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Cultural competence and ethical decision-making represent two important concepts in nursing. Cultural competence among health care professionals prepares them for their role in meeting the needs of patients from different cultural backgrounds. Healthcare professionals who exhibit cultural competence pay close attention to the individual needs, preferences, value systems, and languages of patients (Louw, 2016). For this reason, the development of cultural competence involves acquiring skills that empower healthcare professionals to meet the needs of a diverse range of patients. Cultural competence fosters the recognition that patients from different ethnic groups, cultures, and those holding different belief systems and values all deserve quality health care services (Kaihlanen, Hietapakka, & Heponiemi, 2019). Demonstrating cultural competence requires the demonstration that a healthcare professional can recognize the cultural perspectives of the patient and deliver the care that conforms to those perspectives. On the other hand, ethical decision making involves the application of various ethical principles, belief systems, as well as moral and legal standards when making decisions. Ethical decision making also involves a clear demonstration of ethical sensitivity, judgment, and ethically just decisions. The process of ethical decision making requires a critical approach of analyzing individual mandate as well as the consequences of different actions. The combination of these concepts has the potential to improve patient satisfaction.

The interconnection between cultural competence and ethical decision-making is evident in different contexts. Specifically, the interrelatedness between the two concepts and their impact on the care delivered is beginning to receive a significant level of attention. The interrelatedness is evident in three varied contexts that govern the nursing profession. The cultural competence framework recognizes multiculturalism and its implications for the delivery of care (Louw, 2016). The healthcare professional must exhibit self-awareness as a precondition for developing cultural competence. If nurses successfully develop recognition of cultural competence as an important nursing concept, they will deliver culturally competent care and register positive client, patient, as well as family outcomes. Healthcare providers need to demonstrate cultural awareness as an important aspect that reduces cultural biases, prejudice, and assumptions (Kaihlanen et al., 2019). Cultural awareness revolves around adequate cultural knowledge that helps in discrediting unnecessary stereotypes and biases.

The development of cultural competence requires facilitation through training. The design and implementation of training programs that seek to promote cultural competence should have its basis on the specific needs of the healthcare providers. Effective training can enhance the cultural knowledge and skills of healthcare providers and prepare them for their role in delivering culturally competent care (Louw, 2016). Training on cultural competence brings into context the value of ethical decision making. As a result, these training programs place emphasis on both cultural competence and ethical decision-making. The facilitators of the training programs should pay attention to both of these concepts in a bid to ensure that healthcare workers recognize the interconnectedness. The assessment of the development of cultural competence is of critical importance because it helps in ascertaining that health care providers have acquired the relevant cultural knowledge and awareness (Kaihlanen et al., 2019). Over time, the assessment of cultural competence may help in identifying areas that need more emphasis.

In the higher education context, cultural competence, and ethical decision-making appear as important components of the curriculum. The level of globalization in the education sector reveals the need for teaching cultural competence and empowering healthcare workers to exhibit relevance in the global context (Louw, 2016). Similarly, ethical decision-making also receives attention in the higher education context. Students in higher education institutions represent important members of the global population. As a result, learning cultural competence and gaining expertise in ethical decision-making enhances their ability to meet the needs of a diverse population (Kaihlanen et al., 2019). The internationalization of curriculums also contributes significantly to the need for teaching cultural competence in higher education classrooms. Over time, the learning process demonstrates the interconnectedness between the two concepts.

Cultural competence and ethical decision-making have also become points of reference in modern day research. Researchers, who exhibit cultural competence, pay closer attention to the impact of research findings on different populations (Louw, 2016). It becomes easier to address the needs of such populations due to the expanded cultural awareness. On the other hand, ethical decision-making remains relevant in research because researchers have to comply with the rules, standards, and regulations that characterize research processes. Within the clinical contexts, cultural competence and ethical decision making still remain interrelated. Healthcare workers who can demonstrate cultural competence are in a better position to deliver quality care to patients (Kaihlanen et al., 2019). Evidence-based practice pays attention to the importance of cultural competence and ethical decision making as health care providers handle different clinical situations.

In conclusion, cultural competence and ethical decision-making are important concepts that foster the abilities of health care workers in meeting diverse patient needs. The emphasis on these concepts helps in highlighting their interrelatedness and their noted significance in research, the clinical context, higher education, as well as training programs. These concepts require healthcare providers to understand patient preferences and interests that are likely to determine the kind of care needed. The implementation of these concepts registers positive outcomes among patients and families.

References

Kaihlanen, A. M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: Qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(1), 38. https://doi.org/10.1186/s12912-019-0363-x

Louw, B. (2016). Cultural Competence and Ethical Decision Making for Health Care Professionals. Humanities and Social Sciences, 4(2), 41. https://doi.org/10.11648/j.hss.s.2016040201.17

I need an essay for Drug Addiction class, the paper need to be in APA stile, with a minimum of 10 references. Please follow the following instructions carefully. please elaborate a little bit more the question number 1

1-Investigate about the different types of treatment for patients with drug abuse substance and explain in two or three sentences each treatment.

2-Choose one of this type of treatment and argument the reason why this type of treatment if effective. 

3-For the treatment you have chosen argument the following:

A)- Philosophy of the program (If the treatment is in patient or outpatient)

B)- Clinical psycho therapeutics modalities to use in this type of treatment, for example:( medicines, nutrition, social worker, conductual orientation)

C)-Time the patient should be in the chosen program to achieve the results.

D)-How many times is going to be seen this patient, by the doctor during the program. (treatment frequency)

E)-Through which laboratory exam are we going to monitor this patient (for example: urine test, breathalyzers, or blood test), chose only one test.

F) Explain why we selected this specific test.

G)-Why we think the treatment program we choose may be successful.

H)-With the information collected do a graphic organizer to show this treatment.

 Respond by recommending strategies for improving the effectiveness of  their group therapy sessions. Support your recommendations with  evidence-based literature and your own experiences with clients.

NOTE: Positive comment

Main Post

Group Therapy with Older Adults

Group therapy for  older adults can be beneficial due to the isolation and loneliness  associated with the aging population. Aging is often viewed as a time  characterized by multiple social and emotional losses and a decline in  physical well-being (Bonhote et al., 1999). The decline can increase the  risk of depression and suicide in older adults. With the use of group  therapy and social interaction, the emotional state and overall  wellbeing of the individual can increase.

Description of Group

The description of  my independent group therapy included older adults, all of who were  above 60 years of age. There are five members in the group, many of whom  have a diagnosis of depression with symptoms of depressed mood,  isolation, and decreased ADL’s. The group session meets once a week for  approximately one hour. The members seem to enjoy social contact with  others, share age-related concerns an issue, along with experiences. In  all group therapy sessions, clients are encouraged to share their  experiences while remaining supportive of one another while offering  feedback. Improvement in physical function, behavioral competence and  symptoms associated with depression has been reported with group therapy  (Sharif et al., 2010).

Stages of the Group

The stages of  group formation are based on the relationship of each group member.  Forming of the group can occur when new members enter the group and get  to know each other. The members of the group are welcoming to new  members but are also reluctant to share new experiences during their  initial encounter. Storming can be identified within this group as  conflict among group members usually due to differences of opinions or  beliefs. The members of this group can discuss their feelings as well as  disagreements. Norming then occurs when group members have attended  group sessions for a lengthy period. The last stage is performing;  members of the group are benefiting from therapy. Group members have  formed a bond with one another while remaining open to new group  members.

Resistance or Issues Presented

The members remain  active participants of group therapy, but one specific client tends to  interrupt other members. As the group facilitator, he is often reminded  to allow others the time to participate. Also, during group activities,  he refuses to comply with scheduled activity or has been known to  suggest a different activity. It is not possible to tailor a treatment  plan to each group member, but the wishes of each member are considered.  As far as resistance, the only noticeable resistance in the group is  when new members join group therapy. Members have shared intimate  feelings and experiences when new members join; it is challenging to  continue with open communication. Motivational interviewing is often  used when resistance or issues are presented.

Group Challenges

Challenges exist  in group therapy. Intragroup conflicts occur due to different beliefs.  Once a conflict is acknowledged, steps can be taken to overcome it. If a  conflict is ignored, it will continue as a conflict or be exaggerated.  To ensure the psychotherapeutic process, one must understand what  attributes might affect adult psychotherapy and this requires an  understanding of individual, family, collective, and systemic issues  within older adults (Wheeler, 2014).

References

Bonhote, K., Romano-Egan, J., & Cornwell, C. (1999). Altruism and creative expressions in a

long-term older adult psychotherapy group. Issues in Mental Health Nursing, 20(6), 603–

617. doi:10.1080/016128499248394

Sharif, F., Mansouri, A., Jahanbin, I., & Zare, N. (2010). Effect of group reminiscence therapy

on depression in older adults attending a day centre in Shiraz, southern Islamic Republic

of Iran. East Mediterr Health, 16: 765 – 770.

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to 

guide for evidence-based practice. New York, NY: Springer.