Nursing Capstone: Unit 4 DB
Within the Discussion Board area, write 300–500 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. You are required to use 2 scholarly resources, in addition to your textbook. Be substantive and clear and use examples to reinforce your ideas.
Patient-centered care takes into consideration patient preferences, values, and needs. Discuss the following:
Select a cultural or religious group to consider for this discussion. Choose one that you may interact with frequently in your clinical setting.
Using your experience or research, what preferences, values, and needs would you anticipate that the patient and family members may need?
In what ways can you promote the patient and family members to be a source of control?
What interventions will you document in the electronic medical record in the nursing care plan based on your assessment of the patient’s preferences, values, and needs?
*Please use Catholicism (Catholic)
*I am an Operating Room Nurse
*Examples: Patients wanting to see a priest before surgery, patients praying with family in pre-op area before surgery, patients receiving communion or the Eucharist before surgery ETC.
Nursing Capstone: Unit 4 DB
Student’s Name
Institutional Affiliations
Nursing Capstone: Unit 4 DB
Cultural and ethnic diversities among patients have an influence on the healthcare delivery model that the nurse will apply to address a patient’s problems. In their demonstration of patient-centered care competency, graduate nurses strive to understand the cultural values, beliefs, and preferences that might have an effect on patient outcomes (QSEN, 2022). They apply critical thinking skills to determine the best intervention to implement to promote the patient and family members to be a source of control in their care (Rubenfeld, 2014). The purpose of this discussion is to describe how to implement patient-centered care in the context of Catholicism and when providing care to patients of the Catholic faith.
Culturally competent nurses must demonstrate respect for their patients’ religious beliefs and values during practice. Catholicism combines the beliefs and morals held by a group of people who are members of the Catholic faith. Catholics are Christians who believe in the Holy Trinity: God the Father, the Son, and the Holy Spirit. They believe in the power of prayer and how praying promotes healing (Stöckigt et al., 2021). According to Klitzman (2021), unfamiliarity with the religious values and beliefs of patients can pose critical challenges for healthcare professionals. For example, the lack of understanding of a patient’s religious beliefs and values can cause the nurse to make remarks that might negatively affect the therapeutic relationship. This explains why nurses should receive training on how to effectively handle patients from different religious groups.
When handling patients of the Catholic faith, culturally-competent nurses should be able to evaluate them and identify potential religious and cultural issues that might arise during the care process. For example, they should be in a position to anticipate the preferences, values, and beliefs held by patients of the Catholic faith and how such issues might affect the therapeutic relationship (Friedrich & Eberl, 2022). A practice-related example of how this applies to patient care can be described in the context of operating room nursing. Some of the preferences, values, and needs that an operating room nurse would anticipate when caring for patients and families of the Catholic faith include patients wanting to see a priest before surgery, patients praying with family in the pre-operative area before surgery, patients receiving communion or the Eucharist before surgery, and patients reciting the Holy Rosary before undergoing an operation (Stöckigt et al., 2021; Friedrich & Eberl, 2022). A key skill that a nurse requires to effectively work with patients of the Catholic faith is the ability to elicit such preferences, values, and needs during the clinical interview and demonstrate respect for patients’ cultural and spiritual diversities.
The nature of the therapeutic relationships between the nurse and patient/family in Catholicism depends on the nurse’s ability to promote the client as the source of control. According to Kenny et al. (2021), discriminating against patients with different religious beliefs is unethical and affects the patient’s quality of life. The best way to make such patients a source of control is to incorporate the principle of autonomy by involving patients and families in decision-making regarding their care (Kenny et al., 2021). Examples of critical thinking skills that the nurse needs to succeed in this process include analyzing, discriminating, logical reasoning, and predicting (University of Michigan, n.d.; Rubenfeld, 2014). The best intervention that the nurse should include in the nursing care plan is to document a detailed process of how informed consent will be obtained from the patient before administering treatment. The plan should also include details of how the nurse will allow patients to meet their spiritual requests and needs before an operation (Stöckigt et al., 2021). The nurse should document these interventions in the electronic medical record for reference and sharing by other clinicians involved in the patient’s care.
References
Friedrich, A. B., & Eberl, J. T. (2022). Catholic perspective on decision-making for critically ill newborns and infants. Children (Basel, Switzerland), 9(2), 207. https://doi.org/10.3390/children9020207
Kenny, N., Kotalik, J., Herx, L., Coelho, R., & Leiva, R. (2021). A Catholic perspective: Triage principles and moral distress in pandemic scarcity. The Linacre Quarterly, 88(2), 214–223. https://doi.org/10.1177/0024363921995714
Klitzman R. (2021). Doctor, will you pray for me? Responding to patients’ religious and spiritual concerns. Academic Medicine: Journal of the Association of American Medical Colleges, 96(3), 349–354. https://doi.org/10.1097/ACM.0000000000003765
Quality and Safety Education for Nurses (QSEN). (2022). QSEN competencies. https://qsen.org/competencies/pre-licensure-ksas/
Rubenfeld, M. G. (2014). Critical Thinking TACTICS for Nurses (3rd ed.). Jones & Bartlett Learning. https://coloradotech.vitalsource.com/books/9781284059571.
Stöckigt, B., Jeserich, F., Walach, H., Elies, M., Brinkhaus, B., & Teut, M. (2021). Experiences and perceived effects of rosary praying: A qualitative study. Journal of Religion and Health, 60(6), 3886–3906. https://doi.org/10.1007/s10943-021-01299-2
University of Michigan. (n.d.). Critical thinking skills. http://websites.umich.edu/~elements/probsolv/strategy/ctskills.htm