Topic 2 Discussion: Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?

Topic 2 Discussion: Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?

Topic 2 Discussion: Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?

Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?

200 words, references not older than 2 years.

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Topic 2 Discussion Question 1

Sister Mary’s scenario unearths the need for healthcare professionals to demonstrate cultural competence and uphold patient autonomy and self-determination. According to Lin et al. (2017), cultural competence entails acknowledging and respecting values, expressed needs, and clients’ preferences. As a Roman Catholic nun, Sister Mary may have differing opinions, beliefs, fears, and cultural values that affect her reaction toward the imminent care practices, including a neural examination, radiographs of her facial bones, and physical examination. For instance, she might be strongly against exposing her body parts during a physical exam. Although strong religious beliefs and values may limit the scope of clinical practices and treatment processes, healthcare professionals must demonstrate tolerance and appreciation of diversity when educating Sister Mary.

A viable strategy for enhancing patient education amidst varying cultural beliefs, values, and preferences entails safeguarding patient autonomy and self-determination. Lau & Curtis (2019) contend that the autonomy-driven model of care capitalizes on the patient’s capacity to make informed decisions and voluntarily participate in care practices without external pressure or coercion. In Sister Mary’s scenario, healthcare professionals should explain procedures, disclose information regarding the implications of the available treatment options, and allow her to make decisions consistent with religious and cultural beliefs. Secondly, healthcare professionals should adopt the preferred choices for Sister Mary, including ensuring the presence of healthcare professionals of the same gender, cultural beliefs, and religious values as her. These approaches can promote patient satisfaction, eliminate conflicts, and improve patients’ acceptance of clinical practices.

References

Lau, N., & Curtis, J. R. (2019). Identifying the best approach to patient-centered decisions about serious illness care. JAMA Network Open, 2(1), e187872. https://doi.org/10.1001/jamanetworkopen.2018.7872

Lin, C.-J., Lee, C.-K., & Huang, M.-C. (2017). Cultural competence of healthcare providers. Journal of Nursing Research, 25(3), 174–186. https://doi.org/10.1097/jnr.0000000000000153