| Wednesday, 19 July 2006: 1:00 PM-2:30 PM | |||
| Teaching Nurse Practitioner Students: Issues of Cultural Diversity and Health Disparities | |||
| Learning Objective #1: Describe factors that influence positive and negative health outcomes for patients of three diverse groups. | |||
| Learning Objective #2: List strategies for enhancing cultural competency of nurse practitioner students by using standardized patient encounters. | |||
| Changing demographics and the shortage of nurses can be described as major contributing factors to the nation’s health disparities crisis. By every indicator, our nation’s population is only becoming more diverse, yet the health disparities in U.S. communities more pronounced (IOM, 2004). Throughout the twenty-first century, the number of minorities is expected to steadily increase and by mid-century, they will constitute a new U.S. majority. The growing shortage of healthcare providers and nurses specifically, can be problematic for patients from diverse backgrounds, which may have grave implications for the nation’s health which in turn may result in greater health disparities (Warren, 2004). The IOM Report determined that there was a link between unequal treatment and unequal health status and the shortage of underrepresented minority providers. Cultural competence is key to the interaction between patient, provider and system. Culturally competent providers increase the likelihood that minority patients will seek medical care and advice at a stage when complications can be prevented. Cultural competency is more than just recognizing that there are cultural differences, but includes the capacity to incorporate these differences into models of health professions education and treatment in a manner that is beneficial to the student, the patient, and the health professional. Until recently very little focus has been placed on training health care providers in cultural competencies. According to Campinha-Bacote’s model, culturally competent providers possess cultural awareness, knowledge, skills, and desire achieved through cultural encounters. This presentation describes the development, implementation and evaluation of the model with the use of standardized patient encounters. Nurse practitioner students were provided the needed cultural encounters through standardized patient (SP) experiences. The following SP encounters will be discussed: Obesity in the African American women, Gothic counter-culture in the adolescent and the Gay/Lesbian patient. | |||
| Organizer: | Richardean Benjamin, PhD, MPH | ||
| Teaching Nurse Practitioner Students: Adolescents from Counter-Cultures Rita Klahr, MSN, RN, BSN, Micah Scott, MSN, RN, BSN, Carolyn Rutledge, PhD, CFNP, Laurel S. Garzon, DNSc, CPNP, Richardean Benjamin, PhD, MPH | |||
| Teaching Nurse Practitioner Students: the Obese African American Woman Carolyn Rutledge, PhD, CFNP, Laurel S. Garzon, DNSc, CPNP, Richardean Benjamin, PhD, MPH, Stacey Plichta, ScD, Micah Scott, MSN, RN, BSN, Rita Klahr, RN, MSN | |||
| Teaching Nurse Practitioner Students: Addressing Lesbian/Gay Issues Laurel S. Garzon, DNSc, CPNP, Carolyn Rutledge, PhD, CFNP, Richardean Benjamin, PhD, MPH, Micah Scott, MSN, RN, BSN, Rita Klahr, RN, MSN, Stacey Plichta, ScD | |||