The document discusses different approaches to cultural education in nursing. It notes that nursing has traditionally emphasized transcultural nursing theories, based on Madeline Leininger's work. However, there is a lack of consensus on pedagogical approaches. The document advocates for a critical theory approach, which would examine how social differences are constructed and how systems of privilege and power operate in healthcare contexts. A critical approach aims to eliminate oppression and analyze how social privilege can create inequities in nurse-client relationships. It also argues that transcultural theories do not adequately address racism and fail to confront structural systems of power that impact healthcare.
The document discusses different approaches to cultural education in nursing. It notes that nursing has traditionally emphasized transcultural nursing theories, based on Madeline Leininger's work. However, there is a lack of consensus on pedagogical approaches. The document advocates for a critical theory approach, which would examine how social differences are constructed and how systems of privilege and power operate in healthcare contexts. A critical approach aims to eliminate oppression and analyze how social privilege can create inequities in nurse-client relationships. It also argues that transcultural theories do not adequately address racism and fail to confront structural systems of power that impact healthcare.
The document discusses different approaches to cultural education in nursing. It notes that nursing has traditionally emphasized transcultural nursing theories, based on Madeline Leininger's work. However, there is a lack of consensus on pedagogical approaches. The document advocates for a critical theory approach, which would examine how social differences are constructed and how systems of privilege and power operate in healthcare contexts. A critical approach aims to eliminate oppression and analyze how social privilege can create inequities in nurse-client relationships. It also argues that transcultural theories do not adequately address racism and fail to confront structural systems of power that impact healthcare.
Beyond Transculturalism: Critiques of Culture Education in Nursing
Journal of Nursing Education
July 2008, Vol.47 No.7
The nursing disciplines approach to healthcare delivery for diverse populations has emphasized transcultural nursing theories in education, research and practice. These theoretical frameworks emerged from the pioneering work of Leininger and they are largely similar in scope and perspective to her Culture care diversity and Universality Theory. The prevalence of transcultural nursing theories is reflective, in part of the professional value for inclusivity in education, practice and research that accounts for healthcare needs of highly diverse populations. Despite the movement toward standardization of cultural curricular content, there remains a lack of consensus regarding the pedagogical approaches to cultural education in nursing. The nursing literature reflects a schism in the discipline regarding foundational theoretical perspectives and conceptualizations of culturally competent health workers. There are variety of philosophical approaches apparent in nursing that influence curricular design and educational processes. Many nurses have acquired an educational background grounded in positivist philosophical perspectives, as evidence by the disciplines continued adherence to the medical model. Another prevalent philosophical tradition in nursing is humanism. A liberal humanist perspective is reflected in the disciplines approach to transcultural nursing. A humanist perspective emphasizes notions of equality and individual freedom, and operates on an assumption of human commonality among people. Transcultural theories dominate current pedagogical approaches to cultural and human diversity education in nursing. The overall goal of transcultural nursing is to use this accumulated base of cultural knowledge to develop nursing actions that will promote health behaviors among clients and foster culturally sensitive and congruent care. The integration of critical perspectives could potentially transform nursings approach to cultural education. Critical theories are not dominated by a single model, but reflect orientations that expose and analyze power imbalances that often go unrecognized. Another important commitment is the commitment to freeing oneself and others from oppressive societal structures and norms. A critical approach to nursing science and practice involves examining ways in which categories of social difference are constructed and operate in structural systems of privilege and power. Multiculturalism and transcultural nursing are critiqued for the lack of clarity in defining concepts of culture, race and ethnicity. Contemporary definition focus on race as socially constructed system of categories based on phenotypic traits rather than as biologic reality. Socially constructed differences that exist between the nurse and the client on the basis of cultural, racial or ethnic identities are purportedly bridged by an increase in nursing knowledge about other cultures
Reflection: Nurses can easily adopt to different cultures and races. Thats why Madeline Leiningers theory is helpful for all nurses. This theorist states that care is the essense of nursing and the dominant, distinctive and unifying goal of nursing. She also emphasizes that human caring although a universal phenomenon, varies among cultures in its expressions, processes and patterns and is largely culturally derived. Nurses should innovate approaches to prepare a workforce that responds to the diverse needs of people from a wide variety of cultural backgrounds, languages and worldviews. Transcultural nursing theory and multicultural nursing education tend to reflect a liberal, humanist standard point that assumes health care contexts are situated within an egalitarian and equitable society. The prevalent stance in nursing education is to avoid confronting or naming structural systems of power and their effects in health care contexts. In transcultural nursing theory, racism is rarely mentioned and in the nursing profession in general, racism is euphemized or denied. Hence, refusal to address racialized systems in nursing education has effects on both parties. Addressing the health care needs of diverse populations has been an enduring value in nursing education and practice. There are complex influences that contribute to denial and discomfort in addressing racism in nursing. A critical theory approach has the goal of eradicating the manifestations of oppression in our everyday clinical practice as well as in our nursing theories and curriculum. In this regard, the translation of theory to nursing practice entails the examination of ones social privilege operates as power inequities in our relationship with our clients and co-staff. In all aspect of Nursing, caring is a necessary factor in giving out holistic care, and being transparent, open minded and acceptance of ones culture is one of the key in rendering the best care to patients.