Communication cultural competency

The purpose of this assignment is to use therapeutic communication strategies when interacting with clients and family

members from diverse cultural and linguistic backgrounds. Differences in communication styles can lead to

miscommunication, misunderstandings about diagnoses or treatments, and other challenges that may

negatively impact health outcomes. Building cultural competence is vital to delivering high-quality, patient-centered care.

Course Outcomes CO 2: Identify characteristics of professional behavior including emotional intelligence, communication, and

conflict resolution. (POs 3, 5, and 6)

CO 3: Demonstrate information literacy and the ability to utilize resources. (POs 3, 5, and 8)

Due Date Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total Points Possible 125 points

Preparing for the Assignment

Objective for This Assignment Includes:

Apply therapeutic communication techniques when engaging with clients who do not speak English, ensuring that language barriers do not hinder

understanding, trust, or quality of care.

The student will utilize Chippewa Valley Technical College Open RN CC-BY-4.0 simulation located at Therapeutic Communication Cultural

Competency H5P.com to navigate and complete the reflection assignment.

Assignment Guidelines

Follow these guidelines when completing this assignment. Speak with your faculty members if you have questions.

Assignment Section

Therapeutic Response

Required Criteria

(125 points/100%)

Address all parts of each question with clear explanations:

Provide an example of a therapeutic response, in quotations, that the student would use to promote understanding,

trust, and respect when giving discharge instructions to a client and their family member when utilizing language

translator.

Identify and reflect on three key therapeutic communication components that contribute to a meaningful and

therapeutic conversation.

During the virtual simulation, how did it feel to be unable to understand the language or follow the conversation

between the client and their daughter?

In what ways do non-verbal cues contribute to meaningful and therapeutic communication?

What insights or takeaways from this virtual simulation can be carried forward into the students future clinical