Nursing Theories Transcultural Care Research Paper

Pages: 8 (2266 words)  ·  Bibliography Sources: ≈ 6  ·  File: .docx  ·  Level: Master's  ·  Topic: Anthropology


[. . .] The Model is a circle, with an outlying rim representing global society, a second rim representing community, a third rim representing family, and an inner rim representing the person (Kim-Godwin, et al., 2001). The interior of the circle is divided into12 pie-shaped wedges depicting cultural domains and their concepts. The dark center of the circle represents unknown phenomena. Along the bottom of the model is a jagged line representing the nonlinear concept of cultural consciousness. The 12 cultural domains (constructs) provide the organizing framework of the model in which the 12 domains and their concepts essential for assessing the cultural attributes of an individual, family, or group.

Furthermore, purpose of the model is to provide a framework for all healthcare providers to learn concepts and characteristics of the culture. Additionally, healthcare professionals must define circumstances that affect a person's cultural worldview in the context of historical perspectives. Seemingly, this interrelationship of cultural characteristics helps promote congruence and facilitate the delivery of sensitive and competent healthcare.

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Both theories possess assumptions for the theories to hold true (Maier-Lorentz, 2008). All healthcare professions need similar information about cultural diversity, plus they all share the same paradigm concepts of global society, family, person, and health. Additionally, one culture is not better than another culture; they are just different in which core similarities may ve shared by all cultures. Differences exist within, between, and among cultures, which means cultures change slowly over time. The primary and secondary characteristics of culture determine the degree to which one varies from the dominant culture. If clients are co-participants in their care and have a choice in health-related goals, plans, and interventions, their compliance and health outcomes will be improved. Furthermore, culture has a powerful influence on one's interpretation of and responses to health care. With today's melting pot, individuals and families belong to several cultural groups and subgroups. Regardless of which group category, each individual has the right to be respected for his or her uniqueness and cultural heritage. Caregivers need both cultural-general and cultural-specific information in order to provide culturally sensitive and culturally competent care. Caregivers who can assess, plan, intervene, and evaluate in a culturally competent manner will improve the care of clients for whom they care. Insomuch, learning culture is an ongoing process that develops in a variety of ways, but primarily through cultural encounters, whereby prejudices and biases can be minimized with cultural understanding.

To be effective, healthcare must reflect the unique understanding of the values, beliefs, attitudes, lifestyle, and worldview of diverse populations and individual acculturation patterns. Culture is not border bound, and people bring their culture with them when they migrate. Differences in culture often require adaptations to standard interventions. Therefore, it is the hope that heightening cultural awareness improves the caregiver's self-awareness. When individuals of dissimilar cultural orientations meet in a work or therapeutic environment, the likelihood for developing a mutually satisfying relationship is improved if both parties in the relationship attempt to learn about each other's culture. However, this may not always be the case because many factors are based on the willingness bridge the cultural gap.


The basic premise behind both theories is cultural competence and sensitivity to providing effective care to diverse groups (Maier-Lorentz, 2008). Today, each subgroup has the right to be respected for its unique individuality. Most health-related educational programs and service providers have statements addressing multicultural diversity. Organizations and individuals who understand their clients' cultural values, beliefs, and practices are in a better position to be co-participants with their clients and provide culturally acceptable care. Accordingly, multidisciplinary healthcare professionals can use both theories as guidelines for assessing, planning, implementing, and evaluating interventions. Through a systematic appraisal for each client and individualizing care, improved opportunities for health promotion, illness and disease prevention, and health restoration occur (Maier-Lorentz, 2008). To this end, healthcare providers need both general and specific cultural knowledge. One cannot possibly know all the diverse world cultures and their characteristics. Hence, cultural general knowledge and skills ensures that providers have a process for "becoming" culturally competent.


Kim-Godwin, Y.S., Clarke, P.N. And Barton, L. (2001), A model for the delivery of culturally competent community care. Journal of Advanced Nursing, 35: 918 -- 925. doi: 10.1046/j.1365-2648.2001.01929.x

Maier-Lorentz, M. (2008). Transcultural nursing: its importance in nursing practice. Journal of Cultural Diversity, 15(1), 37-43.

Nelson, J. (2006). Madeleine Leininger's Culture Care Theory: The Theory of Culture Care Diversity and Universality. International Journal For Human Caring, 10(4), 50.

SNJourney. (2007). Purnell's model of cultural competence. Retrieved from… [END OF PREVIEW] . . . READ MORE

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APA Style

Nursing Theories Transcultural Care.  (2012, February 5).  Retrieved February 20, 2020, from

MLA Format

"Nursing Theories Transcultural Care."  5 February 2012.  Web.  20 February 2020. <>.

Chicago Style

"Nursing Theories Transcultural Care."  February 5, 2012.  Accessed February 20, 2020.