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Advances in Contemporary Transcultural Nursing by Madeleine Leininger, Abram Omeri

By Madeleine Leininger, Abram Omeri

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Institutional culture Teaching culture care requires institutional support and a cultural climate where people and experiences which are different and similar are valued and embraced. Yearwood et al (2002) held one focus group with seven student volunteers representing diverse races, religions, nationalities and genders to explore diversity. Topics included what diversity is, the role of the school of nursing and university and ideas about incorporating diversity in courses and clinical experiences.

Topics included what diversity is, the role of the school of nursing and university and ideas about incorporating diversity in courses and clinical experiences. Data gathered has application to nursing education and teaching culture care. qxd 14/07/2008 12:24 PM Page 29 How nursing faculty teach culture care ween people including biological, religious, sexual orientation, life and family style’ and that diversity was ‘mostly about color’ (Yearwood et al 2002: 238). Students were confused by the university focus on embracing diversity while encouraging cultural events and ethnic organisations that focused on differences that separated groups of students.

Similarly, Grossman et al (1998) illuminated incongruence between stated philosophical values related to multicultural learning and actual practice. Yet, lack of cultural knowledge, sensitivity and awareness was most frequently identified by participants as a critical issue related to cultural diversity in their nursing programs (Grossman et al 1998). Institutional commitment to cultural diversity and creating a climate for teaching culture care should be demonstrated in the institution’s mission statement, by financial resources for faculty, staff and student development and through faculty and students valuing diversity and multiculturalism (Schmitz et al 1992).

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