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加拿大温哥华论文代写:文化能力的核心

效率也是文化能力定义的核心,尽管从建构主义的角度来看这一概念并不常见。Tardif(2006)强调“有效的行动是能力的必要和必然结果”(译)。,19页)。由于能力是与环境有关的和进化的,效率仍然是动态的,并且与行动的环境有关。Calvillo等人(2009)认为护理必须具有一定的质量才能有效,并认为护士具有文化能力。质量是指提供护理和服务,以增加预期的健康结果的可能性,符合当前的专业知识(医学研究所,1990年)。按照医学研究所的定义,效率是指专业人员或组织对质量护理的观点。文化能力的定义是动态的和复杂的,根据个人和社会环境的不同而变化,这与Guba和Lincoln(1994, 2005)所描述的建构主义本体论是一致的。此外,由于建构主义认识论是交易主义和主观主义的,个体之间的相互关系是意义和现实建构的核心。本文所给出的定义表明,理解一种文化并发展文化能力是通过人与人之间的互动实现的。在建议的定义中,照顾者和生活在健康体验、家庭和社区中的人之间的伙伴关系是至关重要的。它关注的是专业人士、个人、家庭或社区所创造的空间。Carpenter-Song等人(2007)指出,通过对话,人们可以通过促进对他们所处环境的共同理解来转变和丰富他们的观点。由于护理是专业人员和病人之间对话和互动的结果,知识的主导层次受到了质疑。创造的空间应允许伙伴关系和权力共享,以便采取联合行动。

加拿大温哥华论文代写:文化能力的核心

Efficiency is also central to the definition of cultural competence although it is not usual to find this concept in a constructivist perspective. Tardif (2006) stresses that an “effective action is thus a necessary and inevitable outcome of a competence” (trans., p. 19). Since a competence is contextual and evolutionary, efficiency remains dynamic and related to the context of the action. Calvillo et al. (2009) argue that the care must be of a certain quality to be effective, and to say that a nurse is culturally competent. Quality refers to the provision of care and services that increase the likelihood of desired health outcomes that are consistent with current professional knowledge (Institute of Medicine, 1990). Following the Institute of Medicine definition, efficiency refers to the professional’s or the organization’s perspective on quality care.Cultural competence defined as dynamic and complex, varying according to the individual and the social contexts is in line with the constructivist ontology described by Guba and Lincoln (1994, 2005). Moreover, because the constructivist epistemology is transactional and subjectivist, the interrelations between individuals are central to the construction of meanings and realities. The definition presented in this article suggests that understanding a culture and developing cultural competence occurs through human interactions. The partnership between the caregiver and the person living the health experience, families, and communities is crucial in the proposed definition. It focuses on the space created by the professional and the individual, families, or communities involved. Carpenter-Song et al. (2007) point out that, through dialogue, it is possible for people to transform and enrich their perspective by promoting a common understanding of the context in which they find themselves. As care is the result of dialogues and interactions between the professional and the patient, the dominant hierarchy of knowledge is questioned. The space created should allow partnership and power sharing for a joint action.

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