Creswell and Creswell (2023) elucidate that an effective introduction necessitates jotting down ideas to help organize one’s thoughts and cultivate a regular writing routine. Employing consistent terminology, varying narrative levels, and ensuring coherence is essential to enhance writing skills. Additionally, utilizing the active voice and robust verbs and engaging in thorough revision and editing processes are also beneficial (Fried et al., 2019). The paper will discuss the fundamental rudiments to writing an effective introduction related to the SPP topic of the impact of cultural competence education programs on the effectiveness of the cognitive health delivery process. In addition, the paper will explore the topic’s phenomenon of interest and the significance of the problem. Subsequently, the paper will encapsulate bias-free language tips essential for the abovementioned SPP topic.
Components of Writing an Effective Introduction
The overarching goal of an effective introduction related to the SPP topic regarding the impact of the cultural competence education program on the effectiveness of the cognitive health delivery process is to capture the reader’s attention and lead them to the project’s focal point. A key rudiment in a well-crafted introduction is the broad-to-narrow approach. In this case, the initial statement provides an extensive overview of the topic, gradually refining its emphasis with each subsequent sentence until it culminates in a specific viewpoint, typically encapsulated in the thesis statement (Creswell & Creswell, 2023). Another component is being cognizant of the intricacy of the introduction. Introductions succinctly encapsulate existing knowledge on the study topic, identify the research gap, state the study aims, and emphasize the importance of addressing the gap. However, defining these aspects can be challenging, especially for novice researchers without familiarity with the literature. Therefore, understanding these complexities and avoiding redundant background information can help craft an effective and concise introduction (Perez et al., 2020). A proper introduction also needs an understanding of the necessary components and approaches, framing it around the practical problem being investigated and utilizing resources to enhance academic writing skills (Perez et al., 2020).Top of Form
Examining the Impact of Cultural Competence Education Program on the Effectiveness of Cognitive Health Delivery Process
Introduction
In the United States, a significant demographic shift is pigeonholed by increasing diversity. However, the composition of healthcare providers does not exemplify this diversity adequately (Marcelin et al., 2019). Conversely, this can give rise to a gamut of healthcare disparities in accessibility and the quality of care. Stubbe (2019) postulates that biases, microaggressions, and stereotypes exhibited by healthcare providers can impact patient-clinician interactions and clinical decision-making processes, potentially compromising the quality of care delivered to diverse patient populations. Healthcare providers may lack cognizance of how their communication styles may adapt to individual patient attributes. In this case, their implicit bias may further contribute to the reluctance among patients from diverse cultural groups to seek cognitive healthcare services (Gopal et al., 2021).
Notably, most healthcare providers find it difficult to work with multicultural populations. Thus, providing cultural competence training to clinicians is paramount to better meet the needs of a growing, diverse patient population (Desai et al., 2020). Culturally competent healthcare encompasses delivering comprehensive, effective, and culturally sensitive care. Moreover, recognizing the presence of bias and its effects on healthcare disparities is essential for providing culturally competent cognitive care. Per se, it helps reduce healthcare inequities, build patient trust, augment the health delivery process, and mitigate healthcare gaps precipitated by cultural diversity (Lin & Hsu, 2020). The scholarly practice project aims to implement a cultural competence education program to improve the effectiveness of the cognitive health delivery process.
Bias-Free Language Tips
The American Psychological Association (APA) (2023) underscores the importance of discussing all individuals with inclusivity and respect and employing language devoid of bias. One of the bias-free language tips related to the SPP topic is using person-first language when referring to individuals with cognitive health issues. For instance, when addressing a patient, it is vital to mention them as individuals living with a mental condition rather than denoting them as mentally ill. Another integral tip is respecting a person’s preferences regarding their cultural background or identity. In this case, one can use the preferred terminology and avoid imposing labels (APA, 2023).
Encouraging individuals to self-identify, recognizing that the concept of race is not universally understood, and capitalizing “Black” and “White” are pertinent tips for a bias-free language for the SPP topic. Notably, it is critical to underscore what the individuals have rather than the lack. When discussing cultural competence among a diverse patient population, it is important to avoid addressing them as the target population since many communities are targeted for violence. Instead, the appropriate bias-free language is the group of focus (APA, 2023). Furthermore, providing context can help prevent oversimplification or misinterpretation when addressing cultural or demographic elements. As such, this can help ascertain whether the language appropriately captures the subject’s intricacies. The most surprising tip was the person-first language because it accentuates the significance of acknowledging the individuality and dignity of each individual, regardless of their condition.
Conclusion
In conclusion, an effective introduction requires comprehending the essential elements and methodologies, contextualizing it around the practical issue under examination, and leveraging resources to improve academic writing proficiency. The SPP topic examines the impact of cultural competence education programs on the effectiveness of the cognitive health delivery process. Hence, it is paramount to use bias-free language to dismantle detrimental hierarchal frameworks that prevent equitable representation and involvement of people.
References
APA. (2023). Inclusive language guide(2nd ed.). American Psychological Association (APA).
https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines.pdf
Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage. Chapter 5: The Introduction
Desai, M. U., Paranamana, N., Restrepo-Toro, M., Davidson, L., & Stanhope, V. (2020). Implicit organizational bias: Mental health treatment culture and norms as barriers to engaging with diversity. The American Psychologist, 76(1), 78. https://doi.org/10.1037/amp0000621
Fried, T., Foltz, C., Lendner, M., & Vaccaro, A. R. (2019). How to write an effective introduction. Clinical Spine Surgery, 32(3), 111–112. https://doi.org/10.1097/BSD.0000000000000714
Gopal, D. P., Chetty, U., Gajria, C., & Blackadder-Weinstein, J. (2021). Implicit bias in healthcare: Clinical practice, research, and decision making. Future Healthcare Journal, 8(1), 40–48. https://doi.org/10.7861/fhj.2020-0233
Lin, M., & Hsu, H. (2020). Effects of a cultural competence education program on clinical nurses: A randomized controlled trial. Nurse Education Today, p. 88, 104385. https://doi.org/10.1016/j.nedt.2020.104385
Marcelin, J. R., Siraj, D. S., Victor, R., Kotadia, S., & Maldonado, Y. A. (2019). The impact of unconscious bias in healthcare: How to recognize and mitigate it. The Journal of Infectious Diseases, 220(220 Suppl 2), S62–S73. https://doi.org/10.1093/infdis/jiz214
Stubbe, D. E. (2019). Practicing cultural competence and cultural humility in the care of diverse patients. Focus: Journal of Life Long Learning in Psychiatry, 18(1), 49-51. https://doi.org/10.1176/appi.focus.20190041
Perez, A. J., Compton, S. M., Green, J. L., & Amin, M. (2020). Recommendations for approaching the introduction section of manuscripts and grant applications. Canadian Journal of Dental Hygiene, 54(1), 42-44. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7533803/
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