Sherie Jane R.

Feria
BSN 4A

Activity 1: Introduction to Transcultural Nursing

1. Give the definition of the key terms found at the first part of the ppt presentation.
1. Anthropology: an academic discipline that is concerned with the scientific study of
humans, past and pres- ent. Anthropology builds on knowledge from the physical,
biological, and social sciences as well as the humanities. A central concern of
anthropolo- gists is the application of knowledge to the solution of human problems.

2. Assumptions: Assumptions are use- ful in providing a basis for action and in creating
“what if...” scenarios to simulate possible situa- tions until such time as there is proof or
evidence available to corroborate or refute the assumption.

3. Chronemics: the study of the use of time in nonverbal communica- tion. The manner in
which a person perceives and values time, structures time, and reacts to time
contributes to the context of communication.

4. Cross-cultural communication: is based on knowledge of many factors, such as the other

person’s values, perceptions, attitudes, manners, social structure, decision-making
practices, and an understanding of how members of groups communicate both verbally
and nonverbally.

5. Cultural competence: ability of a person to effectively interact, work, and develop

meaningful relationships with people of various cultural backgrounds.

6. Cultural context: the conditions, circumstances, and/or situations that exist when and
where something happens, thereby providing meaning to what transpired.

7. Culturally competent care: ability of systems to provide care to patients with diverse
values, beliefs and behaviors, including the tailoring of health care delivery to meet
patients' social, cultural and linguistic needs.

8. Culturally congruent nursing care: those cognitively based assistive, supportive,

facilitative, or enabling acts or decisions that are mostly tailor-made to fit with an
individual’s, group’s or institution’s cultural values, beliefs, and lifeways in order to
provide meaningful, beneficial, satisfying care that leads to health and well-being.

9. Cultural-specific: related to different aspects of life which are unique to a group of people
who have many common factors, subsequently, share the same culture.

10. Cultural universals: the view that the values, concepts, and behaviors characteristic of
diverse cultures can be viewed, understood, and judged according to universal
standards. Such a view involves the rejection, at least in part, of cultural relativism. Also
called cultural absolutism.
11. Culture: the set of distinctive spiritual, material, intellectual and emotional features of
society or a social group, that encompasses, not only art and literature but lifestyles,
ways of living together, value systems, traditions and beliefs.

12. Culture-specific nursing care: particular values, beliefs, and patterns of behavior that
tend to be special or unique to a group and that do not tend to be shared with members
of other cultures.

13. Culture-universal nursing care: commonly shared values, norms of behavior, and life
patterns that are similarly held among cultures about human behavior and lifestyles.

14. Ethnicity: the perception of one- self and a sense of belonging to a particular ethnic
group or groups. It can also mean feeling that one does not belong to any group
because of multieth- nicity. Ethnicity is not equivalent to race, which is a biological
identification. Rather, ethnicity includes commitment to and involvement in cultural cus-
toms and rituals.

15. Ethnonursing research: a qualitative research method and the first research
methodology developed by a nurse for use in studying topics relevant to nursing.

16. Evaluation: to determine the degree to which the plan is effective in achieving the
intended goal(s); provides care that is culturally congruent with and fits the client’s
culturally based beliefs and practices related to wellness, health, illness, disease,
healing, dying, and death; reflects the delivery of culturally competent care by nurses
and other members of the interprofessional team; provides quality care that is safe,
affordable, and accessible; and integrates research, evidence-based, and best practices
into the care.

17. Evidence-based practice: Nurses shall base their practice on interventions that have
been systematically tested and shown to be the most effective for the culturally diverse
populations that they serve. In areas where there is a lack of evidence of efficacy, nurse
researchers shall investigate and test interventions that may be the most effective in
reducing the disparities in health outcomes.

18. Hijab: the act of covering up generally but is sometimes used to describe the
headscarves worn by Muslim women (Figure 1-6). These scarves come in many styles
and colors and have different names around the world, such as niqab, al mira, Shayla,
khi- mar, chador, and burka.

19. Implementation: execution of the care plan through a wide range of actions and
interventions.

20. Interprofessional collaboration: multiple health workers from different professional

backgrounds working together with patients, families, caregivers, and communities to
deliver the highest quality of care.

21. Interprofessional health care team: The transcultural interprofessional health care team
has at its core the client, who is the team’s raison d’etre (reason for being).
22. Language: one of the primary ways that culture is transmitted from one generation to the
next.

23. Modesty: form of mixed nonverbal and verbal communication that refers to reserve or
propriety in speech, dress, or behavior. It conveys a mes- sage that is intended to avoid
encouraging sexual attention or attraction in others.

24. Monochronic culture: time is seen as a commodity, and people tend to use expressions
such as “waste time” or “lose time” or “time is money.” Given that time is so highly
valued, showing up late, especially for a meeting or a dinner, is usually perceived as
very disrespectful to the individuals who are made to “waste their time” waiting. A
monochronic culture functions on clock time. People tend to focus on one thing at a time
and usually prefer to complete objectives in a systematic way.

25. Mutual goal setting: perspectives of each member of the health care team—the client,
the client’s family and significant others, and all those who are co-participants with the
client in the decision-making and goal setting processes including credentialed health
professionals and folk, traditional, indigenous, religious, and/or spiritual healers.

26. Paralanguage: how it is said and relates to all aspects of the voice that are not part of
the verbal message. Paralanguage may modify or nuance meaning or convey emotion
through rhythm, pitch, stress, volume, speed, hesitations, or intonation.

27. Personal space: ranges from 2 to 4 feet is used among family and friends or to separate
people.

28. Polychronic culture: time cannot be controlled, and it is flexible. Days are planned based
on events rather than the clock. For many people in these cultures, when one event is
finished, it is time to start the next, regardless of what time it is. In a poly- chronic culture,
following an agenda might not be very important. Instead, many tasks, such as building
relationships, negotiating, and/or prob- lem solving, can be accomplished at the same
time.

29. Problem-solving process: The TIP Model is intended to guide members of the
interprofessional health care team in determining what decisions, actions, and
interventions the client needs to achieve an optimal state of well-being and health. The
model helps nurses to conceptualize the care of people from diverse backgrounds in a
logical, orderly, systematic, scientific five-step process.

30. Proxemics: study of space and how differences in that space can make people feel more
relaxed or more anxious.

31. Race: a group of people who share such genetically transmitted traits as skin color, hair
texture, and eye shape or color. Races are arbitrary classifications that lack defini- tional
clarity because all cultures have their own ways of categorizing or classifying their
members
 32. Subculture: groups that have values and norms that are distinct from those held by the
majority within a wider society. Members of subcultures have their own unique shared
set of cus- toms, attitudes, and values, often accompanied by group-specific language,
jargon, and/or slang that sets them apart from others. A subculture can be organized
around a common activity, occupation, age, ethnic background, race, religion, or any
other unifying social condition.

33. Transcultural Interprofessional: framework for nurses seeking to collaborate with clients
and other members of the health care team in the delivery of quality nursing care that is
beneficial, meaningful, relevant, culturally congruent, culturally competent, and
consistent with the cultural beliefs and practices of clients from diverse backgrounds.

2. When Dr. Madeleine Leininger established transcultural nursing in the middle of the 20th
century, she identified eight reasons why this specialty was needed. Review the reasons and
discuss the relevance of these reasons in contemporary nursing and health care.
- In the middle of the 20th century, Dr. Madeleine Leininger founded transcultural nursing and
listed eight reasons why this field was required. Given the continued rise in ethnic variety in the
world, these arguments are still pertinent in nursing and healthcare today. Transcultural care
nurses work to understand the patient's views and concerns regarding the health issue at hand
by bridging the gap between contemporary treatment and the patient's cultural background.
Successful treatment of these people requires building trust with various populations.
Transcultural nursing is therefore necessary to give patients from different cultural origins high-
quality treatment.
3. In your own words, describe the meaning of culture and its relationship to nursing.
-The integrated patterns of human behavior, such as customs, values, and conventions that
influence how people of certain groups think and act, are referred to as culture. In order to
deliver patient-centered care that respects and includes their cultural background, nurses must
actively seek out knowledge about the beliefs, customs, and values of their patients. This is
known as cultural competency. In order to build stronger patient connections, raise patient
satisfaction, and provide favorable patient outcomes regardless of any difficulties or problems
that may occur, it is imperative that all nurses adopt attitudes and actions that are culturally
competent. The four components of cultural competence in nursing include cross-cultural skills,
knowledge of other cultural practices and worldviews, attitudes toward cultural differences, and
awareness of one's own cultural worldview.
4. Identify at least five nonethnic cultures and describe the characteristics of each.
1. Ability or disability: the culture of the deaf or hearing impaired and the culture of the
blind or visually impaired
2. Age: the culture of adolescence and the culture of the elderly
3. Sexual orientation: the lesbian, gay, bisexual, and transgender (LGBT) cultures
4. Socioeconomic status: the culture of poverty or affluence and the culture of the
homeless
5. Profession or occupation: the culture of nursing, medicine, and other professions in
health care, business, education, and related fields.
5. Discuss the Andrews/Boyle Transcultural Interprofessional Practice (TIP) Model reference will
by the textbook by Andrews and Boyle which was sent to you earlier
- The Andrews/Boyle Transcultural Interprofessional Practice (TIP) Model is a framework
designed to provide culturally congruent and competent care for individuals from diverse
backgrounds across the lifespan. It aims to deliver safe, affordable, accessible, evidence-based,
and quality care. Key components of the TIP model include the context of people's health-
related values, the interprofessional health care team, effective communication, and a five-step
problem-solving process: assessment, mutual goal setting, planning, implementation, and
evaluation of therapeutic interventions and care. The model is applicable globally and is relevant
to various nursing activities such as practice, teaching, leadership, consultation, and research.
The TIP model provides a systematic and scientific approach to delivering care that is sensitive
to the cultural backgrounds of the individuals involved.