By Madeleine Leininger, Abram Omeri
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Additional info for Advances in Contemporary Transcultural Nursing
The goal of this study was to discover faculty care that facilitates teaching baccalaureate nursing students learning how to provide culture care. These research questions were: 1. In what ways do nursing faculty care expressions, patterns and practices influence teaching culture care? This nursing theory was chosen because of the researcher’s interest in using the theory in the context of nursing education and its relevance to the Theoretical framework The Culture Care Theory (CCT) together with domain of inquiry.
For instance, the conceptual model of cultural safety originally developed in New Zealand by Ramsden (2005) for Maori nurses and the Maori population, has been adopted by Australia’s Aboriginal and Torres Strait Islander peoples (Goold 2004; Papps 2005 & Wepa 2005). The conceptual model of cultural safety together with primary health care model are utilised by Aboriginal Health Workers and nurses working with Indigenous communities, as a preferred method of achieving cultural self-awareness, sensitivity and culturally safe nursing and midwifery practice (O’Donoghue 1999; NSW Department of Health 2001, 2003, 2005;Thomson 2003; Commonwealth of Australia 2004; Eckerman et al 2005; Richardson & Carryer 2005; Kelly 2006; Couzos & Murray 2008).
Integrating cultural content in an undergraduate nursing program was found to produce small to moderate gains in students’ perceived cultural competence. However, for students participating in a five-week international cultural immersion experience, perceived cultural competence gains were large. Authors discussed the importance of students’ values and attitudes in motivating their commitment to provide culturally competent care. Opportunities to care for persons very different from oneself were found to be critical in developing confidence and practice expertise (Caffery et al 2005).
Advances in Contemporary Transcultural Nursing by Madeleine Leininger, Abram Omeri