Cultural Sensitivity and Health Literacy

1. Mr. Ocampo, 61, recently immigrated and works as a night janitor. He is being discharged after treatment for hypertension. The LPN gives him written instructions, but he folds the paper quickly without reading it. When asked if he has questions, he smiles politely and says, “Everything is fine,” although he previously asked basic questions about his medications. What is the LPN’s best approach to assess his health literacy without causing embarrassment? *

Ask him directly if he can read the instructions

Ask him to read a paragraph aloud

Use teach-back by asking him to explain how he will take his medications at home

Assume he understands since he said everything is fine

2. Mrs. Chen, 72, speaks only Mandarin and is being discharged with new heart failure instructions. No written materials are available in her language. Her son cannot be present during teaching. A colleague suggests “just showing her the pictures.” What should the LPN do first? *

Provide English pamphlets and highlight the important sections

Use pictures only and hope the son explains later

Ask another staff nurse who speaks Cantonese to interpret

Request a professional interpreter to provide verbal discharge teaching

3. A Haitian patient believes his hypertension is caused by “blocked blood energy” and prefers herbal teas, which he says are more natural. He nods when the LPN explains medication therapy but later tells his wife, “I’m not taking those pills. They’re chemicals.” Which action demonstrates culturally sensitive teaching? *

Insist that biomedical treatment is the only valid option

Avoid discussing his cultural beliefs to stay neutral

Ask the wife to convince him to take the pills

Acknowledge his beliefs and explore how herbal practices can safely coexist with prescribed treatment

4. A Syrian refugee, recently resettled, refuses vaccination for his child because he fears government tracking. He looks anxious when asked to sign medical forms. The LPN notices the father flinches each time “records” are mentioned. What is the most culturally sensitive first step? *

Explain that Canada does not track refugees through vaccination

Ask the physician to pressure him to sign

Explore his fears and experiences with medical systems in his home country

Provide a brochure about vaccine safety

5. Ms. Cardinal, a Cree woman, avoids follow-up appointments and states, “Doctors don’t listen to people like us.” She becomes quiet when the LPN suggests medication changes. She later tells a family member, “I don’t want them controlling my body.” Which nursing action best promotes cultural safety? *

Explain that the healthcare team treats everyone equally

Ask why Indigenous people often feel mistrustful

Validate her experience and ask how she prefers decisions to be made

Focus solely on biomedical teaching to avoid cultural topics

6. An elderly Filipino man smiles and laughs softly while the LPN explains wound care. The student nurse thinks he “doesn’t care,” but the LPN suspects this may be a cultural expression of embarrassment or discomfort. When asked if he can do the dressing at home, he hesitates and says, “Maybe.” What is the most effective strategy to assess his understanding? *

Demonstrate the dressing change and ask him to repeat the technique step-by-step

Assume he understood because he agreed verbally

Ask him directly if he feels embarrassed

Give him written instructions and leave

7. A patient from Morocco speaks limited French. His adult daughter insists on interpreting but repeatedly uses terms that oversimplify complex concepts. The LPN notices the patient looks confused when the daughter says, “Everything is fine, nothing serious,” although the diagnosis requires careful follow-up. What should the LPN do? *

Allow the daughter to continue since she knows the patient well

Call her out for mistranslating

Give instructions directly to the daughter instead of the patient

Request a professional interpreter to ensure accuracy and patient autonomy

8. A Muslim patient with iron-deficiency anemia is advised to increase iron-rich foods. When the LPN recommends certain fortified foods, the patient quietly says some items “are not allowed” but avoids giving specifics. He seems embarrassed discussing religious rules. How should the LPN proceed? *

Tell the patient to follow the plan regardless of restrictions

Avoid discussing religion to maintain professionalism

Replace food teaching with medication teaching only

Ask respectfully about dietary restrictions so the plan can be adapted

9. Mrs. Leclerc, an elderly Vietnamese woman, uses herbal remedies and hot-cupping therapy for pain. She is prescribed warfarin and says she will “continue her herbs because they clean the blood.” Her son says the herbs are harmless. What is the LPN’s best response? *

Tell her to stop all herbs immediately

Respect her choices and ignore the herbal use

Assess which herbs she uses and collaborate with the pharmacist to evaluate interactions

Ask the son to manage her medications

10. A Korean patient avoids asking questions because he believes questioning healthcare providers is disrespectful. During teaching about postoperative care, he stays silent and simply bows his head. The LPN suspects he may not understand the instructions. Which approach best ensures comprehension while respecting cultural norms? *

Ask if he has any questions repeatedly

Give written instructions only

Assume he understands because he appears respectful

Use teach-back framed respectfully: “Just so I know I explained clearly, can you show me how you will clean the incision at home?”