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ATI Module
Diversity, Equity, and inclusion (Exam 2)
| Question | Answer |
|---|---|
| certified medical interpreter | A professional who can translate one language to another for communication purposes within the medical field. |
| cultural competence | Being able to incorporate effective nursing care with emic and etic knowledge including appreciating, accepting, and respecting all individual s cultural influences, beliefs, customs, and values. |
| cultural health assessments | Assessments that can be conducted to gather information regarding the client's culture and how it can affect their health. |
| culture | The learned, shared, and transmitted values, beliefs, norms, and lifeways of a particular group that guides their thinking, decisions, and actions in patterned ways. |
| emic knowledge | An insider's viewpoint of a culture. |
| etic knowledge | An outsider's viewpoint of a culture. |
| health disparities | Preventable differences in incidence and prevalence of disease, injury, or violence among populations, based on race, ethnicity, gender, gender identity, LGBTQIA, age, or socioeconomic status. |
| health equality | The distribution of the same resources, including opportunities, to all individuals within a population. |
| health equity | Valuing all individuals equally and removing obstacles to optimal health and health care across different populations. |
| Leininger’s Sunrise Enabler | A visual portrayal of elements within the theory to assist nurses and other health care providers to provide culturally congruent care that works together to enhance the health and well-being of all clients at all stages of life. |
| marginalized sexual groups | Clients who identify do not fit solely into the category of cisgendered heterosexuality, and can also include those clients who are questioning their sexual orientation or gender identity. |
| transgender | Clients who have a gender identity that differs from the sex they were assigned at birth. |
| vulnerable populations | Groups of people who are at higher risk for poor health outcomes resulting from barriers to social, economic, and environmental resources including limitations due to illness or disability. |
| implicit bias | The involuntary attitudes or associations that affect our perceptions, actions, decisions, and interactions with others, unconsciously. |
| explicit bias | Bias that's derived from our conscious thoughts and beliefs that can be reported. |
| cultural awareness encompasses | the ability and willingness to investigate and understand the differences between perceptions, beliefs, traditions, and values within the nurse’s own culture and those in other cultures. |
| Diversity | Broad Range of individuals, population, and social characteristics |
| The social determinants of health (SDOH) impact an individual’s | health, quality of life, and personal well-being and can contribute to health inequities and disparities. |
| The National Culturally and Linguistically Appropriate Service (CLAS) standards are | a blueprint for health care organizations to advance health equity, improve quality, and eliminate health care disparities. |
| According to the CDC, to improve health literacy, the following should be done. | Provide and create info & services that individuals can understand. Collaborate to assist individuals in becoming familiar w/ their PHI Share your info by working w/ trusted messengers. Use interpreters' w/ others who speak a different language |
| Examples of vulnerable populations include | immigrants, older adults, marginalized ethnic groups, individuals experiencing poverty, clients who have chronic illnesses, and veterans. |
| The CDC identifies vulnerable populations as having an increased risk for | acute and chronic illnesses, exposure to environmental chemicals, and effects of public health emergencies, such as the COVID-19 pandemic. |
| A variety of socioeconomic factors—including | education level, employment status, household income, and poverty status—impact vulnerable populations. |
| A nurse is caring for an adolescent client who has recently shared that they are bisexual. Which of the following factors is the client at increased risk for? | Bullying, STI, Suicide, Depression, Use of illicit drugs |
| Leininger’s Sunrise Enabler has five categories. | The upper level of the sunrise enabler The rays of the sun within the sunrise enabler The central core of the sunrise enabler The focus on the individual, families, groups, communities The three modes of care decisions and actions |
| Basic Elements of the Sunrise Enabler | Technological factors Religious, spiritual, and philosophical factors Kinship and social factors Cultural values, beliefs, and lifeways (way of living) Biological factors Political and legal factors Economic factors Educational factors |
| Technological Factors | Determining whether a client has access to technology, including a phone, internet, or computer, is necessary to help determine their access to health care. |
| Religious, Spiritual, and Philosophical Factors | Determining a client’s religion or spirituality allows the nurse to assess or investigate the needs of that specific religion or spirituality beliefs as they intersect with the client’s health care needs. |
| Kinship and Social Factors | Marital status has the categories of single, separated, married, divorced, or widowed. |
| Cultural Values, Beliefs, and Lifeways | Gaining knowledge regarding the client’s values, beliefs, and lifeways or way of living enhances the nurse’s ability to provide holistic care by understanding what is important for the client. |
| Biological Factors | These factors include assessing the client for any personal or family history regarding physical and mental illnesses, hereditary and genetic conditions, and their impacts on the client’s life. |
| Political and Legal Factors | An individual’s political views can influence their values and beliefs, which, as a result, can affect their health behaviors. Legal status, such as being an undocumented immigrant, often results in lack of preventive care. |
| Economic Factors | Economic factors involve education level, employment status, income status, and community situations |
| Educational Factors | Health literacy is affected by educational factors such as determining the level of education that the client has completed |
| The central core of the Sunrise Enabler model comprises the interactions among the basic elements. The central core includes three items. | Influencers Care expressions, patterns, and practices Holistic health, well-being, disability, illness, dying, and death |
| Focus on the Individual, Families, Groups, Communities, or Institutions in Diverse Health Contexts | This category includes the client’s folk (generic) care, integrative care practices, and professional care cure practices |
| Folk care practice | is a nonprofessional type of care that is provided by family or a folk care practitioner, based on tradition. |
| Integrative care practice is an approach | in which the nurse acts as a bridge between folk or naturopathic medicine and Western medicine |
| The Three Modes of Care Decisions and Actions | The three modes of care decisions and actions are culture care preservation and maintenance, culture care accommodation and negotiation, and culture care repatterning and restructuring. |
| Modes of Culturally Competent Care: Culture care preservation and maintenance: | Supporting or assisting clients to maintain their personal beliefs and values related to their culture |
| Modes of Culturally Competent Care: Culture care accommodation and/or negotiation | Supporting or assisting clients to adapt their current personal beliefs and values related to their culture with the goal of providing safety, health, and optimal wellness. |
| Modes of Culturally Competent Care: Culture care repatterning and restructuring: | Supporting or assisting clients to restructure their personal beliefs and values related to their culture with the goal of allowing for improved health outcomes |
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