Believes About Disease and Nursing Education The Four Major Subcultural Ethnic Groups

The U.S. Census Bureau defines the four major subcultural ethnic groups in the United States as follows:

1. Hispanic/Latino: Individuals of Mexican, Cuban, Puerto Rican, and other Latin descents.
2. Black/African American: Individuals of African, Haitian, and Dominican Republic descents.
3. Asian/Pacific Islander: Individuals of Japanese, Chinese, Filipino, Korean, Vietnamese, Hawaiian, Guamanian, Samoan, and Asian Indian descent.
4. American Indian/Alaska Native: Individuals of Native American tribes and Eskimo descent.

These ethnic groups are diverse and encompass many subcultures within themselves. For instance, the Hispanic/Latino group is composed of individuals from a wide range of countries and cultural backgrounds. Each group possesses unique cultural characteristics that influence their beliefs about health, illness, and the healthcare system. As a result, nurses must be culturally aware and sensitive to the customs, values, and healthcare needs of these groups to provide appropriate care and education.

By 2010, these groups collectively represented around one-third of the U.S. population (U.S. Census Bureau, 2011). Hispanic and Asian populations are among the fastest-growing ethnic subgroups in the country, which calls for a need for healthcare professionals to be culturally competent and sensitive when providing care and education to these populations.

Illness According to the Hispanic Group

The Hispanic/Latino population, the largest ethnic minority in the United States, has specific health beliefs and practices that influence how they perceive and treat illnesses. With their diverse cultural backgrounds, they are disproportionately affected by certain diseases such as diabetes, hypertension, and certain types of cancers. Additionally, they face barriers to accessing healthcare, often due to language difficulties, lack of health insurance, and cultural practices that may prevent them from seeking conventional medical care (CDC, 2011; Chen, Bustamante, & Tom, 2015).

The health beliefs of Hispanic/Latino Americans, particularly those of Mexican descent, can be categorized as follows:

1. Diseases of hot and cold: Imbalances in the body caused by consuming foods of extreme temperatures or exposure to cold air. Illnesses caused by these imbalances are treated by restoring balance, such as using hot or cold treatments.
2. Diseases of dislocation of internal organs: Treated by massage or physical manipulation.
3. Diseases of magical origin: Conditions believed to be caused by supernatural forces, such as the “evil eye” (mal de ojo) in infants, which is thought to cause symptoms like crying, diarrhea, or fever.
4. Diseases of emotional origin: Believed to result from intense emotions, such as “susto” (fright).
5. Folk-defined diseases: Includes conditions like “latido,” a perceived irregularity of the heart.
6. Standard scientific diseases: Diseases recognized by the biomedical model.

Hispanic individuals often use home remedies, herbs, and folk healers such as curanderos to address health concerns, as these practices are culturally familiar and affordable. They may also rely on family members for health advice, reinforcing the importance of involving the entire family in healthcare decisions. The role of the extended family in healthcare decision-making highlights the need for nurses to incorporate family members into patient education and care planning (Purnell, 2013).

Teaching Strategies for Subcultural Ethnic Groups

When working with Hispanic/Latino populations and other subcultural ethnic groups, it is essential for nurses to consider cultural, linguistic, and educational factors when designing teaching interventions. The following teaching strategies can enhance the effectiveness of health education programs for these groups:

1. Cultural Sensitivity: Nurses should respect and integrate the cultural values and beliefs of the group into the education process. Understanding the family dynamics, religious beliefs, and health practices of the group can significantly influence how they respond to health education.
2. Language Considerations: Language barriers are a significant challenge for non-English-speaking groups. In the Hispanic population, only a small percentage speaks fluent English. Providing interpreters or teaching materials in the patient’s native language is critical for effective communication and learning.
3. Focus on Family: Since family is a central aspect of Hispanic culture, nurses should include family members in the education process. Teaching the entire family ensures that health information is shared among all key decision-makers and supporters within the family unit.
4. Tailoring Education to Literacy Levels: Many ethnic minority groups, including Hispanic/Latino individuals, may have lower educational attainment. Educational materials should be written at an appropriate literacy level, avoiding complex medical jargon and using clear, simple language to ensure comprehension.
5. Use of Visual Aids: Visual aids, such as pictures and videos, can enhance understanding, especially for patients with limited literacy skills or those who are unfamiliar with medical terminology.

General Suggestions for Subcultural Ethnic Groups in Nursing Education

To effectively educate patients from diverse subcultural backgrounds, nurses should follow these general suggestions:

1. Identify Subgroups: Recognize the different subgroups within a larger ethnic population (e.g., Mexican, Cuban, Puerto Rican). Each subgroup may have distinct health beliefs, language preferences, and healthcare needs.
2. Tailor Education Programs: Customize educational programs to address the specific health challenges and cultural characteristics of each subgroup. Consider factors such as disease prevalence and risk factors that may affect each group.
3. Incorporate Family Involvement: Since family plays a crucial role in many subcultural groups, involve family members in the education process. This approach helps reinforce learning and supports patient adherence to health recommendations.
4. Be Aware of Cultural Taboos: Nurses should be mindful of cultural taboos or beliefs that may affect healthcare decisions. For instance, some patients may prefer traditional remedies over conventional medical treatments.
5. Address Language Barriers: Use interpreters or bilingual staff to ensure effective communication. Nurses should speak slowly and clearly, using simple language, and avoid idioms or slang that may confuse non-native speakers.
6. Respect Religious Beliefs: Many subcultural groups, including Hispanic/Latino populations, have strong religious beliefs that influence healthcare decisions. Nurses should respect these beliefs, especially when discussing sensitive issues like contraception or end-of-life care.
7. Utilize Culturally Appropriate Teaching Materials: Provide written materials, videos, and other resources in the patient’s native language and ensure that they are culturally relevant. Materials should reflect the patient’s cultural background and values.
8. Foster Trust and Rapport: Building trust with patients from diverse cultures is essential for effective education. Nurses should display warmth, friendliness, and respect when interacting with patients and their families.
9. Encourage Patient Participation: Nurses should encourage patients to actively participate in their own healthcare and provide opportunities for them to ask questions and express concerns.
10. Evaluate Understanding: Use the teach-back method to assess whether patients understand the information provided. This method involves asking patients to repeat what they have learned in their own words.

By implementing these strategies, nurses can provide culturally sensitive and effective health education to subcultural ethnic groups. This approach not only improves patient outcomes but also fosters a deeper understanding and respect for cultural diversity in healthcare settings.

Conclusion

Nursing education for subcultural ethnic groups requires a culturally competent approach that considers the unique health beliefs, practices, and challenges faced by each group. The Hispanic/Latino population, with its diverse backgrounds and health needs, exemplifies the importance of cultural sensitivity in healthcare. By tailoring teaching strategies to the specific cultural, linguistic, and educational characteristics of each group, nurses can enhance patient education, promote adherence to treatment plans, and improve overall health outcomes.