Advances in Contemporary Transcultural Nursing by Madeleine Leininger, Abram Omeri PDF

By Madeleine Leininger, Abram Omeri

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The researchers concluded that formal, transcultural nursing education, including cultural immersion experiences, are required to prepare nurses to provide culturally congruent care (Jeffreys & Smodlaka 1999). In determining the effectiveness of a curriculum to teach students cultural competence, Sargent et al (2005) found that fourth year nursing students were more culturally competent than first year students. Researchers concluded that cultural competence can be effectively taught when purposefully integrated throughout the curriculum using active teaching strategies.

Key informants are those people holding the most knowledge about the domain of inquiry while general informants provide reflective data about teaching culture care, stimulating the researcher to focus on care similarities and differences among informants. Nursing faculty as knowers were purposefully selected for participation in this research study. Key informants were full time tenure-track nursing faculty while general informants were full time, non-tenure track and adjunct faculty. Three key informants (who held doctoral degrees) and three general informants (advanced practice nurses) participated in this pilot study.

An education curriculum that encourages reflection and critical analyses of the diverse range of evidenced-based culture care theories is also more likely to enhance the student’s life long journey of acquiring cultural awareness (self and others), knowledge, skills, and attitudes required for the delivery of culturally congruent, safe, sensitive, and competent nursing care. During 2008, the University’s first cohort of student nurses will be undertaking their final year of study and the two specific non-elective units of study Aboriginal and Torres Strait Islander Health Care and Transcultural Nursing.

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Advances in Contemporary Transcultural Nursing by Madeleine Leininger, Abram Omeri


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