Note : I need to submit a peer reply to this discussion post , thanks with refer

Note : I need to submit a peer reply to this discussion post , thanks with reference
There are many barriers erected by cultural differences, especially between nurses and their patients: Could you explain an example of these barriers created by cultural differences?
Cultural Competence in Nursing.
Some authors define culture as “the cumulative repository of knowledge, experiences, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relationships, concepts of the universe, material objects, and possessions acquired by a group of people. Over the course of generations through individual and group effort” (Samovar & Porter, 1994).
Regarding disease as a strictly biomedical situation is not enough. Healthcare professionals must learn to appreciate the influence that cultural factors have on the lives of their patients. Health personnel must learn about the culture of their patients to develop tools, not only to facilitate work, but also to empathize with clients through the construction of better communication. It would be absurd to consider, for example, that the entire white population in the United States only believes in allopathic medicine, or that Haitians living in the United States only believe in voodoo (Paasche-Orlow, 2004). Ultimately, knowledge of the patient’s own preferences should guide decision making.
There are several factors that affect equity in health care. Among them may be socio-cultural factors (subtle racism, historical prejudice) that create uncomfortable situations and mistrust. For example, the language barrier can make communication, treatment, follow-up and control difficult for some, if not, many patients. Despite being the first minority, the Hispanic population in Texas frequently complains about inequity in care in health centers. And it is that this is the population with the least possibility of acquiring health insurance (Young et al., 2019).
On the other hand, there are stereotypes that interfere with health care in patients with different physical appearance or dress codes. Those who wear tunics and headscarves differ from those who wear “jeans”; identifying as Muslim those who dress according to their customs and as non-Muslim those who dress in Western clothing, according to the place of origin. The professional is more comfortable and has the perception that they understand each other better, when the woman dresses “like others”, with a more westernized appearance (Gil & Solano, 2017).
In addition to Muslim women, probably the most cited case, the discrimination that occurs in the Spanish public health is very common among Roma (gypsies) or Romanian women. That is, the spiritual aspects related to religious beliefs also profoundly affect equity in health care. The same authors (Gil & Solano, 2017) report that after applying surveys following the cultural competence model of Larry Purnell (2002), the surveyed health providers described the gypsy population as “liars”, or described them as “economically disadvantaged”, or as very “free”. All these descriptions come to “justify” the years that the Roma population has been socially isolated, suffering the consequences even in health care. Prejudices and stereotypes make attention and care delivery difficult. The communication process is complex, and despite the fact that there are no language difficulties with Roma women, there are significant difficulties in transmitting messages linked to their cultural tradition (Aguilar, 2007).
Finally, we must remember that the beliefs and prejudices of healthcare professionals can interfere with the patient’s understanding and empathy towards her ailments. When healthcare professionals are able to adapt to the specific needs of each patient and are really sensitive to their beliefs and values, they will be closer to being culturally competent (Ball et al., 2014).
References.
Aguilar C. Género, interculturalidad y percepción de la identidad gitana a través de la LIJ. X Simposio Internacional. Lengua, Literatura y Género. Baeza: 28-11-2007. Internacional (científico). 2007 Universidad de Jaén. ISBN: 978-84-8439-466-2.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2014). Seidel’s Guide to Physical Examination-E-Book. Elsevier Health Sciences.
Gil Estevan, M. D., & Solano Ruíz, M. (2017). La aplicación del modelo de competencia cultural en la experiencia del cuidado en profesionales de Enfermería de Atención Primaria [Application of the cultural competence model in the experience of care in nursing professionals Primary Care]. Atención primaria, 49(9), 549–556. https://doi.org/10.1016/j.aprim.2016.10.013.
Paasche-Orlow, Michael MD, MPH, MA The Ethics of Cultural Competence, Academic Medicine: April 2004 – Volume 79 – Issue 4 – p 347-350.
Purnell, L. (2002). The Purnell model for cultural competence. Journal of transcultural nursing, 13(3), 193-196.
Samovar, L. and Porter, R. (1994). Intercultural Communication: A Reader. USA: Wadsworth.
Young, M. E. D. T., Leon-Perez, G., Wells, C. R., & Wallace, S. P. (2019). Inclusive state immigrant policies and health insurance among Latino, Asian/Pacific Islander, Black, and White noncitizens in the United States. Ethnicity & health, 24(8), 960-972.