DECENT WORK EMPLOYMENT TRANSCULTURAL

NURSING AND SPIRITUALITY

STUDY GUIDE #6

MODULE 6 - Transcultural Perspectives in the Nursing Care of Adults and older adults

Essential Outcome: Demonstrate understanding of nursing as an art of caring and with the ability to
communicate effectively in terms of transcultural approach in different age ranges and groups of people
who need special care.

Learning Outcomes
At the end of this module, the student shall be able to:
1. Evaluate how culture influences adult development.
2. Explore how health-related situational crises or transitions might influence adult development.
3. Analyze how physiologic and psychologic development during adulthood affects person’s
orientation and response.
4. Explain how gender and specific religious beliefs and practices might influence an adult’s health
and/or illness during situational crises or transitions.
Introduction
Great day everyone! As our discussion goes deeper and interesting, we are now stepping to
another age group (adulthood) that deals with transcultural perspectives of health and nursing care
associated with developmental events. This module will overview cultural influences on adulthood and
older adulthood and emphasize how cultural variations might influence health/illness situational crises
or transitions, culture on individual and family responses to health problems, caregiving, and
health/illness transitions and concerns. In terms of changes, we will also dig deeper into the physiologic
and psychological development during adulthood and their developmental transitions.
Knowledge Check
Last time, we read and discussed the culture exerts an all-pervasive influence on infants, children, and
adolescents and determines the nursing interventions appropriate for the individual child, parents, and extended
family members. Knowledge of the cultural background of the child and family is necessary for the provision of
excellent transcultural nursing care. Cross-cultural communication must convey genuine interest and allow for
expression of expectations, concerns, and questions. Culture influences the child’s physical and psychosocial
growth and development. Basic physiologic needs such as nutrition, sleep, and elimination have aspects that are
culturally determined. Parent–child relationships vary significantly among families of different cultures, and
individual differences among those with the same background add to the complexity. Cultural beliefs and values
related to health and illness influence health-seeking behaviors by parents and determine the nature of care and
cure expected

Content/ Lectures Physiologic Development During Adulthood

Women undergo menopause, one of the more profound physiologic changes that results
in a gradual decrease in ovarian function with subsequent depletion of progesterone and
estrogen. While these physiologic changes occur, self-image and self-concept (psychosocial
terms) change also. The influence of culture is relevant because women learn to respond to
 menopause within the context of their families and culture. The perception of menopause and
aspects of the experience of menopausal symptoms appear to vary across cultures.

Andrews, M. M., & Boyle, J. S. (2016). Transcultural Concepts in Nursing Care. Philadelphia PA:
Wolters Kluwer (P187).

Psychosocial Development During Adulthood

Psychosocial development in middle age is now viewed as a vigorous and changing stage
of life involving many challenges and transformations. Traditionally, these years were viewed as
one long plateau that separates childhood from old age. It was assumed that decision affecting
marriage and career were made in the late teens and that drastic changes in developmental
processes seldom occurred afterward

Andrews, M. M., & Boyle, J. S. (2016). Transcultural Concepts in Nursing Care. Philadelphia PA:
Wolters Kluwer (P188).

Developmental Tasks
Throughout life, each individual is confronted with developmental tasks (Erikson, 1963), those
responses to life situations encountered by all persons experiencing physiologic, psychological,
spiritual, and sociologic changes. Although the developmental tasks of childhood are widely
known and have long been studied, the developmental tasks of adulthood are less familiar to
most nurses.

Andrews, M. M., & Boyle, J. S. (2016). Transcultural Concepts in Nursing Care. Philadelphia PA:
Wolters Kluwer (P190-191).
Culture and Adult Transitions
The successful progression through developmental tasks and/or life transitions may occur
slowly over many years and are important in terms of quality of life and life satisfaction. Culture
influences these transitions, and it is important that nurses be able to evaluate their adult clients
and help them adjust and change in culturally appropriate ways.

Andrews, M. M., & Boyle, J. S. (2016). Transcultural Concepts in Nursing Care. Philadelphia PA:
Wolters Kluwer (P191-196).

Learning Activities
The Nursing students will be divided into groups to discussed the following assigned topics:
• Developmental Transitions: Achieving Career Success
• Developmental Transition: Achieving Social and Civic Responsibility •
Developmental Transition: Changing Roles and Relationships

Groups will be guided with the following questions:

1. What is the role of a nurse in given developmental transition in you group?
2. How a nurse will approach these group of people?
3. Explain the significance of knowing developmental transition in these group of people and how
will it help you in the future.

Summary
All individuals are confronted with life transitions, crises, and changes. All cultures have
acceptable and defined ways of responding to these life situations. Adulthood is a busy and productive
time and should no longer be considered a stable “slide” toward old age and it includes cultural
influences on adulthood and older adulthood and emphasized cultural variations that influenced
health/illness situational crises or transitions, culture on individual and family responses to health
problems, caregiving, and health/illness transitions and concerns. We elaborated on the physiologic and
psychological development during adulthood and their developmental transitions in terms of changes.
We discussed as well as identified the implications to the practice that will help students in the future.

Assessments
Individual assessment and submission:
1. Describe the adulthood (male vs female) developmental transition in terms of physical,
cognitive, social and emotional https://www.youtube.com/watch?v=8KQoZrquwrg
MALE FEMALE
PHYSICAL COGNITIVE SOCIAL EMOTIONAL PHYSICAL COGNITIVE SOCIAL EMOTIONAL

Physiologica Indepen- Isolation March Physiologica Indepen- Isolatio March

l growth is dence from toward l growth is dence n from toward
complete. peer autonomy complete. peer autonomy
groups groups
Productive Associat Less overt Productive Less overt
life stage Career e affection life stage Career Asso- affection
choices to others choices ciate
Prime with Prime to
childbearing similar Strong childbearing others Strong
time Problem character time
Problem with character
solving Interest solving similar
Sexual and in Sexual and
development decision marriage Can cope development decision Interest Can cope
at its peak making and with change at its peak making in with change
sharpened forming sharpened marriag
Peak of a family Peak of e and
physical physical forming
capabilities Sometime More Learn to capabilities Sometime a family Learn to
s act time accept s act accept
without with criticisms without More criticisms
thinking friends thinking time
Contentious with Contentious
Abstract behavior friends behavior
thinking Abstract
Attention thinking Attention
seeker seeker

Pressured Can Pressured

Can for their life imagine a for their life
imagine a achieve- sequence achieve-
 sequence ments of events ments
of events that might
that might Adolescent occur Adolescent
occur s vacillate s vacillate
in their in their
emotional emotional
states states
between between
considerabl considerabl
e maturity e maturity
and and
childlike childlike
behavior. behavior.
2. Discuss the role of nurses in this stage of development and how they can help in their patient’s
needs.
a.  Nurses serve as a key resource for patients and their families during the process of pubertal
induction. Health promotion is the keystone of nursing practice and a developmental model is
an appropriate framework to tailor nursing assessment and intervention to the adolescent/young
adult’s developmental level. 
b. psychosocial and physical assessment
c. patient advocacy
d. case management
e. counseling
f. patient education.
3. Give one scenario or case that will shows CULTURE AND ADULT TRANSITION
application, and reflect on the case given as a nurse who will take of this kind of patient.

The need for circumcision for male adolescent, some of them are peer pressured to undergo this
procedure rather thinking of the benefits of it to their hygiene. This will help to ensure there’s nowhere
for bacteria and viruses to hide, reducing the likelihood of spreading STDs.

As a nurse I will educate my patient the importance of having circumcision and how they will properly
clean their foreskin in the penis. For the patient who has a fear of undergoing to this procedure I will
lessen their fear and anxiety by telling them that this is less painful because they will be going to have
anesthesia first before the procedure. If swelling and redness occur, I will tell to my patient to revisit his
health care provider for consult.

Readings and References

Andrews, M. M., & Boyle, J. S. (2016). Transcultural Concepts in Nursing Care. Philadelphia PA:
Wolters Kluwer.