Fluent Essays

See below Required Resources Textbook Chapter 1, 2, and 4 National Center for Cultural Competence. (n.d.). The compelling need for cultural and linguistic competence.  Georgetown University. https://nccc.georgetown.edu/foundations/need.php Overview For this discussion, first, review chapters 1, 2, and 4 in your textbook, Transcultural Concepts in Nursing Care, and complete the four Transcultural Modules. Then, address the following questions: 1. In your own words define culture (1-2 sentences). 2. In your own words define diversity (1-2 sentences). 3. Next discuss self-assessment and explain why it is important (3-4 sentences). 4. Then in your own words, (in one paragraph) select a cultural theory or model and discuss its framework. 5. Lastly, describe the cultural theory's or model's influence on nursing practice (in one paragraph). Your initial post must be posted before you can view and respond to colleagues, must contain minimum of two (2) references, in addition to examples from your personal experiences to augment the topic. The goal is to make your post interesting and engaging so others will want to read/respond to it. Synthesize and summarize from your resources in order to avoid the use of direct quotes, which can often be dry and boring. No direct quotes are allowed in the discussion board posts. References: · Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references. · Response posts: Minimum of one (1) total reference: one (1) from peer-reviewed or course materials reference per response. Words Limits Initial Post: Minimum 200 words excluding references (approximately one (1) page) RUBRIC: DISCUSSION BOARD (30 pts) Last updated: 02/02/2017 © 2017 School of Nursing - Ohio University Page 1 of 1 NOTE: No direct quotes are allowed in the discussion board posts. *Peer-reviewed references include professional journals (i.e. Nursing Education Perspectives, Journal of Professional Nursing, etc. – see library tab on how to access these from database searches), professional organizations (NLN, CDC, AACN, ADA, etc.) applicable to population and practice area, along with clinical practice guidelines (CPGs - National Guideline Clearinghouse). All references must be no older than five years (unless making a specific point using a seminal piece of information) References not acceptable (not inclusive) are UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases. **Since it is difficult to edit the APA reference in the Blackboard discussion area, you can copy and paste APA references from your Word document to the Blackboard discussion area and points will not be deducted because of format changes in spacing. Criteria Levels of Achievement Meets Expectations Needs Improvement Unsatisfactory Characteristics of initial post 10 to 10 Points  Provided response with rationale.  The post is substantive and reflects careful consideration of the literature.  Examples from the student’s practice/experience are provided to illustrate the discussion concepts.  Addressed all required elements of the discussion prompt.  Well organized and easy to read. 3 to 9 Points  Provided response missing either substantive rationale, consideration of the literature, or examples from the student’s practice/experience to illustrate the discussion concepts.  Addresses all or most of required elements.  Somewhat organized, but may be difficult to follow. 0 to 2 Points  Provided response with minimal rationale.  Does not demonstrate thought and provides no supporting details or examples.  Provides a general summary of required elements. Support for initial post 5 to 5 Points  Cited minimum of two references: at least one (1) from required course materials to support rationale AND one (1) from peer-reviewed* references from supplemental materials or independent study on the topic to support responses.  The initial post is a minimum of 200 words excluding references. 2 to 4 Points  Missing one (1) required course reference AND/OR one (1) peer-reviewed reference to validate response.  Post has at least 200 words. 0 to 1 Points  Missing 1 or more of the correct type (course or peer-reviewed) or number of references to support response.  Post is less than 200 words or there’s no post. Responses to Peers 10 to 10 Points  Responses to colleagues demonstrated insight and critical review of the colleagues’ posts and stimulate further discussion  Responded to a minimum of two (2) peers and included a minimum of one (1) peer-reviewed* or course materials reference per response.  Responses are a minimum of 100 words and are posted on different days of the discussion period by the due date. 4 to 9 Points  Responses to colleagues are cursory, do not stimulate further discussion and paragraph could have been more substantial.  Responses missing one of the following: o insight/critical review of colleague’s post, o OR respond to at least two peers, o OR a peer reviewed*or course materials reference per response  Responses are a minimum or less than 100 words and posts were on the same date as initial post. 0 to 3 Points  Responses to colleagues lack critical, in depth thought and do not add value to the discussion.  Responses are missing two or more of the following: o insight/critical review of colleagues’ post o AND/OR response to at least two peers o AND/OR a peer reviewed* reference per response.  Responses are less than 100 words, posted same day as initial post. APA format*; Spelling/ Grammar/ Punctuation 5 to 5 Points  APA format** is used for in-text citations and reference list.  Posts contain grammatically correct sentences without any spelling errors. 2 to 4 Points  APA format is missing either in-text or at end of the reference list.  Posts contain some grammatically correct sentences with few spelling errors. 0 to 1 Points  Not APA formatted OR APA format of references has errors both in-text and at end of reference list.  Post is grammatically incorrect. http://www.lww.com ● 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 Transcultural Concepts in Nursing Care 0002491983.INDD 1 7/10/2015 12:53:53 PM Acquisitions Editor: Christina C. Burns Product Development Editor: Christine Abshire Development Editor: Elizabeth Connolly Editorial Assistant: Cassie Berube Marketing Manager: Dean Karampelas Production Project Manager: Joan Sinclair Design Coordinator: Joan Wendt Illustration Coordinator: Jennifer Clements Manufacturing Coordinator: Karin Duffield Production Service: SPi Global 7th edition Copyright © 2016 by Wolters Kluwer Two Commerce Square 2001 Market Street Philadelphia, PA 19103 USA LWW.com All rights reserved. This book is protected by copyright. No part of this book may be reproduced in any form by any means, including photocopying, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews. Materials appearing in this book prepared by individuals as part of their official duties as U.S. government employees are not covered by the above- mentioned copyright. Printed in China Library of Congress Cataloging-in-Publication Data 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] RT86.54 362.17'3—dc23 2015015790 Care has been taken to confirm the accuracy of the information presented and to describe generally accepted practices. However, the authors, editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in this book and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the publication. Application of the information in a particular situation remains the professional responsibility of the practitioner. The authors, editors, and publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in accordance with current recommendations and practice at the time of publication. However, in view of ongo- ing research, changes in government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the package insert for each drug for any change in indications and dosage and for added warnings and precautions. This is particularly important when the recommended agent is a new or infrequently employed drug. Some drugs and medical devices presented in the publication have Food and Drug Administration (FDA) clearance for limited use in restricted research settings. It is the responsibility of the health care provider to ascertain the FDA status of each drug or device planned for use in their clinical practice. To purchase additional copies of this book, call our customer service department at (800) 638-3030 or fax orders to (301) 223-2320. International customers should call (301) 223-2300. Visit Lippincott Williams & Wilkins on the Internet: at LWW.com. Lippincott Williams & Wilkins customer service rep- resentatives are available from 8:30 am to 6 pm, EST. 10 9 8 7 6 5 4 3 2 1 0002491983.INDD 2 7/10/2015 12:53:53 PM iii Contributors 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 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 Patti Ludwig-Beymer, PhD, RN, CTN-A, NEA-BC, FAAN Vice President and Chief Nursing Officer Edward Hospital and Health Services Naperville, Illinois Margaret A. McKenna, PhD, MPH, MN 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 Andrews7e9781451193978-FM.indd 3 3/16/2016 12:16:43 PM iv Foreword I am pleased for the opportunity to write the Foreword to Drs. Margaret Andrews and Joyceen Boyle’s seventh edition of their book, which illu- minates 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 men- tor and colleague, the late Dr. Madeleine Leini- nger, 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 earli- est beginnings in Cincinnati, Ohio, in the 1950s to its adoption in most nations of the world. Le- ininger 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 nurs- ing. At the outset of the programmatic develop- ment 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 inter- est 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 be- liefs, 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 World- wide Nursing Theory of Culture Care Diversity and Universality and her Ethnonursing method- ology. Her transcultural beliefs and values have been infused into nursing program objectives for education, 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 text- books, 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, reli- gious 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 com- plexity and the generation of enormous quanti- ties 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 com- munication to examine and solve problems both locally and globally. Continuing to identify rel- evant issues to promote health, human safety, and 0002491983.INDD 4 7/10/2015 12:53:56 PM Foreword v 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 devel- opments are now shaping Andrews’ and Boyle’s 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 com- munication—the 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 deliv- ery of mental health care, a focus on family and community, a spotlight on the cultural diversity of the workforce, and the challenges in trans- cultural nursing (religion, ethics, and interna- tional nursing). Each chapter follows with a set of review questions and learning activities that illu- minate what students, faculty, and clinical practi- tioners 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 Leininger’s theory in Chapter 1, what is significant in this seventh edition, as stated, is the develop- ment of their own theory, the Andrews and Boyle Transcultural Interprofessional Practice (TIP) Model. The key concepts identified in the TIP model are context, interprofessional health care team, communication, and problem-solving pro- cess. The cultural context (health-related beliefs and practices that weave together environmental, economic, social, religious, moral, legal, political, educational, biophysical, genetic, and technologi- cal factors), the interprofessional health care team (nurses, physicians, social workers, therapists, pharmacists, and others), cross-cultural commu- nication among client, family, and significant oth- ers, 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 compre- hensive 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 congru- ent 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 accom- plished 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 lead- ers who have spread and broadened transcultural care knowledge worldwide. They are commit- ted 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 under- standing. A seventh edition of a book attests to the fact that students, faculty, and other practi- tioners find within its pages relevant and chal- lenging information to learn about cultures and 0002491983.INDD 5 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 cap- tured that essence in their Transcultural Inter- professional Practice (TIP) theory and model, which is presented in this work. I wholeheart- edly 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 evo- lution of what can be termed authentic trans- cultural nursing by means of collaboration and interprofessionalism. Nursing students, faculty, other health care professionals, and practitioners of every health care and anthropological disci- pline 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 0002491983.INDD 6 7/10/2015 12:53:56 PM vii Preface Given the large number of cultures and subcultures in the world, it’s 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 Interprofes- sional Practice (TIP) Model, which we are intro- ducing 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 mem- bers of the team and enables multiple team mem- bers to manage complex, frequently multifaceted transcultural care issues, moral and ethical dilem- mas, challenges, and care-related problems in a collegial, respectful, synergistic manner. The process used in the TIP Model is an adap- tation 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 back- grounds, religions, genders, marital statuses, sex- ual orientations, ages, abilities/disabilities, sizes, veteran status, and other characteristics used to compare one group of people to another. The Commission on Collegiate Nursing Edu- cation, the American Association of Colleges of Nursing’s 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 Nurs- ing Care, Seventh Edition. Purpose: To contribute to the development of theoretically based transcultural nursing knowl- edge and the advancement of transcultural nurs- ing 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 encoun- tered by nurses in providing transcultural nursing care to individuals, families, groups, communities, and institutions. 3. To expand the theoretical bases for using con- cepts from the natural and behavioral sciences and from the humanities to provide culturally competent nursing care. 4. Provide a contemporary approach to trans- cultural nursing that includes effective cross- cultural 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 clients—individuals, groups, families, communities, and institutions. 0002491983.INDD 7 7/10/2015 12:53:56 PM The editors and chapter authors share a com- mitment to: ●● 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 disen- franchised populations. ●● Identify and describe evidence-based practice and best practices in the care of diverse indi- viduals, families, groups, communities, and institutions. ●● Create an interdisciplinary and interprofes- sional knowledge base that reflects hetero- geneous health care practices within various cultural groups. ●● Identify, describe, and examine methods, theo- ries, 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 catego- ries. For example, the differences are rarely rec- ognized 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 Miami, as well as other Central and South American countries, who may share some similari- ties (speaking Spanish, for example) but who may also have distinct cultural differences. We would like to comment briefly on the terms minority and ethnic minorities. These terms are perceived by some to be offensive because they connote inferiority and marginalization. Although we have used these terms occasionally, we prefer to make reference to a specific subculture or culture whenever possible. We refer to categorizations according to race, ethnicity, religion, or a combi- nation, such as ethnoreligion, but we make every effort to avoid using any label in a pejorative man- ner. We do believe, however, that the concepts or terms minority or ethnicity are limiting, not only for those to whom the label perhaps applies but also for nursing theory and practice. We believe that concept of culture is richer and has more the- oretical usefulness. In addition, we all have cultural attributes while not all are from a minority group or claim a particular ethnicity. Critical Thinking Linked to Delivering Culturally Competent Care We believe that cultural assessment skills, com- bined with the nurse’s critical thinking ability, will provide the necessary knowledge on which to base transcultural nursing care. Using this approach, we are convinced that nurses will be able to provide culturally competent and contextually meaning- ful care for clients from a wide variety of cultural backgrounds, rather than simply memorizing the esoteric health beliefs and practices of any spe- cific cultural group. We believe that nurses must acquire the skills needed to assess clients from virtually any and all groups that they encounter throughout their professional life. Many educational programs in nursing are now teaching transcultural nursing content across the curriculum. We suggest that Transcul- tural Concepts in Nursing Care can be used by fac- ulty members to integrate transcultural content across the curriculum in the following manner: Chapters 1 to 4 in the first clinical courses when students are learning how to conduct health his- tories, health assessments, and physical examina- tions; Chapters 10 and 11, mental health nursing and family and community nursing, in the appro- priate specialty nursing courses; Chapters 5 to 8, which include nursing care across the lifespan, in courses that focus on the nursing care of the childbearing family, children, adults, and older adults; Chapters 9, 12, and 14, which concern cul- turally competent organizations, diversity in the viii Preface 0002491983.INDD 8 7/10/2015 12:53:57 PM multicultural health care workforce, and compe- tence in ethical decision making, in courses that focus on nursing leadership and management; Chapter 13, which examines religion, culture, and nursing, an excellent resource throughout the curriculum; and Chapter 15 in courses that focus on global health/community health nursing. New to the Seventh Edition All content in this edition was reviewed and updated to capture the nature of the changing health care delivery system, new research studies, and theoretical advances, emphasis on effective communication, team work, and collaboration, and to explain how nurses and other health care providers can use culturally competent skills to improve the care of clients, families, groups, and communities. In writing the seventh edition, we have been impressed with the developments in the field of transcultural nursing. The Trans- cultural Nursing Society and the American Acad- emy of Nursing (AAN) have moved ahead with developing Standards of Practice for Culturally Competent Care that nurses around the world are using as a guide in clinical practice, research, education, and administration. In addition, a special task force from the Transcultural Nurs- ing Society has developed a Core Curriculum for Transcultural Nursing that is being used as a basis for certification in transcultural nursing and for instructional purposes by faculty and students in educational programs. The recognition of the Standards of Practice and Core Curriculum for transcultural nursing enhances the development of cultural competence in nursing, thus improv- ing the care of clients. Lastly, the Andrews/Boyle Transcultural Interprofessional Practice Model is introduced in recognition of the need to put the client or patient first and of the changing com- plexion of the health care workforce. New Chapter Contributors We welcome two new colleagues in the sev- enth edition, both from the University of Michigan-Flint School of Health Professions and Studies. Margaret (Margie) Murray-Wright, Associate Director of Undergraduate Programs and Clinical Assistant Professor of Nursing, infused state-of-the art content on genetics and genomics and coauthored Chapter 3, Cultural Competence in the Health History and Physical Examination. An Adult-Gerontology Nurse Prac- titioner, Maureen J. Reinsel has extensive expe- rience in global public health and international development in Asia, Africa, and Europe. In addi- tion to her nursing background, Maureen earned her MA degree in International Affairs from the Johns Hopkins University School of Advanced International Studies. She wrote Chapter 15, Nursing and Global Health, which is available online. Chapter Pedagogy Learning Activities All of the chapters include review questions as well as learning activities to promote critical thinking. When relevant web-based information is available to supplement the chapter content, references are provided on . In addition, each chapter includes chapter objectives and key terms to help readers understand the purpose and intent of the content. Evidence-Based Practice Current research studies related to the content of the chapter are presented as Evidence-Based Practice boxes. We have included a section in each box describing clinical implications of the research. Case Studies Case Studies based on the authors’ actual clinical experiences and research findings are presented to make conceptual linkages and to illustrate how concepts are applied in health care settings. Case studies are oriented to assist the reader to begin to develop cultural competence with selected cultures. Preface ix 0002491983.INDD 9 7/10/2015 12:53:58 PM Text Organization Part One: Foundations of Transcultural Nursing This first section focuses on the foundational aspects of transcultural nursing. The develop- ment of transcultural nursing frameworks that include concepts from the natural and behavioral sciences are described as they apply to nursing practice. Because nursing perspectives are used to organize the content in Transcultural Con- cepts in Nursing Care, the reader will not find a chapter purporting to describe the nursing care of a specific cultural group. Instead, the nursing needs of culturally diverse groups are used to illustrate cultural concepts used in nursing prac- tice. Chapter 1 provides an overview of the theo- retical foundations of transcultural nursing, and Chapter  2 introduces key concepts associated with cultural competence using the Andrews/ Boyle Transcultural Interprofessional Practice Model as the organizing framework. In Chapter 3, we discuss the domains of cultural knowledge that are important in cultural assessment and describe how this cultural information can be incorpo- rated into all aspects of care. Chapter 4 provides a summary of the major cultural belief systems embraced by people of the world with special emphasis on their health-related and culturally based values, attitudes, beliefs, and practices. Part Two: Transcultural Nursing: Across the Lifespan Chapters 5 through 8 use a developmental frame- work to discuss transcultural concepts across the lifespan. The care of childbearing women and their families, children, adolescents, middle-aged adults, and the elderly is examined, and information about cultural groups is used to illustrate common trans- cultural nursing issues, trends, and concerns. Part Three: Nursing in Multicultural Health Care Settings In the third section of the text (Chapters 9 through  12), we explore the components of cultural competence in mental health and in fam- ily and community health care settings. We also examine cultural competence in health care orga- nizations and cultural diversity in the health care workforce, two very critical and current topics of concern. The clinical application of concepts throughout this section uses situations commonly encountered by nurses and describes how transcultural nursing principles can be applied in diverse settings. The chapters in this section are intended to illustrate the application of transcul- tural nursing knowledge to nursing practice. Part Four: Contemporary Challenges in Transcultural Nursing In the fourth section of the text, Chapters 13 to 15, we examine selected contemporary issues and chal- lenges that face nursing and health care. In Chapter 13, we review major religious traditions of the United States and the interrelationships among religion, cul- ture, and nursing. Recognizing the numerous moral and …