Nurses are exposed to patients from different backgrounds. This diversity may range from cultural, age, language, literacy, ideological beliefs, as well as, religious beliefs among others. These differences may hinder the establishment of trust which is paramount for a therapeutic relationship. Nurses and other healthcare providers, therefore, need to address the challenges which emanate from the diversity.
Teaching principles, learning styles as well as teaching methodologies significantly improve the approach to suitable health promotion as well as illness preventive education. Foremost, they enable nurses to recognize that the patients have unique characteristics, values, and beliefs which differ from their own. Consequently, they learn to respect the patient’s beliefs and can establish trust. The nurses further understand that the patients have different life experiences as well as learning situations. They are then able to give opportunities to the learners to share experiences and incorporate them in fundamental teachings (Smith, 2013).
A clear understanding of the learning style of both the patient and the nurse is also necessary. This is because it ensures that the teacher uses a style that best fits each patient. The nurses also recognize the importance of expanding their learning styles and thus handle their patients better. The teaching principles also ensure open-mindedness ensuring learners integrate new perspectives into the existing beliefs (Smith, 2013).
To overcome diversity challenges health providers in health promotion and preventive care use the learning and respect approach. In learning approach, the professionals listen and sympathize with the patients and explain their perception of the problem. They consequently, acknowledge differences, recommend solutions and negotiate agreements. In the respect model, health care providers create rapport with the patients and empathize with them. They then support them through flexible partnership, negotiating where necessary. Finally, they use clarifications to come into agreement with the patients. An example would be a Jehovah witness follower who resists transfusion as they do not believe in it. Creating an environment of trust through empathizing with them may lead to them acknowledging that transfusion would save their lives.
References
Smith, C. M. (2013). Teaching Learning Methodologies.In S. L. Bruce(Ed), Core Curriculum for Nursing Professional Development (4th Ed). Chicago: Association For Nursing Professional Development