Nursing practice has greatly changed in recent times. Unlike in the past, where nurses worked within close-knit societies with single cultures, today, the world has turned into a global village. Patients brought in are from different cultural backgrounds. They expect to receive treatments that take cognizance of their cultural diversity. Mount Sinai Brooklyn Hospital receives patients from all walks of life. The hospitals treat patients with Russian, Asian, African American, Hispanic, and white backgrounds, among others. Further, the hospital also receives immigrant populations who lack adequate finances and hence vulnerable. Such patients not only lack basic insurance cover but also lack adequate finance to cater for their healthcare. The hospital setting and staff are adequately prepared to deal with such cases of diversity.
The diversity of patients sees the hospital in many instances receiving patients that are unable to communicate in English. As a result, the hospital has also employed a diverse workforce. When such incidents happen, the hospital presents a staff that can communicate with the patient in an alternative language (American Association of Colleges of Nursing, 2008). Further, understanding that cultural diversity means different ways of life, the hospital has trained staff on how to understand and respond to these diversities. A regular training workshop is held on how to handle diversity where staff share experiences and how they handle different situations (Waite & Brooks, 2014). Further, the hospital has partnerships with multiple NGOs that it links with vulnerable patients for assistance. Through this initiative, the hospital can admit patients from all backgrounds.
In general, the hospital primarily takes a two-pronged approach in its aim to be culturally competent. Firstly, it employs people from diverse cultural backgrounds as part of its medical delivery team. Secondly, it trains its employees on how to handle different patients from different backgrounds. Additionally, it liaises with NGOs and government institutions to assist vulnerable patients.
American Association of Colleges of Nursing. (2008). The essentials of Baccalaureate Education for Professional Nursing Practice. Retrieved from http://www.aacn.nche.edu/education-resources/BaccEssentials08.pdf
Waite, R., Brooks, S. (2014). Cultivating social justice learning & leadership skills: A timely endeavor for undergraduate student nurses. Nurse Education Today, 34, 890-893.