| Course | NURS 3030 Advocating for Diversity Equity and Inclusion in Healthcare |
|---|---|
| Week | Week 3 |
| Paper type | Discussion post with two peer replies |
| Length | About 510 words, 3 pages |
| Format | Discussion post, APA 7 citations |
| School | Walden University |
| Program | Bachelor of Science in Nursing (BSN) |
| Updated | October 2026 |
Free sample paper for NURS 3030 Week 3
Week 3 Discussion: Initial Post
Humility Over Trait Lists: An Intake Form That Leaves Gender Identity Unrecorded
I take the side of cultural humility over checklist-style cultural competence, and I want to show why with one example rather than a principle. Cultural competence, as it is often taught, gives nurses lists of traits said to be typical of groups: this group prefers family decision-making, that group avoids eye contact. Cultural humility, as Tervalon and Murray-García (1998) described it, is a lifelong commitment to examining oneself, to correcting the imbalance of power in the clinical encounter, and to learning from each patient rather than assuming. A nursing concept analysis listed openness and self-awareness among its attributes, along with setting ego aside, supportive interaction, and ongoing critique of one's own practice (Foronda et al., 2016). The difference is that a trait list tells you what to expect, and humility tells you to ask.
Here is where trait lists fail most clearly. On our outpatient clinic's intake form, the only options are "male" and "female," and there is no place to record gender identity, pronouns, or a name different from the legal name. A trait list for transgender patients, if we had one, would be useless, because the form never identifies who those patients are. Their experiences, including any differences in how they are treated or how often they return, go uncounted. The problem is not a lack of knowledge about a group; it is that the system cannot see the group at all.
Sexual orientation and gender identity questions, asked routinely and recorded in the electronic health record, have been proposed as a key step toward understanding and reducing health disparities for lesbian, gay, bisexual, and transgender people (Cahill & Makadon, 2014). Asking is also an act of humility: it replaces an assumption with the patient's own answer. The change I would argue for is modest. Add two questions to the intake form, one for gender identity and one for the name and pronouns the patient uses, and train front desk staff to ask them in the same neutral way they ask about allergies.
Reply to Hannah
Hannah, you argued that competence and humility work best together, and I agree that knowledge still matters; a nurse should know that some patients fast during Ramadan. My concern is with the order. Tervalon and Murray-García (1998) framed humility partly as a response to the idea that competence can be completed. If a nurse knows the fasting fact but does not ask this patient whether and how she observes it, is the knowledge helping or getting in the way?
Reply to Luis
Luis, you raised the worry that patients may be offended by gender identity questions. That is a fair concern, and the way the question is asked matters. Cahill and Makadon (2014) describe asking these questions of every patient in the same way, as part of routine data collection, which avoids singling anyone out. Has your clinic tried a written version on the intake form rather than a spoken one, which some patients may find more comfortable?
References
Cahill, S., & Makadon, H. (2014). Sexual orientation and gender identity data collection in clinical settings and in electronic health records: A key to ending LGBT health disparities. LGBT Health, 1(1), 34-41. https://doi.org/10.1089/lgbt.2013.0001
Foronda, C., Baptiste, D.-L., Reinholdt, M. M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27(3), 210-217. https://doi.org/10.1177/1043659615592677
Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125. https://doi.org/10.1353/hpu.2010.0233
NURS 3030 Week 3 instructions, in plain terms
NURS 3030 Week 3 sets cultural competence against cultural humility and asks which serves practice better. You take a position, use the framework accurately, and show it working through a concrete example. Faculty split credit between accurate use of the framework and its application. Cite the framework's originators in APA 7. Disagreement with classmates is acceptable when respectful and supported. The example does not need to involve gender identity; any practice where assumptions fail will work. The initial post goes up midweek. NURS 3030 faculty want each part of cultural humility applied to the example. State your position in the first sentence. Show what changes when the person is asked.
Inside the NURS 3030 Week 3 example
The initial post is built as a contrast in two halves. The first half credits Tervalon and Murray-Garcia with the distinction the week turns on: cultural competence treated as mastery of facts about groups, cultural humility treated as ongoing self-critique and attention to power in the encounter. The second half moves that distinction into a room. A composite admission is described in which a transgender patient is asked questions the form has no field for, and the nurse improvises. The author argues that humility describes the nurse's side of that moment, while the missing field describes what the institution failed to build. Sexual orientation and gender identity data collection is called for as the institutional ask. Two replies sit below the post, each carrying its own citation and one objection.
NURS 3030 Week 3 rubric: what earns full marks
Concept threads like this one tend to split credit between accurate use of the framework and what the post does with it. Accurate use comes quickly here, since the distinction is attributed and kept in its original sense rather than softened into general respect for difference. The application share is larger, and moving from the encounter to the system is how the example secures it, which shows the concept understood rather than repeated. Losses in this week are rarely about facts. Posts that list traits of a cultural group to demonstrate humility contradict the very concept under discussion, and instructors notice at once. Posts stopping at personal attitude leave the equity question unanswered. On the reply side, a response bringing a citation and a genuine objection is the version that collects the full reply credit.
NURS 3030 Week 3 help: mistakes that cost marks
Concept threads lose credit when they define cultural humility and never use it. Apply each part to the example. Another common gap is calling cultural competence wrong without saying what it gets right. Acknowledge its value. Writers also choose an example where the framework changes nothing. Pick one where asking the person changes care. Avoid stereotypes even while criticizing trait lists. Cite Tervalon and Murray-Garcia. In replies, disagree respectfully with a source if you can. Close with one change to the form. Writers also forget institutional accountability, the third part, which is where the form gets fixed. Address it. Another frequent slip is an example where assumptions do no harm. Choose one with real stakes.
Get a NURS 3030 Week 3 example written to your instructions
Share the Week 3 discussion prompt, the rubric and the reply count your section sets, and a thread comes back arguing humility against competence around a setting close to yours. The first custom piece is free and lands within 24-48 hours, initial post and replies together, each reply carrying a source of its own.
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NURS 3030 Week 3 questions, answered
Does every cultural humility post need to discuss gender identity?
No. Gender identity is the example this sample uses because intake forms make the institutional gap easy to show. Language preference, disability status, religion and immigration history can carry the same argument. The transferable part is the move from an encounter to the system around it, and that move works with whichever group your prompt or practice points toward.
Can replies disagree with a classmate in an equity discussion?
Yes, and the example's second reply does. Disagreement lands well when it targets the argument, cites a source and closes on something the classmate can genuinely respond to. What reads badly is disagreement aimed at a person's values. The sample shows respectful dissent at discussion length, which many working nurses find harder to produce than agreement.
Is cultural competence wrong, according to the example?
Not wrong, incomplete. The post treats knowledge about groups as useful background and argues it becomes harmful only when it replaces asking the patient directly. That nuance matters for marks, because posts dismissing competence entirely tend to overstate the literature. Your readings may frame the relationship differently, and a custom sample follows their framing.
Where can I find a free NURS 3030 Week 3 sample paper?
The cultural humility thread is reproduced here with the intake form example, the three parts applied and replies to Hannah and Luis.
What example does the NURS 3030 Week 3 post use?
An intake form with no field for gender identity, so a transgender patient is misgendered all shift.