By Madeleine Leininger, Abram Omeri
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Extra resources for Advances in Contemporary Transcultural Nursing
The importance of faculty providing generic and professional care to nursing students and using an organising framework to teach culture care was discovered. This unique use of the theory and method demonstrates its usefulness in discovering and describing the complex nature of teaching culture care. Larger scale studies are predicted to further substantiate the CCT, building the discipline of nursing. Within the profession Accepted 26 February 2008 CN of nursing, there is a need and dictum to increase cultural sensitivity and competence in nursing students (AACN 2004; McFarland & Leininger 2002; Sullivan 2004; US Department of Health and Human Services 1996).
Acknowledgements Funding for this research was received from Middle Tennessee State University, Faculty Research and Creative Projects Committee and Xi Alpha Chapter of Sigma Theta Tau, International Honor Society of Nursing. The author wishes to acknowledge expertise and support from the University of Northern Colorado faculty and my dissertation committee members: Dr Debra Leners, Dr Marilyn McFarland, Dr Margaret Andrews and Dr Linda Lohr.
Hughes and Hood (2007) found that nursing students became more culturally sensitive after engaging in these specific strategies to teach transcultural nursing. A variety of additional teaching strategies were identified in the literature as effective for teaching culture care. A sampling of the strategies discovered is shared here. Brennan and Schulze (2004) assigned students to analyse one of seven randomly chosen ethnographies using teacher-set criteria that addressed cultural factors. The need to engage students’ affective and cognitive domains of learning through experiential learning was identified by Carpio and Majumdar (1993) as necessary for effective culture care education.
Advances in Contemporary Transcultural Nursing by Madeleine Leininger, Abram Omeri