The nurse is caring for a patient who is a well-known surgeon at the hospital. The nurse notices the patient becoming more agitated and withdrawn with each group of surgeon visitors. The nurse and patient agree to place a “Do not disturb” sign on the door. A few hours later, the nurse notices a surgeon who is not involved in the patient’s care attempting to enter the room. Which response by the nurse is most appropriate?

Choice A reason: Maintaining belief, while part of Watson’s model, focuses on sustaining patient values, not directly fostering hope. Instilling faith-hope is a specific carative factor addressing spiritual and emotional needs, more relevant for holistic care. Prioritizing belief risks underemphasizing hope’s role in motivating patients, especially in challenging health scenarios requiring emotional resilience.

Choice B reason: Instilling faith-hope, a core carative factor in Watson’s caring theory, involves fostering optimism and spiritual strength, enhancing patient coping and resilience. This promotes holistic healing by addressing emotional and existential needs, critical in serious illness or recovery, encouraging patients to find meaning and hope, improving psychological and physical outcomes.

Choice C reason: Maintaining ethics is not a specific carative factor in Watson’s model, though ethical care is implicit. Instilling faith-hope directly supports patients’ emotional and spiritual needs, central to holistic nursing. Focusing on ethics risks missing Watson’s emphasis on caring processes like hope, which enhance patient trust and healing in clinical practice.

Choice D reason: Instilling values is not a carative factor in Watson’s model, which emphasizes factors like faith-hope for holistic care. Values are patient-specific and not nurse-instilled. Prioritizing this misaligns with Watson’s framework, potentially neglecting emotional support like hope, critical for fostering patient resilience and well-being in health challenges.

Choice A reason: Cultural knowledge involves understanding diverse cultural beliefs, values, and practices, a core component of Campinha-Bacote’s model. This knowledge enables the nurse to provide informed, sensitive care, reducing misunderstandings and improving outcomes, making it a critical focus for achieving cultural competency.

Choice B reason: Cultural encounters involve direct interactions with diverse patients, fostering experiential learning and reducing stereotypes. In Campinha-Bacote’s model, these encounters build confidence in cross-cultural care, making it an essential area for the nurse to develop competency through real-world application.

Choice C reason: Cultural skills include the ability to assess and communicate effectively with diverse patients, a key element of Campinha-Bacote’s model. Skills like culturally sensitive interviewing ensure tailored care, making this a vital focus for the nurse to achieve competency in delivering equitable healthcare.

Choice D reason: Cultural desire reflects the nurse’s genuine motivation to engage in culturally competent care, a foundational aspect of Campinha-Bacote’s model. This intrinsic drive fuels learning and practice, making it a critical area for the nurse to cultivate to achieve and sustain cultural competency.

Choice E reason: Cultural transition is not part of Campinha-Bacote’s model, which includes knowledge, encounters, skills, desire, and awareness. This term is unrelated to the framework’s components, making it an incorrect focus for the nurse aiming to achieve cultural competency.