Advances in Contemporary Transcultural Nursing by Madeleine Leininger, Abram Omeri

By Madeleine Leininger, Abram Omeri

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Representatives from a diverse range of clinical areas included: Rural and Remote Health Nursing, Aboriginal and Torres Strait Islander Health, Mental Health, Aged Care, Community and Primary Health Care Nursing and registered nurse members from other medical and surgical specialty areas currently working in hospitals. Other resources included clinicians and consultants with experience and expertise in the delivery of multicultural, transcultural, primary health, and representatives from community and culture-specific health care services (Wass 2000; O’Connor-Flemming Parker 2001).

Participants provided vivid examples of how these immersion experiences influenced them to provide culturally competent care. Rather than offering an elective course, suggestions were made for transcultural care to be viewed as ‘essential’ and integrated throughout the curriculum (Ryan et al 2000). Additionally, Ryan and Twibell (2002) found that personal growth, increased sensitivity to the needs of others and a general expansion of one’s worldview were outcomes of participating in a cultural immersion experience.

Luke’s College in Kansas City, Missouri transcultural nursing principles were purposefully integrated throughout the nursing curriculum. Students were taught to examine their own cultural backgrounds, values and beliefs. qxd 14/07/2008 12:24 PM Page 27 How nursing faculty teach culture care theory, Leininger’s Culture Care Theory, the ethnonursing research method and cultural assessment using the Giger-Davidhizar Transcultural Assessment Model. Students learned about racial and ethnic groups in the local community and the US and biological variations in laboratory and clinical settings.

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