This document discusses cultural competence models for health care encounters. It summarizes six prominent models from transcultural nursing:
1. Leininger's Sunrise Model stresses culturally congruent care through collaboration, respecting both the provider and patient's cultures.
2. Purnell's Model evaluates 12 cultural domains to acquire patient-specific knowledge.
3. Campinha-Bacote's Model views cultural desire as key, requiring the provider to want, not just have to, understand differences and learn from patients.
4. Jeffreys' Model advises developing moderate self-efficacy to motivate further cultural learning.
5. Andrews and Boyle emphasize strong cross-cultural communication skills.
Madeleine Leininger’s Culture Care: Diversity and Universality TheoryBankye
“A substantive area of study and practice focused on comparative cultural care (caring) values, beliefs, and practices of individuals or groups of similar or different cultures with the goal of providing culture-specific and universal nursing care practices in promoting health or well-being or to help people to face unfavorable human conditions, illness, or death in culturally meaningful ways.”(P.58)
Grant, Pay for college, government grant
How to get a $25,000 FREE cash grant http://bit.ly/35YY2X1
Today’s presentation focuses on Jean Watson's Theory of Human Caring. During this presentation we will analyze the theoretical framework, review the critical components of the Theory of Caring, and discuss how the theory is utilized in nursing practice. This presentation will also detail application of Watson’s Theory of Caring into the peri-operative environment by instituting a “sacred space” and explain the process of implementing the sacred space. Enjoy!
Madeleine Leininger’s Culture Care: Diversity and Universality TheoryBankye
“A substantive area of study and practice focused on comparative cultural care (caring) values, beliefs, and practices of individuals or groups of similar or different cultures with the goal of providing culture-specific and universal nursing care practices in promoting health or well-being or to help people to face unfavorable human conditions, illness, or death in culturally meaningful ways.”(P.58)
Grant, Pay for college, government grant
How to get a $25,000 FREE cash grant http://bit.ly/35YY2X1
Today’s presentation focuses on Jean Watson's Theory of Human Caring. During this presentation we will analyze the theoretical framework, review the critical components of the Theory of Caring, and discuss how the theory is utilized in nursing practice. This presentation will also detail application of Watson’s Theory of Caring into the peri-operative environment by instituting a “sacred space” and explain the process of implementing the sacred space. Enjoy!
• Definition- pg 46 + 48 in Du Toit
• Concepts within transcultural nursing care- pg 47 in Du Toit
• Leininger’s transcultural nursing theory- pg 47-48 in Du Toit
• Transcultural nursing assessment model of Giger & Davidhizar (transcultural variations)- pg 49-51 in Du Toit
Nursing is both an art and a science. The science of nursing examines the relationship among person, health and environment. The art of nursing is embedded in caring relationship between nurse and client.
As an increasingly emerging profession, nursing is now deeply involved in identifying its own unique body of knowledge that is essential to nursing practice. The development of a body of knowledge is basic to any professional discipline, which can be applied to its practice. Such knowledge often expressed in terms of concepts and theories in the area of the behavioral or social sciences.
Presentation on Giger and Davidhizar’s Transcultural Assessment Model and its use in assessing care of clients from multicultural populations for medical professions.
It would be very hard to find a nurse who saw only the physical aspect of care as that which defines nursing. We all know that when a person is hurting emotionally, all sorts of physical ailments crop up. On the other hand, physical conditions can affect the mind and spirit. The nursing profession has traditionally viewed the person as holistic, though the term itself was only introduced into the nursing literature in the 1980s by Rogers, Parse, Newman and others. Today we speak of a person as a Bio Psycho Social unit.
Restoring wholeness is a legitimate goal of nursing, and so the term 'holistic' from the Greek ‘ Holos ' meaning whole or complete, is a very appropriate way to describe what we aim to do. Yet we may not always stop to consider the full implications of that concept. Holism has been defined as "concerned with the interrelationship of body, mind and spirit in an ever changing environment". See Slide.1 The American Holistic Nurses Association define wellness (health) as “That state of harmony between body, mind and spirit". The essence of holistic care is to help a person attain or maintain wholeness in all dimensions of their being. Consequently nurses need to be prepared to provide care in each of these areas. In this Presentation I wish to consider the spiritual dimension - the nature of Spirituality (Sanctity), the needs of the spirit, and the role of the nurse in caring for the Spirit (Life force).
Virginia henderson's theory of nursingMandeep Gill
Virginia Henderson was born in Kansas City, Missouri in 1897, the fifth of eight children in her family. During the World War 1, Henderson developed an interest in nursing. So in 1918 she entered the Army school of Nursing in Washington D.C. Henderson graduated in 1921 and accepted a position as a staff nurse with the Henry Street Visiting Nurse Service in New York. After 2 years, in 1923, she started teaching nursing at the Norfolk Protestant Hospital in Virginia. She has enjoyed a long career as an author and researcher. She is known as, “The Nightingale of Modern Nursing” & “The 20th century Florence Nightingale."
Her Culture Care Diversity & Universality theory was one of the earliest nursing theories and it remains the only theory focused specifically on transcultural nursing with a culture care focus.
Her theory is used worldwide.
Dr. Leininger served as dean and professor of nursing at the university of Washington and Utah and she helped initiate and direct the first doctoral programs in nursing.
• Definition- pg 46 + 48 in Du Toit
• Concepts within transcultural nursing care- pg 47 in Du Toit
• Leininger’s transcultural nursing theory- pg 47-48 in Du Toit
• Transcultural nursing assessment model of Giger & Davidhizar (transcultural variations)- pg 49-51 in Du Toit
Nursing is both an art and a science. The science of nursing examines the relationship among person, health and environment. The art of nursing is embedded in caring relationship between nurse and client.
As an increasingly emerging profession, nursing is now deeply involved in identifying its own unique body of knowledge that is essential to nursing practice. The development of a body of knowledge is basic to any professional discipline, which can be applied to its practice. Such knowledge often expressed in terms of concepts and theories in the area of the behavioral or social sciences.
Presentation on Giger and Davidhizar’s Transcultural Assessment Model and its use in assessing care of clients from multicultural populations for medical professions.
It would be very hard to find a nurse who saw only the physical aspect of care as that which defines nursing. We all know that when a person is hurting emotionally, all sorts of physical ailments crop up. On the other hand, physical conditions can affect the mind and spirit. The nursing profession has traditionally viewed the person as holistic, though the term itself was only introduced into the nursing literature in the 1980s by Rogers, Parse, Newman and others. Today we speak of a person as a Bio Psycho Social unit.
Restoring wholeness is a legitimate goal of nursing, and so the term 'holistic' from the Greek ‘ Holos ' meaning whole or complete, is a very appropriate way to describe what we aim to do. Yet we may not always stop to consider the full implications of that concept. Holism has been defined as "concerned with the interrelationship of body, mind and spirit in an ever changing environment". See Slide.1 The American Holistic Nurses Association define wellness (health) as “That state of harmony between body, mind and spirit". The essence of holistic care is to help a person attain or maintain wholeness in all dimensions of their being. Consequently nurses need to be prepared to provide care in each of these areas. In this Presentation I wish to consider the spiritual dimension - the nature of Spirituality (Sanctity), the needs of the spirit, and the role of the nurse in caring for the Spirit (Life force).
Virginia henderson's theory of nursingMandeep Gill
Virginia Henderson was born in Kansas City, Missouri in 1897, the fifth of eight children in her family. During the World War 1, Henderson developed an interest in nursing. So in 1918 she entered the Army school of Nursing in Washington D.C. Henderson graduated in 1921 and accepted a position as a staff nurse with the Henry Street Visiting Nurse Service in New York. After 2 years, in 1923, she started teaching nursing at the Norfolk Protestant Hospital in Virginia. She has enjoyed a long career as an author and researcher. She is known as, “The Nightingale of Modern Nursing” & “The 20th century Florence Nightingale."
Her Culture Care Diversity & Universality theory was one of the earliest nursing theories and it remains the only theory focused specifically on transcultural nursing with a culture care focus.
Her theory is used worldwide.
Dr. Leininger served as dean and professor of nursing at the university of Washington and Utah and she helped initiate and direct the first doctoral programs in nursing.
Instructions to writer- this is a peer respond- please respond to Gabr.docxhye345678
Instructions to writer: this is a peer respond, please respond to Gabriella and Olga with a minimum of 150 words to each peer and at least 1 academic resource to each peer .
Must meet the following:
I need this in APA Style . Thank you!
This’s Gabriella Discussion Post ↓
The Purnell model for cultural competency is considered a model to improve comprehension on cultural competence for individuals within the healthcare community. The Model’s efficiency has been well-rooted in the globally, informing and bringing awareness, to the client’s culture using assessments, health-care planning, interventions, and evaluations (Purnell, 2013). Members of the healthcare field are acquainted to people from distinct backgrounds, cultures, beliefs, and values daily. The population is growing nationwide and is becoming more assorted. Therefore, nurses and other medical professionals need to become more familiar with cultural diversity or it might have a negative impact on the population. Purnell’s model aims at preventing this from happening by making nurses more culturally knowledgeable and catering to their needs regardless of a patient’s culture and background.
Purnell’s model of cultural competence is an ethnographic model that provides a cultural understanding of people in the process of health protection, development, and coping with diseases (Yalçın Gürsoy, & Tanrıverd, 2020). Purnell’s model is characterized as a model with a focus on four essential concepts which includes person, community, global society, and family. The most outer part of the diagram or model consists of the global society which emphasizes the obligation for healthcare workers to view the world and society as allied and not separate items. The model discusses how globalization and communication skills are effective in the influence of society and the method that individuals depict others based on their cultural background. Nonetheless, the model applies the community as a means of getting healthcare members involved and have the want to explore it as a way of comprehending one’s ethics and viewpoints. The way a certain community is seen, impacts decision making and goals to understand them can provide better care. In communities, family is also very important, as a patient may want a member to be included in any decision-making process. Additionally, professionals within the healthcare community must comprehend that a patient’s cultural tendencies, values and beliefs may revolve around familial connections. Finally, one of the most important concepts of the Purnell model is the person. When a medical professional is providing care to a patient, they must treat them as an individual who has their own morals and values. The four concepts of Purnell’s model, family, person, community, and global society have different ways that an individual interrelates, which may influence the treatment they receive and some of the decisions that are made.
Purnell’s mode.
The demographic profile of the countries suggests that countries are rapidly becoming heterogeneous, multicultural societies. So it is imperative that nurses develop an understanding about culture and its relevance to competent care. Transcultural nursing represents and reflects the need for respect and acknowledgement of the wholeness of all human beings.
It is essential to remember that regardless of race ethnicity or cultural heritage, every human being is culturally unique. Professional nursing care is culturally sensitive, culturally appropriate and culturally competent
Trans Cultural Nursing Concepts and Assessment by Azhar.pptxAzhar Munawar
Describe concept of trans-cultural nursing.
Explain key concepts related to trans-cultural nursing.
Identify the components of cultural assessment
Integrate concepts of trans-cultural nursing care throughout the life span.
Identify nursing frameworks and theories applicable to trans-cultural nursing.
Examine culturally related issues across the life span.
Explore the role of family and cultural practices related to the developmental stages.
The delivery of culturally competent healthcare is expected of all healthcare practitioners in an orderly functioning pluralistic society. The Healthcare Cultural Competency Council (HC3) ensures the delivery of safe and quality care across multiple cultural groups' beliefs regarding health and wellness.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. To define the health care encounter and its role in the
systems approach to cultural competence
To review and discuss the practical application of six
widely used cultural competence models from the transcultural
nursing field
To relate the six cultural phenomena identified in the
GDTAM to the culturally responsive health care encounter:
communication, space, social organization, time, environmental
control, and biological variations
To describe how to use the LEARN mnemonic to improve
cultural responsiveness in the health care
Chapter ObjectivesChapter Objectives
3. Defined broadly as:
a planned or unplanned interaction
between a provider of health care or related
services and a recipient of care or
information
such as a patient, client, family member, or
community member
Health care encountersHealth care encounters
4. In a systems approach, health care
encounters include such interactions with
ANY representative of the system,
including volunteers, residents,
receptionists, nurses, physicians,
therapists, support staff, phlebotomists,
nurse educators
There is a power differential between care
providers and care recipients
Health care encounters in a systemsHealth care encounters in a systems
approachapproach
5. Requires the provider to take action to
moderate the power differential to form a
more balanced therapeutic alliance
Onus is on the PROVIDER regardless of
the patient’s level of responsiveness
There are ethical and legal limits however
Involve negotiation
Culturally responsive health careCulturally responsive health care
encounterencounter
6. Required transformation in the health care encounter
involves:
Shift from a problem/disease focus to a
human/contextual perspective
Recognition of the provider’s own biases, prejudices and
stereotypes
Consideration of how patients’ concerns might influence
communication and clinical assessment
Development of the communication skills needed to
negotiate effectively and collaboratively, which optimizes
patient outcomes
Nunez and Robertson (2006)Nunez and Robertson (2006)
7. “Substantive area of study and practice focused on
comparative cultural care (caring) values, beliefs,
and practices of individuals or groups of similar or
different cultures. Transcultural nursing’s goal is to
provide culture specific and universal nursing care
practices for the health and well-being of people or
to help them face unfavorable human conditions,
illness or death in culturally meaningful ways.”
(Leininger & McFarland, 2002, page 46)
Definition of Transcultural NursingDefinition of Transcultural Nursing
8. Madeline M Leininger – founder
Historical evolution:
1955 – 1975 – Establishment of field
1975 – 1983 – Expansion of transcultural
nursing programs and research
1983 – present – Worldwide establishment
of transcultural nursing field
Transcultural NursingTranscultural Nursing
9. Model Essential Lesson for the Culturally Responsive Health Care
Encounter
Leininger’s Sunrise Model To be culturally congruent, providers must collaborate with the patient
by sharing power and respecting the patient’s culture as well as their
own.
Purnell Model for Cultural Competence To be consciously competent, a provider must acquire relevant culture-
specific information about the patient.
Campinha-Bacote’s Process of Cultural
Competence in the Delivery of Health Care
Services
To be culturally responsive, the provider must begin with cultural
desire, that is, have the attitude that reflects “I want to” not “I have to”
do so.
Jeffreys’ Cultural Competence and
Confidence (CCC) Model
To continue to develop cultural responsiveness, providers should
exhibit moderate levels of self-efficacy, defined as a balance between
confidence and concern about their skill set, which is most likely to
motivate further learning.
Andrews and Boyle’s Transcultural Concepts
in Nursing Practice
Culturally responsive care is dependent on the strength of the provider’s
verbal and nonverbal crosscultural communication skills.
Giger-Davidhizar Transcultural Assessment
Model (GDTAM)
Culturally responsive care requires that the provider evaluate how the
following six cultural phenomena may affect cultural responsiveness in
the health care encounter: communication, space, social organization,
time, environmental control, and biological variations.
Six Prominent Models fromSix Prominent Models from
Transcultural NursingTranscultural Nursing
10. Discover factors related to cultural
stresses, pain, racial biases, and even
destructive acts as nontherapeutic to
clients
Leininger’s Sunrise ModelLeininger’s Sunrise Model
11. What do I believe about health, illness, and
death? How do my identity group memberships,
such as gender, ethnicity, socioeconomic status,
profession, and so on, influence my beliefs?
How open am I to seeing value and truth in
worldviews and beliefs that differ from my own?
What do I know about the similarities and
differences between my worldview and beliefs
and those of the patient I am interacting with?
Sunrise Model –Self EvaluationSunrise Model –Self Evaluation
Questions - 1Questions - 1
12. What knowledge do I need to acquire about the culture,
worldview, health beliefs, and practices of my patient
before the health care encounter?
How can I interact in the health care encounter to
acquire knowledge during the encounter and test my
assumptions about the patient’s culture, worldview,
health beliefs, and practices?
How successful am I in negotiating with my patient in
the health care encounter? How will I know if the
patient perceived the encounter as successful?
Sunrise Model –Self EvaluationSunrise Model –Self Evaluation
Questions - 2Questions - 2
13. Culturally congruent care = knowledge
and respect for your own and your
patient’s worldview, culture and preferred
care expressions, patterns, and practices
Health care encounter is a negotiation
where provider and patient learn about
each other and agree on common ground
Leininger’s Sunrise ModelLeininger’s Sunrise Model
14. Published in 1989
First developed as a clinical assessment
tool for nurses
Twelve domains
Provider continuum that ranges from
unconsciously incompetent to
unconsciously competent
Purnell Model for Cultural CompetencePurnell Model for Cultural Competence
15. Purnell’s Twelve DomainsPurnell’s Twelve Domains
• Overview and heritage
• Communication
• Family roles and
organization
• Workforce issues
• Biocultural ecology
• High-risk behavior
• Nutrition
• Pregnancy and
childbearing practices
• Death rituals
• Spirituality
• Health care practice
• Health care practioner
16. Which of the twelve domains define knowledge I already
have about my patient’s culture?
Which of the twelve domains define knowledge I need to
acquire about my patient’s culture?
How can I acquire vital knowledge about my patient’s
culture?
How will I know where I reside along the continuum of
unconscious incompetence to unconscious competence?
Does where I reside on the continuum differ by cultural
group?
Purnell Model – Self EvaluationPurnell Model – Self Evaluation
QuestionsQuestions
17. Key concept = cultural desire – the
motivation of the nurse to ‘want to’ engage
in the process of becoming culturally
competent; not to ‘have to’
Cultural desire is envisioned as the base of
a volcano of cultural competence in the
delivery of health care services
Campinha-Bacote’s Process of CulturalCampinha-Bacote’s Process of Cultural
CompetenceCompetence
18. Includes a genuine passion and
commitment to be open and flexible with
others
Respect and understanding of differences,
yet a commitment to build upon
similarities
Willingness to learn from patients and
others as cultural informants and a sense
of humility
Campinha-Bacote’s Process of CulturalCampinha-Bacote’s Process of Cultural
CompetenceCompetence
19. Cultural awareness – a deliberate cognitive process
seeking awareness, appreciation and sensitivity to patient
culture
Cultural knowledge – process of seeking and obtaining
information about patient culture
Cultural skill – applying awareness and knowledge to
perform culturally based physical assessments and
considering physical, biological, and physiological variations
of ethnicity
Cultural encounters – engaging in direct crosscultural
interactions to build awareness, knowledge and skill –
countering stereotyping
Campinha-Bacote’s Process of CulturalCampinha-Bacote’s Process of Cultural
Competence - ConstructsCompetence - Constructs
20. How strong is my cultural desire? What actions
can I take to make it stronger?
Am I aware of the impact of culture on the health
care encounter? What evidence supports my self-
assessment? How can I build greater awareness?
What are my cultural skills in the health care
encounter? What are my areas for development?
What evidence supports my self-assessment?
Campinha-Bacote’s Process of CulturalCampinha-Bacote’s Process of Cultural
Competence – Self Evaluation QuestionsCompetence – Self Evaluation Questions
21. What are the sources of my cultural knowledge?
Are these sources valid? Do I use my cultural
knowledge appropriately? How can I obtain
more valid cultural knowledge that is relevant to
the health care encounter?
Do I approach or avoid cultural encounters with
people I perceive to be different from myself?
How can I create opportunities in my life for
more frequent professional and personal
crosscultural encounters?
Campinha-Bacote’s Process of CulturalCampinha-Bacote’s Process of Cultural
Competence – Self Evaluation QuestionsCompetence – Self Evaluation Questions
22. Inventory for Assessing the Process of
Cultural Competence Among Health
Professionals Revised (IAPCC-R) – self-
assessment instrument
Campinha-Bacote’s Process of CulturalCampinha-Bacote’s Process of Cultural
Competence – Self Assessment ToolCompetence – Self Assessment Tool
23. Paired with a self-assessment instrument
Transcultural self-efficacy –
confidence in one’s own ability to develop
and apply cognitive, practical, and
affective transcultural nursing skills
Requires self-appraisal and balance
between confidence and concern for skill
set to motivate further learning
Jeffreys’ Cultural Competence andJeffreys’ Cultural Competence and
Confidence (CCC) ModelConfidence (CCC) Model
24. Areas of skill development:
Affective – builds self-awareness about provider’s own
culture and personal biases and effect on health care
encounter
Cognitive – builds general and specific knowledge about
patient culture and effect on health care encounter
Practical – builds provider’s capacity to exhibit cultural
competence through patient communication and
interaction to develop and implement valid patient-specific
cultural needs assessment
CCC Transcultural Nursing SkillsCCC Transcultural Nursing Skills
25. How do I rate my own transcultural self-
efficacy? How does my rating affect my
motivation to develop my affective, cognitive,
and practical transcultural skills?
Am I self-aware about my own culturally based
values, beliefs, and behaviors, especially as they
pertain to the health care encounter? Am I
committed to continually developing my self-
awareness? What am I doing to build my
affective transcultural skills?
Jeffreys’ CCC Model –Jeffreys’ CCC Model –
Self Evaluation Questions 1Self Evaluation Questions 1
26. What knowledge do I have about the culture,
worldview, health beliefs, and practices of my
patients? What additional knowledge do I need?
What am I doing to build my cognitive
transcultural skills?
Does my style of communication with the patient
in the health care encounter enable me to deliver
patient-centered care that is culturally
responsive? What am I doing to build my
practical transcultural skills?
Jeffreys’ CCC Model –Jeffreys’ CCC Model –
Self Evaluation Questions 2Self Evaluation Questions 2
27. Crosscultural communication as bridge
between provider and patient
Communication has verbal and nonverbal
dimensions, occurs in environmental
context, reflects similarities and beliefs in
provider and patient cultural values,
beliefs, and behaviors in health care
Andrews and Boyle’s TransculturalAndrews and Boyle’s Transcultural
Concepts in Nursing PracticeConcepts in Nursing Practice
28. Andrews and Boyle’s ModelAndrews and Boyle’s Model
Aspects of verbal
communication:
•Language
•Appropriate use of
titles and greetings
Aspects of nonverbal
communication:
•Time
•Space
•Distance
•Modesty
•Touch
29. What aspects of verbal and nonverbal
communication do I use effectively in health care
encounters with diverse patients? What aspects
do I need to develop?
What do I know about similarities and
differences in verbal and nonverbal
communication norms among cultural groups?
What else do I need to learn?
Andrews and Boyle’s –Andrews and Boyle’s –
Self Evaluation Questions 1Self Evaluation Questions 1
30. Do I focus on memorizing health beliefs and
practices of different groups or on developing my
crosscultural communication skills? Which
approach do I believe is more important to
cultural competence in the health care encounter
and why?
Andrews and Boyle’s –Andrews and Boyle’s –
Self Evaluation Questions 2Self Evaluation Questions 2
31. Communication
Space
Social organization
Time
Environmental control
Biological variations
Giger-Davidhizar TransculturalGiger-Davidhizar Transcultural
Assessment Model (GDTAM)Assessment Model (GDTAM)
32. Consensual validation – process of
ascertaining whether the receiver grasped
and comprehended the intended message
of the sender
Projection – attributing one’s own
thoughts, desires, expectations, and
behavior to another
CommunicationCommunication
33. Proxemics – focuses on the cultural
meaning of interpersonal distance in
communication
Touch and the healing process
Space - GDTAMSpace - GDTAM
34. Social organization – pattern of
relationships among people in a group –
generally associated with ethnicity
Religion - can be an important component
Social Organization - GDTAMSocial Organization - GDTAM
37. Locus of control – the extent to which
people believe they have mastery over
their own experiences and outcomes
Internal vs. external
Learned through enculturation in the
family and community
Environmental exposure to hazardous
waste and environment pollution varies by
SES and is associated with race and
ethnicity
Environmental Control - GDTAMEnvironmental Control - GDTAM
38. Ethnopharmacology – field of study that
examines responses to drugs in
relationship to genetic variations among
ethnic groups
Role of genetics in predisposition to
diseases and drug metabolism
Biological variations - GDTAMBiological variations - GDTAM
39. Listen to the patient’s perspective
Explain and share one’s own perspective
Acknowledge differences & similarities
between two perspectives
Recommend treatment
Negotiate a mutually agreed-on plan
LEARNLEARN
Berlin and Fowkes (1983)Berlin and Fowkes (1983)
40. Key TermsKey Terms
• Consensual validation
• Cultural desire
• Decenter
• Enculturation
• Ethnopharmacology
• Health care encounter
• Locus of control
• Power
• Proxemics
• Self-monitor
• Social organization
• Transcultural nursing
• Transcultural self-efficacy