Bowie State University Transcultural Nursing Standards Analysis Paper Choosing at least three standards from the Transcultural Nursing Standards list on th
Bowie State University Transcultural Nursing Standards Analysis Paper Choosing at least three standards from the Transcultural Nursing Standards list on the www.tcns.org website, critically evaluate the strengths and limitations of the information presented. Support your position with at least one scholarly journal reference. Citations and references should also be in APA format please. NO PLAGIARISM PLEASE********* Transcultural
Concepts in
Nursing Care
?
Seventh Edition
Margaret M. Andrews, PhD, RN, CTN-A, FAAN
Director and Professor of Nursing
School of Health Professions and Studies
University of Michigan-Flint
Flint, Michigan
Joyceen S. Boyle, PhD, RN, MPH, FAAN
Adjunct Professor of Nursing
College of Nursing
University of Arizona
Tucson, Arizona
Adjunct Professor of Nursing
College of Nursing
Georgia Regents University
Augusta, Georgia
0002491983.INDD 1
7/10/2015 12:53:53 PM
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Transcultural concepts in nursing care / editors, Margaret M. Andrews, Joyceen S. Boyle. Seventh edition.
???p. ; cm.
Includes bibliographical references and index.
ISBN 978-1-4511-9397-8
I. Andrews, Margaret M., editor. II. Boyle, Joyceen S., editor.
[DNLM: 1. Transcultural Nursing. 2. Culturally Competent Care. WY 107]
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0002491983.INDD 2
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Contributors
Margaret M. Andrews, PhD, RN,
CTN-A, FAAN
Patti Ludwig-Beymer, PhD, RN, CTN-A,
NEA-BC, FAAN
Director and Professor of Nursing
School of Health Professions and Studies
University of Michigan-Flint
Flint, Michigan
Vice President and Chief Nursing Officer
Edward Hospital and Health Services
Naperville, Illinois
Margaret A. McKenna, PhD, MPH, MN
Martha B. Baird, PhD, APRN/CNS-BC, CTN-A
Assistant Professor
School of Nursing
University of Kansas Medical Center
Kansas City, Kansas
Joyceen S. Boyle, PhD, RN, MPH, FAAN
Adjunct Professor of Nursing
College of Nursing
University of Arizona
Tucson, Arizona
Adjunct Professor of Nursing
College of Nursing
Georgia Regents University
Augusta, Georgia
Joanne T. Ehrmin, PhD, RN, CNS
Professor
Department of Health Promotion
College of Nursing
University of Toledo
Toledo, Ohio
Patricia A. Hanson, PhD, RN, APRN-BC, GNP
Professor
College of Nursing and Health
Madonna University
Livonia, Michigan
Jana Lauderdale, PhD, RN, FAAN
Assistant Dean for Cultural Diversity
School of Nursing
Vanderbilt University
Nashville, Tennessee
Andrews7e9781451193978-FM.indd 3
Clinical Associate Professor
Department of Health Services
University of Washington
Seattle, Washington
Margaret Murray-Wright, MSN, RN
Associate Director, Undergraduate Programs and
Clinical Assistant Professor of Nursing
University of Michigan-Flint
Flint, Michigan
Dula F. Pacquiao, EdD, RN, CTN-A, TNS
Cultural Diversity Consultant
Education, Research and Practice
Lecturer, University of Hawaii
Hilo School of Nursing
Hilo, Hawaii
Maureen J. Reinsel, MA, MSN, APRN,
AGPCNP-C
Technical Writer for Patient and Program Monitoring
Improving Data for Decision-Making in Global
Cervical Cancer Programs (IDCCP)
Jhpiego Corporation
Baltimore, Maryland
Barbara C. Woodring, EdD, CPN, RN
Professor Emerita
Byrdine F. Lewis School of Nursing and Health
Professions
Georgia State University
Atlanta, Georgia
iii
3/16/2016 12:16:43 PM
Foreword
I am pleased for the opportunity to write the
Foreword to Drs. Margaret Andrews and Joyceen
Boyles seventh edition of their book, which illuminates the historical and theoretical foundations
and evolution of transcultural nursing emerging
from the disciplines of nursing and anthropology.
I have been asked to fill the shoes of our mentor and colleague, the late Dr. Madeleine Leininger, who wrote the previous Forewords to their
book. Dr. Leininger, the first nurse anthropologist
and the mother of transcultural nursing, passed
away in 2012 leaving us a legacy of transcultural
nursing scholarship and a body of knowledge
that has accelerated exponentially from its earliest beginnings in Cincinnati, Ohio, in the 1950s
to its adoption in most nations of the world. Leininger addressed the human condition through
knowledge of what it means to be human, caring,
understanding, and open to all cultural traditions
by creating the discipline of transcultural nursing. At the outset of the programmatic development of the discipline of Transcultural Nursing,
Joyceen Boyle and I were asked by Dr. Leininger
to become her first two doctoral students in 1977
at the University of Utah, College of Nursing, Salt
Lake City, Utah. Both of us had backgrounds in
public health or anthropology and a great interest in the study of diverse cultures. As friends
and students, Joyceen and I felt privileged to be
pioneers as Dr. Leininger put into motion her beliefs, and values of transcultural nursing, focusing
on nursing and human science, caring science,
theory development, anthropology, culture, and
transcultural nursing. Leininger advanced her
theoretical understanding developing The Worldwide Nursing Theory of Culture Care Diversity
and Universality and her Ethnonursing methodology. Her transcultural beliefs and values have
been infused into nursing program o
bjectives for
iv
0002491983.INDD 4
e ducation, research, administration, and practice
and were the foundation for the development of
standards of practice for culturally competent
care for individuals, groups, local and global
communities, and organizations. Dr. Andrews
teamed up early in her scholarly career with her
mentor, Dr. Joyceen Boyle and they, with other
major contributors, wrote one of the earliest textbooks, Transcultural Concepts in Nursing Care
published first in 1989 who also was influenced
by Dr. Leininger.
Because of their long history of knowledge
generation in transcultural nursing, this work of
Andrews and Boyle is very comprehensive and
shows the depth of their scholarship in terms of
culture, theory development and application,
research, and their commitment to the delivery
of culturally competent care in practice. Rapid
changes in science, technology, genetics, health
care, economics, geopolitics, transportation,
demographics, migration and immigration, religious ideologies, unrelenting wars, and global
issues including human rights and social justice
have challenged nurses to understand new ways
of engaging with clients and families, and also
professional colleagues in terms of transcultural
nursing. By means of the new sciences of complexity and the generation of enormous quantities of research of every affiliation, and diverse
philosophical, political, and religious perceptions,
we can see the interconnectedness of everything
in the universe and the necessity for discernment
and evaluation of what is really happening in the
world. Theoretical and experiential knowledge
about our responsibilities to one another thus is
growing and impacts the need for intense communication to examine and solve problems both
locally and globally. Continuing to identify relevant issues to promote health, human safety, and
7/10/2015 12:53:56 PM
Foreword
improve the quality of life of all people is a major
goal of thoughtful national and international
health care professionals. For example, we can
explore, within the United Nations Millennium
Development Goals for 2015 and beyond, the
framework for the world community. These developments are now shaping Andrews and Boyles
paradigmatic thinking in the seventh edition and
their interest in addressing the challenges of the
interconnectedness of all by their Transcultural
Interprofessional Practice (TIP) Model with a
theoretical foundation. Their model illuminates
the necessity for increased collaboration and
communication with clients and multiple health
care and folk participants to address complex
approaches to transcultural issues in the provision
of culturally congruent, safe, and competent care.
The beginning chapters in their book highlight
foundational and evolutionary knowledge of the
concepts of culture, subculture, race, ethnicity,
context, communication including digital communicationthe Internet and social media
evidence-based practice and problem solving,
culture-specific nursing care, interprofessional
collaboration and best practices, transcultural
nursing, genetics, and theory development. The
chapters focus on culturally competent nursing
care by highlighting transcultural nursing across
the life span, multicultural health care settings
including the culture of organizations, the delivery of mental health care, a focus on family and
community, a spotlight on the cultural diversity
of the workforce, and the challenges in transcultural nursing (religion, ethics, and international nursing). Each chapter follows with a set of
review questions and learning activities that illuminate what students, faculty, and clinical practitioners will have integrated into their plan of care
to meet mutual goals presented in the chapter
case studies. The seventh edition reflects many of
the changes in the concept of the culture-at-large,
especially genetics. While giving attention to
Leiningers theory in Chapter 1, what is significant
in this seventh edition, as stated, is the development of their own theory, the Andrews and Boyle
Transcultural Interprofessional Practice (TIP)
0002491983.INDD 5
v
Model. The key concepts identified in the TIP
model are context, interprofessional health care
team, communication, and problem-solving process. The cultural context (health-related beliefs
and practices that weave together environmental,
economic, social, religious, moral, legal, political,
educational, biophysical, genetic, and technological factors), the interprofessional health care team
(nurses, physicians, social workers, therapists,
pharmacists, and others), cross-cultural communication among client, family, and significant others, and members of the interprofessional health
care team including folk and traditional healers,
and religious and spiritual healers facilitate the
foundation of the problem-solving process that
has five steps. These five steps include comprehensive holistic client assessment, mutual goal
setting, planning, implementation of the plan of
action and interventions, and evaluation of the
plan for effectiveness to achieve the stated goals,
and desired outcomes; provide culturally congruent and competent care; deliver quality care that
is safe and affordable; and ensure that the care is
evidence based with best practices.
As I reflect on the work of my colleagues,
Andrews and Boyle, not only within the pages of
this book but also what each of them has accomplished over many years as leaders, teachers,
researchers, online educators, and as Presidents
of the Transcultural Nursing Society, what comes
to mind is their deep dedication and devotion to
the discipline and profession of Transcultural
Nursing. Through their intellectual astuteness
and creative actions, they have been and are role
models and mentors to students and other leaders who have spread and broadened transcultural
care knowledge worldwide. They are committed to the primary goal of transcultural nursing
to facilitate culturally congruent knowledge and
care so that people of the world are understood
and their health care needs can be met within the
dynamics of their cultures and cultural understanding. A seventh edition of a book attests to
the fact that students, faculty, and other practitioners find within its pages relevant and challenging information to learn about cultures and
7/10/2015 12:53:56 PM
vi
Foreword
ethnic groups, know how to relate and serve
them, conduct research, facilitate the solving
of problems, and making things work. Today
collaboration and communication are the key.
Margaret Andrews and Joyceen Boyle have captured that essence in their Transcultural Interprofessional Practice (TIP) theory and model,
which is presented in this work. I wholeheartedly endorse this new edition. I am most proud
to call these authors not only my colleagues but
also my friends as they move forward in the evolution of what can be termed authentic transcultural nursing by means of collaboration and
interprofessionalism. Nursing students, faculty,
other health care professionals, and practitioners
0002491983.INDD 6
of every health care and anthropological discipline will be stimulated by the theory and the
content expressed by the authors and the many
contributors in this new edition to improve the
health of and help people of diverse cultures
worldwide.
Marilyn A. Ray, RN, PhD, CTN-A,
FSfAA, FAAN
Colonel (Retired), United States Air Force,
Nurse Corps
Professor Emeritus
The Christine E. Lynn College of Nursing
Florida Atlantic University
Boca Raton, Florida
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Preface
Given the large number of cultures and subcultures
in the world, its impossible for nurses to know
everything about them all; however, it is possible
for nurses to develop excellent cultural assessment
and cross-cultural communication skills and to
follow a systematic, orderly process for the delivery
of culturally competent care.
The Andrews/Boyle Transcultural Interprofessional Practice (TIP) Model, which we are introducing in this seventh edition of Transcultural
Concepts in Nursing Care and describe in more
detail in Chapters 1 and 2, emphasizes the need
for effective communication, efficient, client- and
patient-centered teamwork, and collaboration
among members of the interprofessional health
care team.
The TIP Model has a theoretical foundation in
transcultural nursing that fosters communication
and collaboration between and among all members of the team and enables multiple team members to manage complex, frequently multifaceted
transcultural care issues, moral and ethical dilemmas, challenges, and care-related problems in a
collegial, respectful, synergistic manner.
The process used in the TIP Model is an adaptation and application of the classic scientific
problem-solving method used to deliver nursing
and health care to people from different national
origins, ethnicities, races, socioeconomic backgrounds, religions, genders, marital statuses, sexual orientations, ages, abilities/disabilities, sizes,
veteran status, and other characteristics used to
compare one group of people to another.
The Commission on Collegiate Nursing Education, the American Association of Colleges of
Nursings Essentials of Baccalaureate Education for
Professional Nursing Practice, the National League
for Nursing, most state boards of nursing, and
other accrediting and certification bodies require
or strongly encourage the inclusion of cultural
aspects of care in nursing curricula. This, of course,
underscores the importance of the purpose, goal,
and objectives for Transcultural Concepts in Nursing Care, Seventh Edition.
Purpose: To contribute to the development of
theoretically based transcultural nursing knowledge and the advancement of transcultural nursing practice.
Goal: To increase the delivery of culturally
competent care to individuals, families, groups,
communities, and institutions.
Objectives:
1. To apply a transcultural nursing framework to
guide nursing practice in diverse health care
settings across the lifespan.
2. To analyze major concerns and issues encountered by nurses in providing transcultural
nursing care to individuals, families, groups,
communities, and institutions.
3. To expand the theoretical bases for using concepts from the natural and behavioral sciences
and from the humanities to provide culturally
competent nursing care.
4. Provide a contemporary approach to transcultural nursing that includes effective crosscultural communication, team work, and
interprofessional collaborative practice.
We believe that cultural assessment skills,
combined with the nurses critical thinking
abilities, will provide the necessary knowledge
on which to base transcultural nursing care.
Using this approach, nurses have the ability to
provide culturally competent and contextually
meaningful care for clientsindividuals, groups,
families, communities, and institutions.
vii
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viii
Preface
The editors and chapter authors share a commitment to:
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Foster the development and maintenance of a
disciplinary knowledge base and expertise in
culturally competent care.
Synthesize existing theoretical and research
knowledge regarding nursing care of different
ethnic/minority/marginalized and other disenfranchised populations.
Identify and describe evidence-based practice
and best practices in the care of diverse individuals, families, groups, communities, and
institutions.
Create an interdisciplinary and interprofessional knowledge base that reflects heterogeneous health care practices within various
cultural groups.
Identify, describe, and examine methods, theories, and frameworks appropriate for developing
knowledge that will improve health and nursing
care to minority, underserved, underrepresented,
disenfranchised, and marginalized populations.
Recognizing Individual Differences
and Acculturation
We believe that it is tremendously important to
recognize the myriad of health-related beliefs and
practices that exist within the population categories. For example, the differences are rarely recognized among people who identify themselves
as Hispanic/Latino: this group includes people
from along the U.S.Mexico border, Puerto Rico,
Mexico, Spain, Guatemala, or little Havana
in …
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