NR 451 Week 4 Discussion: Advocacy and Cultural Competence
Student Name
Chamberlain University
NR-451: RN Capstone Course
Prof. Name
Date
Week 4 Discussion:
After looking at the National Culturally and Linguistically Appropriate Services Standards (CLAS) at the Think Cultural Health website, it is clear that the purpose of the stated standards is to “advance health equity, improve quality, and help eliminate health care disparities” within healthcare organizations.
The National CLAS Standards, as outlined on the Think Cultural Health platform, provide a comprehensive framework designed to enhance equity, quality, and inclusivity in healthcare. These standards focus on ensuring that all individuals—regardless of cultural background, language, or literacy level—have equitable access to safe and respectful healthcare services. The ultimate aim is to bridge health disparities by fostering an environment where cultural and linguistic needs are not only recognized but are also actively addressed in care delivery.
For these standards to yield tangible results, healthcare professionals and organizations must deliberately integrate them into their daily practices. In my professional experience, my colleagues and I consistently work toward incorporating these guidelines into patient care. One core method we use is actively recognizing and respecting the cultural differences among our patients. For example, when providing treatment, we are attentive to traditions, beliefs, and practices that may influence health decisions. This cultural sensitivity may include modifying care routines, avoiding culturally prohibited actions, or adapting communication styles to align with patient preferences.
This approach aligns with the Principal Standard of the CLAS guidelines, which emphasizes delivering “effective, equitable, understandable, and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs” (Think Cultural Health, 2019). By practicing cultural humility and tailoring interventions to each patient’s unique context, we ensure that care is not only clinically appropriate but also culturally congruent.
The nursing action to improve cultural competence
One actionable step I plan to adopt to further strengthen cultural competence in my practice is actively promoting the recruitment and retention of a culturally and linguistically diverse workforce. According to CLAS Standard 3, healthcare organizations should “recruit, promote, and support a culturally and linguistically diverse governance, leadership, and workforce that are responsive to the population in the service area” (Think Cultural Health, 2019).
A diverse healthcare team enhances patient trust, improves communication, and increases the likelihood of delivering culturally appropriate interventions. In practical terms, this can involve collaborating with human resources to design targeted recruitment strategies, participating in mentorship programs to support underrepresented groups in nursing, and advocating for leadership diversity within the institution.
The relationship between workforce diversity and patient outcomes is well-documented. For instance, Barksdale et al. (2016) highlight that increasing representation from various cultural backgrounds can significantly reduce misunderstandings, promote inclusivity, and help address specific community health disparities.
NR 451 Week 4 Discussion: Advocacy and Cultural Competence
Table 1
Summary of CLAS Standards Application in Nursing Practice
| CLAS Standard Number | Standard Description | Application in Practice | Expected Impact |
|---|---|---|---|
| Principal Standard | Provide effective, equitable, understandable, and respectful quality care responsive to cultural and linguistic needs | Tailoring care to patient cultural beliefs, adapting communication, respecting traditions | Improved patient satisfaction, better adherence to treatment, reduced health disparities |
| Standard 3 | Recruit, promote, and support a culturally and linguistically diverse workforce | Encouraging diverse hiring, mentorship, and leadership representation | Workforce that reflects community diversity, increased trust, culturally competent care delivery |
| Other Relevant Standards | Offer language assistance services, provide training on cultural competency, collect demographic data | Use of interpreters, cultural competency training sessions, data-driven program planning | Enhanced communication, better patient-provider relationships, evidence-based approaches to reducing disparities |
Conclusion
Integrating CLAS standards into nursing practice is not simply about following regulations—it is about fostering a healthcare culture rooted in respect, understanding, and inclusivity. By valuing diversity in both patient care and the workforce, nurses can play a pivotal role in addressing healthcare inequities and building trust with communities. Encouraging a culturally diverse workforce not only aligns with national guidelines but also strengthens the profession’s ability to deliver compassionate and effective care across diverse populations.
References
Barksdale, C., Rodick, W., Hopson, R., Kenyon, J., Green, K., & Jacobs, C. (2016). Literature review of the National CLAS Standards: Policy and practical implications in reducing health disparities. Journal of Racial and Ethnic Health Disparities, 4(4), 632–647. https://doi.org/10.1007/s40615-016-0273-0
NR 451 Week 4 Discussion: Advocacy and Cultural Competence
Think Cultural Health. (2019). The National Culturally and Linguistically Appropriate Services Standards (CLAS). U.S. Department of Health & Human Services. https://thinkculturalhealth.hhs.gov/clas/standard