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Transcultural Concepts and Evidence-Based Practice

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Research in the recent past has established cultural competence as one of the most important concerns in the delivery of healthcare accompanied by legal and also ethical implications. The American Nurses Association and the American Medical Association have published lots of works directed towards the orientation of clinicians and medical practitioners and the development of standards aimed at the promotion of cultural competence amongst the healthcare providers. There are already existing regulations and standards that have been previously developed by other healthcare agencies, but applying them to the clinical set up has been faced with a lot of drawbacks (Naylor & Kurtzman, 2010).   Some of the drawbacks are associated with the abstract nature of cultural competence and its constant comparison with race and ethnicity. Moreover, associating culture with disparities related to health issues is yet another challenge (Frakes & Evans, 2006).

Some of the transcultural based concepts that are of utmost importance in providing quality healthcare and increasing rates of value acquisition in clinical practice are cultural blindness, cultural destructiveness, cultural proficiency, cultural incapacity, and Cultural pre-competence. Considering a combination of all these concepts perfect links up with evidence-based practice in a clinical setting to improve the quality of care administered to patients (Harvey, Buckley & Novicevic, 2006).

While trying to respond to some of the ideas related to health disparities, most of the organizations whether professional or educational in nature have resulted in making adoption of cultural competence a center of concern in their healthcare provision. As aforementioned, however, it is not very easy for organizations to adopt transcultural concepts for the benefit of the patients partly because of the confusion that exist between the concept, race, and ethnicity and also because of inability to differentiate between the organization and individual cultural competency (Harvey, Buckley & Novicevic, 2006).

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