Nr501 Week 3 Discussion, Steps Of Concept Analysis (Two Versions

NR501 WEEK 3 DISCUSSION, STEPS OF CONCEPT ANALYSIS (TWO VERSIONS) • Definition of concept and discussion of concept in the nurse practitioner role  • Identification of three attributes of the concept  • Description of one antecedent and one consequence of the concept  • Identification of two empirical referents  • A brief explanation of theoretical applications of the concept (How is the concept relevant to a nursing theory?)  A concept analysis ascertains characterizing attributes of a theory. Nurse practitioners need to understand the four fundamental concepts: health, environment, persons, and nursing to be able to untangle their familiarity with the knowledge and steer nursing in practice and research. Overused concepts can be described in a concept analysis by providing a language accepted within the nursing profession and closing the void in education (McCarthy & Fitzpatrick, 2016). The selected concept analysis identified will relate to cultural humility and the concept discussed is an element in the model of care by Campinha-Bacote’s known as The Process of Cultural Competence in the Delivery of Healthcare Services (Campinha-Bacote, 2002b). The meaning of cultural competence has changed over time, and the integration of cultural competence and cultural humility is essential, and thus providing cultural understanding and necessary care to patients, families, and communities. Cultural humility encompasses the ability to learn, listen, confer and participate (Fahlberg, Foronda, & Baptiste, 2016; Foronda, Baptiste, Reinholdt, & Ousman, 2016). Three attributes of cultural humility are self-awareness, being open, and humbleness. Open-mindedness allows thy self to explore new ideas and to welcome new ideas regarding cultural humility. Humbleness allows no differential to power, creates equality among provider and patient, and simple, down to earth equality. Self-awareness enables an individual to understand their strengths, weaknesses, values, beliefs, and attitudes towards the concept of cultural humility (Foronda, et al., 2016). An inequality with power is one antecedent demonstrated in cultural humility concept and therefor heading towards a more significant imbalance and misunderstanding between patients and nurse practitioners. Consequences occur after cultural humility is achieved with respect, mutual cooperation, best care practices which result in patient-provider trust, partnership, and understanding with all parties involved, in turn increasing quality of life, patient satisfaction, and quality of care (E-shien, Simon, & Dong, 2012). Empirical referents include a self-assessment survey measuring cultural competence in the medical field. Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-revised, developed by Campinha-Bacote (Campinha-Bacote, 2002a). Research with the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Student version, developed by Campinha-Bacote, measuring five constructs in undergraduate students which include culturally competent, culturally proficient, culturally aware, culturally proficient, and culturally incompetent (Campinha-Bacote, 2007). Cultural humility is relevant to nursing theory due to lifelong learning and the ability for self-reflection continuously. Nurse practitioners can build a relationship with patients, families, and communities through respect, understanding, and having the ability to learn from the patient as much as the patients can learn from the nurse practitioner. Through cultural humility patients healthcare outcomes will improve by decreasing health inequalities and increasing understanding of healthcare (E-shien, Simon, & Dong, 2012). References Campinha-Bacote, J. (2002a). Inventory for assessing the process of cultural competence among healthcare professional-revised. Transcultural C.A.R.E. Associates. Retrieved from: Campinha-Bacote, J. (2002b). The process of cultural competence in the delivery of healthcare services: A model of care. Journal of Transcultural Nursing, 13(3), 181-184. doi: 10.1177/ Campinha-Bacote, J. (2007). Inventory for assessing the process of cultural competence among healthcare professionals-student version. Transcultural C.A.R.E. Associates. Retrieved from: E-shien, C., Simon, M., & Dong, X. (2012). Integrating cultural humility into health care professional education and training. Advance in Health Science Education, 17(2), 269-278. Retrieved from: Fahlberg, B., Foronda, C., & Baptiste, D. (2016). Cultural humility: The key to patient/family partnerships for making difficult decisions. Nursing2019, 46(9), 14-16. doi: 10.1097/01.NURSE.1.61685.e1 Foronda, C., Babtiste, D., Reinholdt, M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27(3), 210-217. doi: 10.1177/ McCarthy, G. & Fitzpatrick, J. J. (2016). Nursing concept analysis: Applications to research and practice. New York, NY: Spring Publishing Company.