Contributor – Aaron Salinas, MSN, DNP
I arrived in Poland expecting to learn new clinical skills. What I did not expect was to learn something about myself. During a simulation, our team responded to a patient experiencing severe hypoglycemia. The patient was unconscious, and the situation required immediate action. I was working alongside nurses and nursing students from Poland, Slovakia, and Turkey. Although we shared the same goal, we approached it differently.
At first, those differences made me uncomfortable. I was trained in the United States, where I learned the importance of verbalizing assessments, discussing findings, and keeping everyone informed. During the simulation, some team members communicated in a more direct, task-focused way. Roles were assigned quickly. Interventions began immediately. There was less discussion and more action. I remember thinking, why aren’t they talking through this more? Then I caught myself. What I was really asking was: Why aren’t they doing it the way I would? That realization was humbling.
As nurses, we often talk about cultural competence in relation to our patients. Yet during that simulation, I realized that cultural humility is just as important when working with colleagues. Without realizing it, I had assumed that my communication style was the preferred approach. The experience challenged that assumption. The more I observed, the more I appreciated what I was seeing.
My colleagues were not communicating incorrectly; they were communicating differently. Their approach reflected their education, experiences, and healthcare systems. In an emergency, their concise, direct communication was effective, allowing the team to respond quickly.
That day, I learned that effective nursing does not have a single blueprint. Nursing theories remind us that the environment, including culture, healthcare systems, and professional relationships, shapes how care is delivered. The nursing metaparadigm recognizes that person, environment, health, and nursing are inseparable, providing a framework for understanding why different approaches can all lead to high-quality patient care. Likewise, Campinha-Bacote’s model of cultural competence emphasizes that developing cultural humility is an ongoing process of learning rather than reaching a destination (Campinha-Bacote, 2002).
The experience reminded me of traveling in a foreign country. At first, the streets, language, and customs feel unfamiliar. It is tempting to compare everything to home. But growth happens when we stop evaluating differences and start learning from them. As the week progressed, I noticed something even more meaningful. Despite our different backgrounds, we shared the same values. We wanted to help patients. We wanted to prevent harm. We wanted to provide safe, compassionate care. Our techniques and communication styles varied, but our purpose never changed. That may be the most important lesson I brought home from Poland. Nursing is often described as a universal profession, but I did not fully understand what that meant until I practiced alongside colleagues from other countries. We spoke different languages, trained in different healthcare systems, and approached patient care from different perspectives. Yet we all shared the same commitment to protecting the health and dignity of those entrusted to our care.
Looking back, the simulation was never really about hypoglycemia. It was about learning to listen before judging, to remain curious instead of defensive, and to recognize that my way is simply one way, not the only way. Experiences like this remind me that nursing knowledge extends beyond technical skills; it is strengthened through theory, reflection, and a willingness to learn from others. Leininger’s Theory of Culture Care reminds us that understanding cultural differences is essential to providing meaningful nursing care, not only for patients but also within the nursing profession itself (Leininger, 1991). Likewise, the AACN Essentials identify cultural humility, communication, and interprofessional collaboration as foundational competencies for today’s nurses (American Association of Colleges of Nursing [AACN], 2021). As nurses continue to practice in increasingly interconnected healthcare environments, grounding our work in both evidence and nursing theory can help us provide more thoughtful, culturally responsive care.
References
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/essentials
Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services: A model of care. Journal of Transcultural Nursing, 13(3), 181–184. https://doi.org/10.1177/
Leininger, M. M. (1991). Culture care diversity and universality: A theory of nursing. National League for Nursing Press.
About Aaron Salinas, DNP, APRN, FNP-BC, PMHNP-BC
Dr. Salinas is currently a DNP-PhD student at TWU, and just finished my first year. He is an Assistant Professor in the School of Nursing at The University of Texas Rio Grande Valley. His research focuses on mental health, health promotion, healthcare access, and community-based interventions to improve health I am currently a DNP-PhD student at TWU, and I just finished my first year.outcomes among underserved populations in South Texas. He is actively engaged in interdisciplinary research examining behavioral health outcomes, healthcare delivery, and strategies to enhance the well-being of college student populations. His work aims to advance equitable, evidence-based approaches that address health disparities and improve access to quality care.
Until this experience, I had never traveled outside of the United States. For much of my career, I believed there was still so much work to be done at home that I had never seriously considered looking beyond our borders for professional growth. I viewed nursing through the lens of the healthcare system where I was trained and practiced.
Traveling to Poland changed that perspective.
Learning alongside nurses and nursing students from other countries became one of the greatest lessons of my nursing career. It reminded me that innovation, compassion, and excellence are not confined to a single healthcare system or culture. Every country has unique strengths, challenges, and approaches to patient care, and each has something valuable to teach us.
I returned home with more than new clinical knowledge. I came back with a broader perspective, a deeper appreciation for cultural humility, and a renewed belief that becoming a better nurse sometimes begins by stepping outside of what is familiar