C HAPTER 09: C ULTURAL C OMPETENCE
Potter: Fundamentals of Nursing, 11th Edition
MULTIPLE CHOICE
1. The nurse is caring for a Asian patient using the teach -back technique.
Which action by the nurse indicates successful implementation of this
technique?
a. Asks, “Does this make sense? ”
b. Asks, “Do you think you can do this at home? ”
c. Asks, “What will you tell your spouse about changing the
dressing? ”
d. Asks, “Would you tell me if you don’t understand something, so we
can go over it? ”
ANS: C
The teach-back technique asks open -ended questions, like wh at will
you tell your spouse about changing the dressing, to verify a patient’s
understanding. When using the teach -back technique, do not ask a
patient, “Do you understand? ” or “Do you have any questions? ”
“Does this make sense? ”, and “Do you think you can do this at home? ”
are closed-ended questions.
“Would you tell me if you don’t understand something, so we can go
over it? ” is not verifying a patient’s understanding about the teaching.
, DIF: Appl y (application) OBJ: Summarize the roles that
communication and self-examination play in developing cultural
competence. TOP: Teaching/ Learning MSC: Health
Promotion and Maintenance
2. A nurse is using core measures to reduce health disparities. Which group
should the nurse focus on to cause the most improvement in core
measures?
a. Caucasians
b. Poor people
c. Alaska Natives
d. American Indians
ANS: B
To improve results, the nurse should focus on the highest disparit y.
Poor people consistentl y received inferior care compared to high -
income people. American Indians and Alaska Nati ves received worse
care than Caucasians.
DIF: Anal yze (anal ysis) OBJ: Discuss health disparit y and the
social determinants that affect it. TOP: Evaluation MSC:
Management of Care
3. A nurse is assessing culturall y diverse population groups for the risk of
suicide. Which assessment question will provide the most culturall y
relevant information?
a. “Is suicide common in your culture? ”
b. “How is suicide viewed in your culture? ”
c. “Has anyone here every considered suicide? ”
, d. “Do you know anyone who as committed suicide? ”
ANS: B
Culturall y congruent care or transcultural care emphasizes the need to
provide cares based on the individual’s cultural beliefs, practices, and
values; therefore, effective communication is a critical skill in
culturall y competent care and helps you engage a patient and famil y in
respectful, patient -centered dialogue. Asking how the act of suicide is
viewed provides information on the cultural values, beliefs, and
practices of a culture. None of the other options provide that insight.
DIF: Anal yze (anal ysis) OBJ: Explain the concepts of cultural
awareness, cultural knowledge, cultural skill, cultural encounter,
and cultural desire in the cultural competence model. TOP:
Assessment MSC: Health Promotion and Maintenance
4. A nurse is caring for a patient with limited English-speaking skills. What
intervention should be implemented to best assist in educating the patient
about their disease process?
a. Request a trained medical interpreter.
b. Provide information in graphic form when possible.
c. Use handouts prepared i n the patient’s native language.
d. Ask that a famil y member be present during educational teaching.
ANS: A
The National Culturall y and Linguistically Appropriate Services
(CLAS) Standards include standards for communication and language
assistance. The stand ards appl y when you are caring for patients who
Potter: Fundamentals of Nursing, 11th Edition
MULTIPLE CHOICE
1. The nurse is caring for a Asian patient using the teach -back technique.
Which action by the nurse indicates successful implementation of this
technique?
a. Asks, “Does this make sense? ”
b. Asks, “Do you think you can do this at home? ”
c. Asks, “What will you tell your spouse about changing the
dressing? ”
d. Asks, “Would you tell me if you don’t understand something, so we
can go over it? ”
ANS: C
The teach-back technique asks open -ended questions, like wh at will
you tell your spouse about changing the dressing, to verify a patient’s
understanding. When using the teach -back technique, do not ask a
patient, “Do you understand? ” or “Do you have any questions? ”
“Does this make sense? ”, and “Do you think you can do this at home? ”
are closed-ended questions.
“Would you tell me if you don’t understand something, so we can go
over it? ” is not verifying a patient’s understanding about the teaching.
, DIF: Appl y (application) OBJ: Summarize the roles that
communication and self-examination play in developing cultural
competence. TOP: Teaching/ Learning MSC: Health
Promotion and Maintenance
2. A nurse is using core measures to reduce health disparities. Which group
should the nurse focus on to cause the most improvement in core
measures?
a. Caucasians
b. Poor people
c. Alaska Natives
d. American Indians
ANS: B
To improve results, the nurse should focus on the highest disparit y.
Poor people consistentl y received inferior care compared to high -
income people. American Indians and Alaska Nati ves received worse
care than Caucasians.
DIF: Anal yze (anal ysis) OBJ: Discuss health disparit y and the
social determinants that affect it. TOP: Evaluation MSC:
Management of Care
3. A nurse is assessing culturall y diverse population groups for the risk of
suicide. Which assessment question will provide the most culturall y
relevant information?
a. “Is suicide common in your culture? ”
b. “How is suicide viewed in your culture? ”
c. “Has anyone here every considered suicide? ”
, d. “Do you know anyone who as committed suicide? ”
ANS: B
Culturall y congruent care or transcultural care emphasizes the need to
provide cares based on the individual’s cultural beliefs, practices, and
values; therefore, effective communication is a critical skill in
culturall y competent care and helps you engage a patient and famil y in
respectful, patient -centered dialogue. Asking how the act of suicide is
viewed provides information on the cultural values, beliefs, and
practices of a culture. None of the other options provide that insight.
DIF: Anal yze (anal ysis) OBJ: Explain the concepts of cultural
awareness, cultural knowledge, cultural skill, cultural encounter,
and cultural desire in the cultural competence model. TOP:
Assessment MSC: Health Promotion and Maintenance
4. A nurse is caring for a patient with limited English-speaking skills. What
intervention should be implemented to best assist in educating the patient
about their disease process?
a. Request a trained medical interpreter.
b. Provide information in graphic form when possible.
c. Use handouts prepared i n the patient’s native language.
d. Ask that a famil y member be present during educational teaching.
ANS: A
The National Culturall y and Linguistically Appropriate Services
(CLAS) Standards include standards for communication and language
assistance. The stand ards appl y when you are caring for patients who
