MODULE 10: GENDER, SOCIOECONOMIC, o Avoid assumptions about family structures and

AND CULTURAL ATTRIBUTES gender identities.

GENDER CHARACTERISTICS SOCIOECONOMIC FACTORS

 Cognitive Abilities:  SES Variables Affecting Health & Learning:

o Verbal Ability: Girls develop language skills earlier o Educational Level: Higher education increases
and perform better in spelling and grammar. health literacy and career opportunities.

o Mathematical Ability: Boys tend to excel in o Family Income: Affects access to healthcare, proper
mathematical reasoning, especially in high school. nutrition, and educational resources.

o Spatial Ability: Males perform better in recognizing o Occupation: Job security and benefits impact
rotated figures and replicating 3D objects. financial stability and well-being.

o Problem-Solving: Research findings on gender o Family Structure: Single-parent households may

differences in problem-solving are mixed. experience financial and emotional challenges.

o School Achievement: Girls get better grades on  Social Class:

average, especially in elementary school.
o Determined by parents' occupation, income,
 Gender-Related Personality Behaviors: education, and neighborhood.

o Aggression: Males are generally more aggressive o Impacts access to quality education, healthcare, and
across cultures. overall well-being.

o Conformity & Dependence: Females tend to be  Impact of Socioeconomics on Health:

more conforming and influenced by social
o Limited financial resources reduce access to
expectations.
preventive care and treatment adherence.
o Emotional Adjustment: Emotional stability differs
o Lower SES groups focus on daily survival rather
between genders, influencing how emotions are
than long-term health planning.
expressed.

o Values & Life Goals: Career paths and personal

 Impact of Illness on Socioeconomics:
goals are shaped by societal expectations.
o High medical expenses can push low-income
o Achievement Orientation: Females prioritize social families into financial crises.
connections; males emphasize competition and
 Poverty Cycle:
intellectual success.
o Low education → Low-paying jobs → Limited
o Gender Bias & Gap: Gender expectations influence
opportunities → Continued poverty.
career choices, leadership roles, and opportunities.
CULTURAL CHARACTERISTICS
SEXUAL ORIENTATION & GENDER IDENTITY
 Acculturation – Adjusting to a new culture while maintaining
 LGBTQIA+: Encompasses various sexual orientations and
elements of the original culture.
gender identities.
 Assimilation – Adopting the dominant culture, often losing
 Population Statistics: Over 8 million LGBTQIA+ individuals
elements of the original culture.
in the U.S., often underrepresented in research.
 Cultural Awareness – Recognizing and understanding
 Health Disparities:
differences between cultures.
o Social stigma leads to higher rates of substance use,
 Cultural Competence – The ability to interact effectively with
depression, and anxiety. diverse cultures.
o Barriers to healthcare access include discrimination  Cultural Diversity – The presence of multiple cultural or ethnic
and lack of insurance coverage for same-sex partners. groups within a society.

o Fear of discrimination reduces willingness to seek  Cultural Relativism – Viewing cultural beliefs and practices
medical care. within their own context rather than judging them.

 Teaching Strategies:  Culture – The shared beliefs, values, customs, and social norms
of a group.
o Foster an inclusive and supportive learning
environment.  Ethnic Group – A community of people sharing common
ancestry, language, and cultural identity.
o Use gender-neutral language and inclusive intake
forms.

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 Ethnocentrism – The belief that one’s own culture is superior to  Adapt teaching materials to accommodate literacy levels and
others. cultural preferences.

 Ideology – A system of beliefs and values that shapes an COMMUNICATING WITHOUT AN INTERPRETER
individual's worldview.
 Speak slowly and use clear, simple sentences.
 Subculture – A distinct cultural group within a larger society.
 Avoid medical jargon and idiomatic expressions.
 Transcultural – Interactions that span multiple cultures or
integrate cultural elements.  Repeat key information and check for understanding.

 Worldview – The perspective through which individuals  Use visuals and written materials as learning aids.
interpret and interact with the world.
 Encourage questions and allow extra time for discussions.
ASSESSMENT MODELS: PURNELL MODEL FOR
CULTURAL COMPETENCE LEARN MODEL

Primary Cultural Characteristics: Emphasizes improvement of cross-cultural healthcare

communication:
 Nationality, race, color, gender, age, religious affiliation.
1. Listen with sympathy/understanding to the patient’s perception
 These are stable traits that define identity and often influence of the problem.
access to resources.
2. Explain your perception of the problem.
Secondary Cultural Characteristics:
3. Acknowledge and discuss similarities/differences.
 Socioeconomic status, education, occupation, political 4. Recommend treatment approaches.
beliefs, urban vs. rural residence.
5. Negotiate agreement.
 More flexible and influenced by life circumstances.
MODULE 11 Gender, Socioeconomic, and Cultural
CIRCULAR MODEL (MACRO LEVEL)
Attributes of the Learner (Part 2)
 Describes the relationship between an individual, their family,
This reviewer covers how culture, socioeconomic status, and gender affect
the community, and global society.
learning and healthcare. It also includes teaching strategies for nurses
 Recognizes that culture influences health, education, and working with diverse patients.
social mobility.

GIGER & DAVIDHIZAR TRANSCULTURAL MODEL

Major Subcultural Ethnic Groups in the U.S.
 Communication: Language barriers, tone, gestures, and
nonverbal cues. The U.S. has four major subcultural ethnic groups, making up about one-
third of the population:
 Space: Cultural differences in personal space preferences.
1. Black/African American
 Social Organization: The influence of family, religion, and
2. Hispanic/Latino
social roles.
3. Asian/Pacific Islander
 Time Orientation: How different cultures perceive punctuality
and planning. 4. American Indian/Alaskan Native

 Environmental Control: Beliefs about personal control over Each group has unique cultural beliefs, health practices, and learning styles
health outcomes. that nurses need to understand.

 Biological Variations: Genetic and physiological differences

across populations.
Hispanic/Latino Culture
NURSE/CLIENT NEGOTIATION MODEL
 Largest and fastest-growing minority group in the U.S.
 Recognizes cultural differences between nurses and patients.
 Less access to healthcare (often lack insurance, receive less
 Encourages mutual respect and flexibility in care planning. preventive care).
GENERAL ASSESSMENT AND TEACHING  Strong family ties (family decisions are very important).
INTERVENTIONS
 Religious beliefs may influence health choices.
 Determine the patient’s primary language and preferred
communication style.  Language barrier (some speak only Spanish, others English).

 Observe family dynamics and how decisions are made. Health Beliefs

 Consider religious beliefs and cultural customs that influence Hispanics often classify illnesses based on the "hot" and "cold" theory:
health choices.
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  Hot diseases (fevers, high blood pressure) are treated with cold  Male-dominated society, where men often make healthcare
foods or remedies. decisions.

 Cold diseases (colds, arthritis) are treated with hot foods or  "Saving face" is very important, meaning people avoid
remedies. embarrassment and conflict.

Some also believe in:  Learning style is passive, and they may not ask questions
directly.
 Magical causes of illness, such as "mal de ojo" or evil eye.
Teaching Strategies for Asian/Pacific Islander Patients
 Home remedies and folk medicine, including herbal treatments
and prayers.  Use a friendly, non-threatening approach.

Teaching Strategies for Hispanic/Latino Patients  Encourage questions, but do not pressure, as they may avoid
asking to "save face."
 Identify the subgroup (Mexican, Puerto Rican, Cuban, etc.).
 Be aware of language barriers and use an interpreter if needed.
 Consider language, education, income, and acculturation level.
 Use repetition and memorization techniques to help with passive
 Encourage family involvement in learning and decision-making. learning.

 Respect religious beliefs and include them in care plans.  Involve family members, especially males, in decision-making.

 Use warmth and friendliness when interacting with patients.

American Indian/Alaska Native Culture

Black/African American Culture  Strong spiritual connection to nature and the land.

 Second-largest ethnic group in the U.S.  Health and religion are deeply linked.

 Many are acculturated (adopted American ways), but poverty  Strong family and tribal ties, with decisions often involving the
and lack of education can be barriers to healthcare. whole community.

 Strong extended family ties, with elders being highly respected.  Children are seen as blessings, not burdens.

 Deep religious faith, with many relying on church communities  Believe supernatural forces can cause illness, such as witchcraft
for support. or spirits.

 Some believe in:  Avoid acculturation and resist adopting Western practices.

o Voodoo and witchcraft.  Lack of materialism and time-consciousness, valuing sharing

and community more than money and schedules.
o Spiritual causes of illness, such as good and evil
spirits. Teaching Strategies for American Indian/Alaska Native Patients

o Folk remedies and traditional healing methods.  Provide information about diseases and risk factors.

Teaching Strategies for Black/African American Patients  Teach practical skills for diet and exercise.

 Respect cultural beliefs and folk practices if they are not  Encourage positive coping mechanisms, as many face emotional
harmful. distress.

 Consider religious influences, as some may prefer prayer or  Respect each tribe’s unique customs and language.
faith-based healing.
 Understand that direct eye contact may be avoided, as some
 Use a personal, relationship-building approach since trust is believe it can "steal" their soul.
important.

Preparing Nurses for Diverse Care

Asian/Pacific Islander Culture
To provide better healthcare for diverse populations, nurses should:
 Health beliefs influenced by four philosophies:
1. Increase minority representation in the nursing workforce.
1. Buddhism (mind-body connection, karma)
2. Include multicultural perspectives in nursing education.
2. Confucianism (respect for elders, hierarchy)
3. Build stronger relationships with patients from different cultural
3. Taoism (balance, harmony with nature) backgrounds.

4. Phi (spiritual beliefs)

 Language barriers are a major issue in healthcare.

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Stereotyping in Healthcare

Stereotyping happens when nurses assume things about a patient based on

their culture, gender, or appearance.

Examples of Stereotyping

 Assuming all Black patients are poor.

 Thinking all Asians are smart and quiet.

 Believing Hispanic patients do not speak English.

 Assuming women are more emotional and men do not need

emotional support.

How to Avoid Stereotyping

 Treat every patient as an individual.

 Use neutral, unbiased language.

 Confront bias in healthcare settings.

 Ensure fair and respectful treatment for all patients.

 Be knowledgeable about different cultural traditions.

State of the Evidence (Latest Research)

Neuroscience and Brain Imaging

 Research is exploring how male and female brains work

differently in learning.

 Some evidence suggests:

o Men may learn better with hands-on activities.

o Women may be better at multitasking and

communication.

 However, these differences are not absolute, as each person is

unique.

LGBTQ+ Healthcare

 There is growing acceptance and focus on LGBTQ+ patients.

 Nurses must be prepared to provide culturally competent care to

LGBTQ+ individuals.

Socioeconomic Status (SES) and Learning

 More research is needed on how poverty affects IQ, health, and

motivation to learn.

 Low-income patients may struggle with health literacy and

understanding medical terms and instructions.

Multicultural Nursing

 The U.S. is becoming more diverse.

 Nurses must continue learning about different cultures to

provide better care.