Transcultural Concepts in Nursing Care



grandparents. Further, many cultures today draw characteristics from several previously distinctive culture groups, due to population migration, intermarriage among individuals from differ ent cultures, and the impact of changing family dynamics. Critical Thinking Linked to Delivering Culturally Competent Care We believe that nurses’ critical thinking, cul tural assessment, and clinical judgment and problem-solving abilities will provide the nec essary knowledge and skills on which to base transcultural nursing care. Using this approach, we believe 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. Culturally competent nurses must acquire the skills needed to assess clients from virtually any and all groups they encounter throughout their professional life and to provide culturally competent and contextually meaning ful care for clients—individuals, groups, families, communities, and institutions. Many educational programs in nursing are now teaching transcultural nursing content across the curriculum. We suggest that Transcultural Concepts in Nursing Care be used by faculty members to integrate transcultural content across the curriculum in the following manner: ●● Chapters 1, 2, 3, and 4 should be used in the first clinical courses when students are learning how to conduct health his tories, health assessments, and physical examinations. ●● Chapters 5, 6, 7, and 8 include nursing care across the lifespan and are particularly useful in courses that focus on the nursing care of: The childbearing family Children Adults and older adults

●● Chapter 9 examines approaches for creat ing and maintaining culturally competent healthcare organizations, including the need to understand and address popula tion health. The chapter is useful in courses that focus on nursing leadership and management. ●● Chapters 10 and Chapters 11 align with mental health nursing and family and com munity nursing in the appropriate specialty nursing courses. Chapter 11 also has new information about Emergency and Disaster Planning, for individuals and communities. ●● Chapter 12 explores the interconnections between religion, culture, and nursing, in cluding health-related beliefs and practices of selected religions. ●● Chapter 13 focuses on competence in ethi cal decision-making and includes updates on ethical implications for population health.

New to the Ninth Edition All content in this edition was reviewed and updated to capture the nature of the changing healthcare delivery system, new research studies and theoretical advances, emphasis on effective communication, teamwork and collaboration, and to explain how nurses and other healthcare providers can use culturally competent skills to improve the care of clients, families, groups, and communities. In writing the ninth edition, we have been impressed with the developments in the field of transcultural nursing and inclu ded appropriate current trends and issues. The Andrews/Boyle Transcultural Interprofessional Practice Model provides a contemporary frame work for putting the client or patient first and expanding the traditional notion of those who should be included as members of the healthcare team. While credentialed healers such as nurses, physicians, pharmacists, social workers, inter preters, and therapists remain key to health, well ness, and healing, the team also includes others whom the clients or patients believe contribute Copyright © 2023 Wolters Kluwer, Inc. Unauthorized reproduction of the content is prohibited.

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