes language, rel
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igion and spirituality, family structures, life-
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cycle stages, ceremonial rituals, customs, and ways of understanding
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health and illness, as well as moral, political, economic, and legal systems. Cultures
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are open, dynamic systems that undergo continuous change over time; in the conte
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mporary world, most individuals and groups are exposed to multiple cultural contexts
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, which they use to fashion their own identities and make sense of experience. This
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process of meaning- WS WS




making derives from developmental and everyday social experiences in specific cont
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exts, including health care, which may vary for each individual. Much of culture invol
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ves background knowledge, values, and assumptions that remain implicit or presum
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ed and so may be difficult for individuals to describe. These features of culture make
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it crucial not to overgeneralize cultural information or stereotype groups in terms of fi
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xed cultural traits. In relation to diagnosis, it is essential to recognize that all forms of
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illness and distress, including the DSM disorders, are shaped by cultural contexts.
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Culture influences how individuals fashion their identities, as well as how they interpret an
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d respond to symptoms and illness.
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2. Define ethnicity. WS




Ethnicity is a culturally constructed group identity used to define peoples and communities. It may b
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e rooted in
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stics of a group, which distinguish that group from others. Ethnicity may be self-
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assigned or attributed by outsiders. Increasing mobility, intermarriage, and intermixing of cultural
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groups have defined new mixed, multiple, or hybrid ethnic
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ad to the dilution of ethnic identification.
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3. What does culture refer to in the Cultural Formation Interview (CFI)?
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● The processes through which individuals assign meaning to experience, drawing from the
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values, orientations, knowledge, and practices of the diverse social groups (e.g., ethnic
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groups, faith groups, occupational groups, veterans’ groups) and communities in which t
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hey participate. WS




● Aspects of individuals’ background, developmental experiences, and current social context
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s and position that affect their perspective, such as age, gender, social class, geographi
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c origin, migration, language, religion, sexual orientation, disability, or ethnic or racialize
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d background. WS




● The influence of family, friends, and other community members (particularly, the individual’
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s social network) on the individual’s illness experience.
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● The cultural background of the health care providers and the values and assumptions embe
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dded in the organization and practices of health care systems and institutions that may aff
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ect the clinical interaction. WS WS W S




4. Identify the components of culture. WS WS WS WS




5. What are culture syndromes? WS WS WS




Cultural syndromes are clusters of symptoms and attributions that tend to co-
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occur among individuals in specific cultural groups, communities, or contexts and that are re
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cognized locally as coherent patterns of experience.
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Sadock:
6. What is altruism? WS WS




Altruism is a secular term referring to a selfless obligation of benevolence, respect, and caring for hu
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mankind, all living creatures, and the environment. Philanthropists and those who selflessly feed t
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he hungry, clothe the
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or the sick, protect the defenseless, assist the weak, and enlighten the uneducated rightfully feel t
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hat they have accrued spiritual merits for their
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in their lives.
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7. Define culture. WS

, Culture is defined as a set of meanings, norms, beliefs, values, and behavior patterns shared by a g
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roup of people. These values include social relationships, language, nonverbal expression of thoug
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hts and emotions, WS moral and religious beliefs, rituals, technology, and economic beliefs and practi
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ces, among other items. WS WS WS




8. Discuss the relationship between race and physiognomy. WS WS WS WS WS WS




Race is a concept that entails people being grouped primarily by physiognomy. Although the scientific
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validity
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s, however, is intense,
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because of the intensely emotional meanings and responses it generates.
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9. What are models of mental illness?WS WS WS WS WS




10. What factors comprise cultural identity?
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Cultural identity refers to the characteristics shared by a person’s cultural group. Identity allows f
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or a self- WS WS




W definition. Factors that comprise an individual’s cultural identity include race, ethnicity, country of o
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rigin, language use, religious and tradition-
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nourished beliefs, socioeconomic status, sexual orientation, migration
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uration, and the degree of affiliation with the individual’s group of origin. Cultural identity emerges t
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hroughout the individual’s life and in social context. It is not a fixed trait of an individual or of the gr
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oup of which the individual is part. An individual may have several cultural reference groups.
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Evaluating the cultural identity of the patient allows identification of potential areas of strength an
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d support that may enhance treatment effectiveness, as well as vulnerabilities that may interfere w
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ith the progress of treatment. Eliciting these data permits identification of unresolved cultural conflic
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ts that may be addressed
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the patient’s identity and between traditional and mainstream cultural values, as well as behavioral
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expectations affecting the individual.
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Knowledge of the patient’s cultural identity allows the clinician to avoid misconceptions based on ina
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dequate background information or stereotypes related to race, ethnicity, and other aspects of cul
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tural identity. In addition, it assists in building rapport because the clinician is attempting to under
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stand the individual as a person and not just as a representative of the cultural groups that have
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shaped the patient’s identity WS WS WS




11. What three concepts assist in a culturally competent evaluation?
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Cultural Syndrome defined as a cluster or group of cooccurring symptoms found in a specific cultural
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group, community, or context. The syndrome may or may not be recognized as an illness within t
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he culture (e.g., it might be labeled differently) but may nevertheless occur and be recognized by a
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n outside observer. DSM-5 includes in its Appendix, nine more or less well-
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delineated cultural syndromes (Ataque de nervios, Dhat, syndrome, Khyâl cap, Kufungisisa, Malad
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i moun, Nervios, Shenjing shuairuo, Susto and Tajin kyofusho), that are connected to conditions in
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other cultural contexts and specific diagnoses in DSM-5.
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Cultural Idiom of Distress is a linguistic term, phrase or way of talking about suffering, shared w
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ith other people from the same culture (i.e., ethnicity, religion, community) and used to express, c
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ommunicate, or comment on distress in general. An idiom of distress need not be associated with
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specific symptoms, syndromes, or causal explanations. It may be used to convey a wide range of
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uncomfortable, emotional pain or social shakiness including subclinical conditions or everyday ex
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periences that do not necessarily constitute mental disorders. WS WS WS WS WS W S WS




Causal attribution is a label, an attempt at explaining or ascertaining the causes of the symptoms
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, illness, or distress. Causal explanations may be part of folk classifications of disease used by lay
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people or healers, which, in a good number of cases, may provide temporary relief.
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12. Distinguish between the potential outcomes of acculturative stress: separation, integration,
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assimilation, and marginalization. W S WS




Separation is characterized by individuals’ wishes, both conscious and intuitive, to maintain their WS WS WS WS WS WS WS WS WS WS WS WS W




cultural
S integrity, whether by actively resisting the incorporation of the values and social behavior
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patterns of another cultural group or groups with whom they have regular contact, or by disengagi
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ng themselves from contact with and the influence of those other cultural groups. Some religious
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cults are examples of separation.
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Integration, as an outcome of acculturative stress, derives from the wish to both maintain a firm WS WS WS WS WS WS WS WS WS WS WS WS WS WS WS W




sense of one’s cultural heritage and not abandon those values and behavioral characteristics that
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define the uniqueness of one’s culture of origin. At the same time, such individuals are able to inc
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orporate enough of the value system and norms of behavior of the other cultural group with which
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they interact closely, to feel and behave like members of that cultural group, principally the majorit
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, y host culture. Accordingly, the defining feature of integration is psychological: It is the gradual pro
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cess of formulation of a bicultural identity, a sense of self that intertwines the unique characteristic
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s of two cultures. Examples are found among the large number of
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