Providing culturally responsible health care to Pacific Islander communities: The creation of a cultural competency training for healthcare professionals

Cultural competency is the ability to respectfully engage, understand, and communicate through conscientious interaction, enabling effective work and meaningful relationships in cross-cultural situations. Cultural competency recognizes the importance for organizations of participants' diverse social and cultural values, beliefs, and behaviors, and has gained attention because it can bridge health perspectives, understanding, and respect between health professionals and patients. There remains a need for cultural competency in healthcare as disparities persist across the U.S. in racial and ethnic minority groups who experience worse health outcomes and lower healthcare quality than the general public. Therefore, a cultural competency training curriculum was created using various resources to improve interactions between Pacific Islander patients and healthcare professionals. This training helps to reduce racial/ethnic disparities in healthcare by encouraging mutual understanding and improving patient satisfaction, adherence to medical instructions, and overall health outcomes by highlighting patient-centered care as a result of utilizing components of cultural competency. To improve patient experiences in Hawai'i, healthcare professionals need the tools to better interact with patients from different cultures, such as Pacific Islanders. This training provides healthcare professionals with culturally-based content for improving cultural competence techniques for interacting with Pacific Island patients. This training was pilot tested with key stakeholders from community organizations and Cancer Center faculty/staff. Local health clinics, providers, and practices will have the opportunity to participate in this training through a Zoombased electronic training format and be provided with three continuing medical education credits. The initial delivery of the training was intended for in-person sessions;however, a virtual format was adapted due to the COVID-19 pandemic and subsequent social distancing regulations. Healthcare providers are provided pre-training resources, a pre- and post-test, and a course evaluation to determine the validity of training objectives. To date, two Federally Qualified Health Centers have been provided the training, n=60, as well as one Cancer Health Equity Partnerships' Scientific Workshop, n=40. For attendees, the analysis of correct responses from the pretest to post-test showed a significant improvement on 6 of the 12 questions. Respondents also agreed that the training resources aligned with the course objectives. Improved patient interactions from this training can help support better patient outcomes, adherence to medical advice regarding cancer screenings, and many other aspects of improving health equity for Pacific Islanders.

An examination of virtual exchange on the intercultural competence of college students

This study examines the effect of a virtual exchange experience on the intercultural competence of college students from the United States and MENA (Middle East and North Africa) region. Archival data from the Stevens Initiative was used to test whether 70 students from the United States and 72 students from Iraq and Jordan gained intercultural competence upon completion of a virtual exchange program known as the Global Solutions Sustainability Challenge. Intercultural competence was measured using the variables of cross-cultural collaboration, ethnocentrism, problem solving, perspective taking, and empathy. Results showed a significant increase in cross-cultural collaboration and decrease in ethnocentrism for MENA students. There was a significant increase in problem solving for U.S. students. Contrary to expectations, perspective taking declined for both groups of students and there were no changes in empathy. Overall, the results show support for the effectiveness of virtual exchange on improving the intercultural competence of college students. In light of challenges to international travel due to COVID 19 and the high cost of study abroad, virtual exchange is a viable and creative alternative for developing intercultural competence. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

To wear or not to wear? The influence of regulatory focus and individual cultural orientation on face mask wearing

During the COVID-19 pandemic, much focus has been placed on the healthcare benefits of wearing face masks, yet some people resist wearing them. Though mask mandates may enhance face mask adoption in the short run, the effectiveness of such mandates, in the long run, remains questionable. Thus, understanding of psychological and sociological mechanisms behind wearing face masks becomes pertinent. This study by examining these underlying mechanisms, tends to answer two research questions: (1) How does regulatory focus impact one's behavior to wear face masks? (2) How does the impact of regulatory focus on this behavior vary under different cultural orientations? Drawing on the theory of regulatory fit, we found that people with a prevention focus will have fewer concerns about wearing face masks than people with a promotion focus. In addition, we also found that prevention-focused people who exhibited a cultural orientation with higher levels of collectivism, masculinity, power distance, and uncertainty avoidance had fewer concerns about face mask wearing perception and were more likely to wear face masks than did promotion-focused people with the same cultural orientation. The implications of these findings on the relevant literature and practice are also discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The First Annual COIL International Shark Tank

For the COIL assignment, students worked in international teams of four to identify an existing problem in both the U.S. and Japanese health care systems, develop a PICOT (Population of concern, Intervention or interest, Comparison, Outcome, and Timeframe) question, and formulate an evidence-based solution to address the existing health care challenge. A mobile cancer screening van to screen populations with high risk factors for breast cancer, skin cancer, hypertension, diabetes, and child immunizations. 6. Each university used different learning management systems but agreed to use free online resources, such as Padlet, Translate, and Google Drive/Microsoft One Drive to enhance collaboration and communication.

Reflections on an ongoing pilot using the ADDRESSING Model

The ongoing effects of the COVID‐19 pandemic have changed the very makeup of the American experience down to the acute onset of mental health care involvement for children and families. According to a recent systematic review of 35 survey studies of children and adolescents from 4 to 19 years of age (Theberath et al., 2022), the global pandemic has exacerbated the prevalence of mental health issues among youth for disorders ranging from depression and anxiety to post‐traumatic stress disorder and suicidality. However, innumerable disparities exist which have simultaneously increased mental health‐related visits for youth as well as decrease the likelihood of them accessing proper mental health care in this country to below 20% within the past three years (Abramson, 2022).

Culturally Competent Policy Practice in Minority Communities during the COVID-19 Pandemic: Contextual and Structural Perspective

Minority communities have borne a disproportionate burden of health, social and economic consequences during the pandemic. By engaging in policy-shaping processes, social workers can contribute to the development of beneficial policies for minority communities. When working in cross-cultural environments with majorities and minorities, social workers must develop cultural competence to be effective in policy practice. Despite the importance associated with cultural competence in policy practice (CCPP), little empirical evidence exists regarding what is required of social workers in order to engage in culturally competent policy change during the pandemic. In the present study, we address this lacuna through the theoretical framework of culturally competent policy practice. Drawing on twenty-one in-depth interviews, which were conducted at two time points during the pandemic with social workers who work with ultra-Orthodox minority communities in Israel, we demonstrate that CCPP involves the combination of two perspectives—contextual and structural. These include identifying and analysing social problems from a local and global perspective, reshaping the problem through self-awareness and critical awareness of power relations, and applying cultural competence skills that reflect the unique characteristics of the communities. This article discusses the strengths and limitations of CCPP, especially when implemented in changing social and political situations.

A Mixed Methods Evaluation of an Integrated Primary and Behavioral Health Training Program for Counseling Students

Behavioral health provider shortages continue to grow in the United States, with the need for related services increasing as the SARS-COVID-19 pandemic persists. The implementation of integrated primary and behavioral healthcare (IPBH) practices represents one viable approach to leverage existing resources and maximize the potential for client outcomes;however, best practices for counselors within an IPBH paradigm remain unclear. We report the findings of a mixed method evaluation of an IPBH training program with 45 (36 females;9 males;Mage = 31.65) professional counseling students who predominately identified with ethnic minority identities (55%), urban residences (66%), and disadvantaged backgrounds (44%). We detected statistically and practically significant changes in self-efficacy (p = .01, d = .55) and interprofessional valuing and socialization (p < .01, d = .76), but mixed findings for variables associated with multicultural competence. Stakeholder interviews and document analysis identified four key facilitators (Financial Support;Facilitated Engagement;Witnessing Collaboration;Holistic Representation of Clients and Client Care) and four barriers (Awareness Raising and Recruitment;Logistics and Coordination;Inconsistent Culture of IPBH;Momentum Maintenance) to program success.

School counselors' perceived school climate, leadership practice, psychological empowerment, and multicultural competence before and during COVID‐19

Following a population‐based randomized design, we investigated changes of school counselors' psychological empowerment, multicultural competence, and leadership practice, as well as their perception of school climate from before to during COVID‐19. Specifically, school counselors were randomized into two conditions: (a) the pre‐COVID‐19 condition (n = 506) and (b) the current‐COVID‐19 condition (n = 542). Participants in the pre‐COVID condition responded to survey items following a retrospective manner based on their experiences between September 2019 and March 2020. We found that participants in the current COVID‐19 condition scored significantly higher in psychological empowerment and perceived school climate and lower in multicultural competence and leadership practices compared to the participants in the pre‐COVID‐19 condition. Regardless of directionality of changes, results supported the significant impacts that the pandemic had on school counselors' roles related to addressing systemic issues. We discussed implications of the results to school counseling practice and school counselor training.

Teaching multicultural psychology as a cultural competence intervention: An empirical evaluation of course components

Previous research has shown that a semester-long multicultural psychology course can effectively increase students' cultural competence-related attitudes when students complete the class in-person and online. Cultural competence refers to the knowledge, awareness, and skills required to appreciate, recognize, and effectively work with members of other cultural groups. This dissertation examined several components of a multicultural psychology course: ethical grading, skill development, and intergroup contact. The first paper discussed techniques used to minimize grading bias and examined whether cultural competence shifts impacted grading. Students' cultural competence scores did not relate to or predict their grades in the course, which supported the notion instructors can grade fairly and objectively regardless of students' attitudes and values. The second paper highlighted the importance of social justice competence in addition to cultural competence, as well as the importance of targeting skill development in addition to knowledge and awareness. This study investigated the impact of adding a skills-focused Difficult Dialogues group assignment to the course on students' shifts in cultural competence-related attitudes and social justice orientation and also discussed of implementation considerations for instructors. Results suggested that the Difficult Dialogues project had a particular impact on improving students' social justice behavioral intentions. The third paper focused on the impact of intergroup contact with diverse others. The multicultural psychology course typically requires direct contact by attending at least three cultural events every semester. However, due to the COVID-19 pandemic, this requirement was shifted to indirect contact activities. This study examined differential shifts on students' cultural competence-related attitudes in sections where students were required to engage in direct intergroup contact versus students who were allowed to engage in indirect intergroup contact due to taking the course during the COVID-19 pandemic. Results suggest that indirect contact contributed to positive shifts in cultural competence equally as well as direct intergroup contact. These studies advance the evidence-based teaching of multicultural psychology by empirically examining specific course components. The manuscripts provide useful information for educators, administrators, advocates, and policymakers about the impact of multicultural education, the efficacy of cultural competence training, and feasibility of ethical implementation in the classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

From Early Intervention to Graduate Education-- to CSD Leadership...Robert Augustine

An interview with Robert Augustine, American Speech-Language-Hearing Association (ASHA) 2023 president, is presented. Among the issues he discussed include his experience of growing up in Livingston, Illinois, what drove his decision to expand his scope beyond communication sciences and disorders (CSD) to graduate program administration, and issues among the association's priorities that he wants to emphasize.

Rural Psychology and the COVID-19 Pandemic: Highlighting Strengths and Future Directions

The Coronavirus disease (COVID-19) pandemic has dramatically impacted Canadians' mental health, including those who live in rural areas. Rural psychologists have long faced unique challenges associated with practice related to accessibility, isolation, and technology. They also have extensive experience in practicing with flexibility, creativity, and complex ethical considerations such as competency (generalist vs. specialist, cultural competence vs. content competence). Therefore, they may have adapted relatively rapidly to the dramatic changes that came along with the pandemic and be well positioned to lead their urban colleagues and organizations as we move forward. Whereas new and pre-existing challenges have been exacerbated by the pandemic, strengths of rural psychologists (e.g., managing geographical isolation, familiarity with telehealth) have emerged. This article looks at the strengths embedded in rural psychology that facilitated service provision during the pandemic. It also reviews future directions to build upon within the rural Canadian context. La pandémie causée par le coronavirus (COVID-19) a eu d'importantes répercussions sur la santé mentale de la population canadienne, y compris dans les régions rurales. Les psychologues des régions rurales doivent composer depuis longtemps avec des difficultés particulières dans leurs pratiques en matière d'accessibilité, d'isolement et de technologie. Ils possèdent une vaste expérience d'une pratique caractérisée par la flexibilité, la créativité et des considérations éthiques complexes, telles que les champs de compétence (généraliste vs spécialiste, compétence culturelle vs compétence relative au contenu). Ainsi, ils ont peut-être pu s'adapter relativement rapidement aux importants changements suscités par la pandémie et sont peut-être bien placés pour diriger leurs confrères, consoeurs et organismes des villes pour la suite des choses. Étant donné que des difficultés nouvelles et existantes ont été exacerbées par la pandémie, les forces des psychologues des régions rurales ont été mises en relief, par exemple, la gestion de l'isolement géographique et leur connaissance préalable des consultations à distance. Cet article examine les forces inhérentes aux services psychologiques en région rurale qui en ont facilité l'accès durant la pandémie. De plus, il présente les orientations futures sur lesquelles s'appuyer dans le contexte rural au Canada.

Effective and respectful interaction with Māori: How the regulators of health professionals are responding to the Health Practitioners Competence Assurance Amendment Act 2019

AIMS: To ascertain the response of registered health professional regulators to the legislated requirement under the Health Practitioners Competence Assurance Amendment Act 2019 (HPCA Amendement Act) that practitioners are culturally competent and, specifically, enabling "effective and respectful interaction with Māori". METHOD: A document analysis of the extent to which the culturally competent requirement is indicated in information about professional competencies within publicly available information of the 17 responsible authorities (RAs) that govern health practitioners under the Health Practitioners Competence Assurance legislation. RESULTS: Three years after the amendment to the original Act (HPCA Act) requiring health professionals to be culturally competent specifically in relation to interacting with Māori, only four of the 17 RAs fully reference the amended requirement, and only two RAs link this specific cultural competence to the requirements of the amended Act (HPCA Amendment Act). The majority of the RAs have yet to integrate references to engaging with Māori in this way into their professional competencies. CONCLUSIONS: Culturally competent practice is only meaningful once it is enacted by individual practitioners in their interactions with others. It is imperative for RAs to include the cultural competence requirement into their published information about professional competencies as this would signal to the profession, practitioners, and wider community that effective and respectful interaction with Māori is a fundamental expectation of all health practitioners in this country. Other issues identified during the analysis suggest an emphasis on administration and bureaucracy. This presents an opportunity for consolidating the practice of RAs including how key functions are expressed and promulgated.

Community health needs bus tour: understanding social determinants of health and racism

Purpose of Study: Racism, the social system in which certain groups of people are afforded opportunity while others are limited, based on race, is a social determinant of health (SDOH) that contributes greatly to health inequity. An interactive Community Health Needs Bus Tour at Arkansas Children's Hospital served to: (1) increase intern knowledge of SDOH and racially-driven health inequity, while providing context to the patients and community we serve;and (2) connect residents to the organizations working to overcome these disparities. Methods Used: Key SDOH were identified including food and housing insecurity, education, literacy, community and personal violence, and racism. Community organizations and landmarks were identified as "tour stops" to illustrate each SDOH and its impact. Each stop connected residents to a place where they would soon be referring patients with such needs in the future. A detailed script was developed. At each tour stop residents were given demographic data that highlighted the impact of health inequity. They also learned the positive impact of the organization. At "Hop On" tour stops, speakers from the individual organizations were invited on board the bus to share the specific impact of their work. The tour was also designed with two "Hop Off" stops, chosen to illustrate how Little Rock's unique history and racial division created much of the health inequity of today. At the Mosaic Templars Cultural Center, residents toured exhibits to learn and celebrate African American history and culture. At the Central High School Visitor Center, residents studied the history of the "Little Rock 9." These stops highlighted the impact of public policy and racism and sought to expand residents' cultural competency. The tour took place during Intern Orientation in June 2019 and 2022, with a gap due to COVID. Summary of Results: All participants were surveyed anonymously at the conclusion of the bus tour. 96% felt that the experience met its core objectives. 100% of all participants agreed or strongly agreed that they can apply what they learned on the Bus Tour to their work as a resident. Further, 100% of all participants agreed or strongly agreed that they had identified an organization or person they can collaborate with in the future. One resident reported the tour led to "better understanding the history and current socioeconomic context that may color interactions with future patients." Another resident reflected the experience was a "great reminder to keep in mind that regardless of patients' background, they all deserve the same standard of care." Conclusion(s): This type of interactive, community-based programming is effective in teaching SDOH, raciallydriven health inequity, and connecting residents to the patients and communities they serve. Further study could identify if these experiences specifically impact residents' perception on racism, health inequity, and bias. Copyright © 2023 Southern Society for Clinical Investigation.

Diversity Impacts of Coronavirus Disease 2019.

This article describes how coronavirus disease 2019 (COVID-19) health disparities relate to the social determinants of health and reviews the importance of a diverse nursing workforce prepared to advance social justice. The article reviews recommendations from the National Academy of Medicine and highlights practical strategies to promote diversity and social justice, including mentoring nurses from underrepresented backgrounds, amplifying diverse nursing voices, and leveraging the power of coalitions. In highlighting the interwoven impact of COVID-19 and demand for social change throughout 2020 to 2022, the article strives to move beyond the acute COVID-19 crisis to sustained social justice in health care.

Developing an Equitable COVID-19 Pandemic Response: Lessons Learned From a Multisectoral Public Health Partnership in Guadalupe, Arizona

The COVID-19 pandemic has disproportionately impacted communities that are medically underserved across the United States, including the 6,700 Hispanic and Pascua Yaqui residents of Guadalupe, Arizona. In May 2020, Guadalupe experienced new COVID-19 cases at a rate 13.9 times as high as its surrounding county, urging town leadership to establish the Guadalupe Community Response Team (GCRT), a multisectoral network of community, academic, and public health partners. The objectives of the GCRT were to: (a) increase access to health and support services;(b) develop novel and intensive outreach efforts;and (c) build partnerships to strengthen public health capacity. From June 2020 to December 2021, the GCRT provided door-to-door case investigation and resource provision, coordinated testing and vaccination events, created public health communications, and developed COVID-19 guidance for cultural gatherings. These interventions were implemented in an effort to reduce community transmission of SARS-CoV-2 and increase equitable access to testing, vaccination, and social support resources. Cultural leaders, such as promotores de salud and Yaqui Cultural Specialists, were integral in building trust among community members. The GCRT provides valuable lessons learned on the importance of implementing a culturally grounded approach to COVID-19 mitigation to increase equitable access to health services during a public health emergency. [ FROM AUTHOR]

Understanding Physical Distancing and Face Mask Use Across High-Risk African American Subgroups During the COVID-19 Pandemic: Application of Health Belief Model.

Physical distancing and face masks remain frontline prevention strategies due to suboptimal vaccine uptake and the highly infectious COVID-19 variants. Communities of color are disproportionately impacted by a chronic disease burden that places them at higher risk of severe COVID-19 disease. Therefore, they can greatly benefit from face mask use and physical distancing, especially if the individual(s) have not received the vaccine. We applied the Health Belief Model to explore barriers and motivators influencing physical distancing and face mask use among high-risk, Black American subgroups during the early COVID-19 pandemic stages. We conducted 62 semi-structured interviews among four Black American subgroups: young adults, individuals with underlying medical conditions, essential workers, and parents. Thematic analysis, guided by the Health Belief Model, yielded six themes: (1) Knowledge on Face Mask Use and Physical Distancing, (2) Perceived Susceptibility and Severity Varies by Subgroup, (3) Experience with and Perceived Self-Efficacy to Engage in Preventive Behavior, (4) Perceived Benefits to engaging in preventive behaviors, (5) Perceived Barriers to engage in preventive behaviors, and (6) Cues to action to increase participation. Each subgroup's unique experience informed multilevel, tailored approaches that can be used by health promotion practitioners to improve face mask use and physical distancing among uniquely vulnerable Black American subgroups in the current and future pandemic.

Evaluation of primary care during the COVID-19 pandemic in a Peruvian región

Introducción: La atención primaria es el pilar fundamental de un sistema de salud efectivo;el incumplimiento de los atributos esenciales podría contribuir al colapso de los sistemas de salud en eventuales pandemias. Objetivo: Evaluar el cumplimiento de los atributos de la atención primaria y sus factores asociados, según perspectiva del usuario externo en el contexto de la pandemia por COVID-19, en una región del Perú. Método: Estudio transversal, que incluyó 1064 usuarios externos, seleccionados aleatoriamente. Utilizando la Encuesta se recogieron características sociodemográficas y de salud. El cumplimiento de los atributos de la atención primaria fue valorado con la versión modificada del instrumento PCAT-A10. Se realizó un análisis descriptivo y multivariado mediante modelos lineales generalizados de la familia Poisson para evaluar ciertos factores asociados al incumplimiento de los atributos de la atención primaria. Resultados: De los participantes, el 76,6% perciben que los atributos básicos esenciales se incumplen;asimismo, en el primer contacto (74,7%), continuidad (87,8%), coordinación (95,7%), globalidad (88,3%) y competencia cultural (75,9%). La condición de estudiante (p<0,001), autopercepción de salud regular (p=0,010), adulto de 30 a 59 años (p<0,001) y la condición de usuarios del centro de salud Subtanjalla (p=0,001), Parcona (p<0,001) y Guadalupe (p<0,001), se encuentran asociados a mayor percepción de incumplimiento de los atributos de la atención primaria. Conclusiones: Desde la perspectiva de los usuarios externos los atributos esenciales son incumplidos en los centros de atención primaria;existen factores asociados a mayor probabilidad de percibir que estos atribuidos son incumplidos.Alternate :Introduction: Primary care attention is the fundamental pillar of an effective health system;a failure to comply with its essential attributes could contribute to the collapse of the health systems in the event of pandemics. Objective: To evaluate the compliance of the primary attention's attributes and its associated factors, according to the external user's perspective in the context of the COVID-19 pandemic in a Peruvian region. Method: Cross-sectional study, which included 1064 randomly selected external users. Also, the sociodemographic and health characteristics were collected using the survey. And the compliance of the primary care attributes was valued using the modified version of the PCAT-A10 instrument. Finally, a descriptive and multivariate analysis was performed using generalized linear models of the Poisson family to evaluate certain factors associated with noncompliance with the attributes of primary care. Results: 76.6% of the participants perceive that the essential basic attributes are not met;likewise, in the first contact (74.7%), continuity (87.7%), coordination (95.7%), globality (88.3%) and cultural competence (75.9%). The student condition (p<0,001), self-perception of regular health (p=0.010), adult from 30 to 59 years old (p<0.001), and the condition of users of Subtanjalla (p=0.001), Parcona (p<0.001) and Guadalupe (p<0.001) health centers were associated with a greater perception of noncompliance with the attributes of primary health care. Conclusions: From the external user's perspective the essential attributes are met in primary care centers;there are factors associated with a greater probability of perceiving that these attributes are not met.

Transforming Transitions: Developing Cultural Competence in Supporting Caregivers of Children and Youth Growing up with Autism Spectrum Disorder

BACKGROUND: Transition to adulthood is a stressful time for caregivers of children and youth with Autism Spectrum Disorder (ASD). Anecdotally, we know that cultural perspectives can directly influence decisions made around ASD diagnosis, treatment, and transition to adulthood. However, there is a paucity of research into these cultural perspectives and how they may affect illness trajectories. OBJECTIVE(S): 1.Through open-ended responses, identify cultural values that play a role in decision making around health care and life course planning during transition to adulthood in ASD. 2.Identify criteria for success in adulthood from parents of children and youth with ASD in a culturally diverse population. 3.Identify systemic barriers that prevent families from accessing culturally sensitive care 4.Educate health care workers on any unique cultural perspective that may impact transition planning. DESIGN/METHODS: In-depth interviews (IDIs) were conducted with caregivers (i.e., parents/guardians) of children and youth with autism. Interviews were recorded, transcribed, and coded using deductive and inductive coding methods by two independent coders, with inter-rater reliability confirmed by Cohen's kappa coefficient. RESULT(S): A total of 12 IDIs were conducted. The main themes that were discussed included caregivers' understanding of adulthood for their child with ASD, barriers to accessing services, the importance of culture and religion/spirituality to their child's future, recommendations to improve current services and programming and the impact of the COVID-19 pandemic on decision-making. Caregivers expressed their desire for their child to be independent as they transition to adulthood. They also described how cultural or religious/spiritual practices are integrated into their child's life and the importance of maintaining their cultural identity. Caregivers emphasized the lack of culturally tailored resources as their child transitions to adulthood to maintain that sense of community. CONCLUSION(S): Caregivers' cultural perspectives are an integral part of their identity and an important aspect of their environment that should be taken into consideration as children and youth with ASD transition to adulthood.

The Perception of Nurses about Migrants after the COVID-19 Pandemic: Close Contact Improves the Relationship.

Nurses have faced during the COVID-19 pandemic a tough professional situation in which they have had to work in a resource-limited context and with a high probability of COVID-19 transmission. In today's multicultural societies, care for immigrant patients is also included. In our study, we have delved into the perception of hospital nurses towards migrant people in the context of the COVID-19 pandemic. We used a qualitative methodology with a phenomenological approach. Semi-structured interviews were conducted with 16 nurses. Seven categories emerged and were distributed in the three blocks of the interviews: (a) perception before the pandemic: prejudices make a mark and communication problems; (b) perception after the pandemic: prejudices weaken and communication worsens; and (c) how to improve care: improve communication, more nurses, and no need for training. The approach in the interpersonal relationship between nurses and patients during the pandemic has improved health care. Proposals arise to overcome the language barrier such as the incorporation of intercultural translators-mediators and professionals of foreign origin. There is a lack of awareness of the need for training in cultural competence on the part of the nurses in the study.