 In 1980 , King was appointed professor at the
University of South Florida College of
I M O G E N E K I N G
1923-2017
CREDENTIALS AND BACKGROUND OF THE
THEORIST
 Imogene King was born on Jan. 30, 1923, in
West Point, Iowa.
 During her early high school years, she
decided to pursue a career in teaching.
However, her uncle, the town surgeon,
offered to pay her tuition to nursing school.
She eventually accepted the offer, seeing
nursing school as a way to escape life in a
small town. Thus began her remarkable
career in nursing.
 Imogene King excelled in her nursing studies
even though it was not her first choice to
consider.
 1945 she received a nursing diploma from St.
John’s Hospital School of Nursing in St.
Louis, Missouri.
 While working in various staff nurse roles,
King started coursework toward a Bachelor
of Science in Nursing Education, which she
received from St. Louis University in 1948
 From 1947 to 1958 she worked at St. John's
Hospital School of Nursing as a nursing
teacher and assistant director.
 In 1957 she received her master's degree in
nursing from St. Louis University and earned
her doctorate in education (EdD) from
Columbia University Teachers College in
New York City.
 From 1947 to 1958, she worked as an
instructor in Medical-Surgical nursing and
was an assistant director at St. John’s
Hospital School of Nursing.
 Her first theory article appeared 1964 in the
journal Nursing Science, which nurse
theorist Martha Rogers edited.
 1966, King developed a master’s degree
program in nursing based on a nursing
conceptual framework at Loyola University in
Chicago
 King then returned to Chicago in 1972 as a
professor in the Loyola University graduate
program.
 From 1972 to 1975, King was a member of
the Defense Advisory Committee on Women
in the Services for the U.S. Department of
Defense.
Nursing in Tampa. King continued to provide
community service and help plan care
through her conceptual system and theory at
various health care organizations, including
Tampa General Hospital.
 King retired in 1990 and was named
professor emeritus at the University of South
Florida.
 In 2000, King was keynote speaker for the
37th Annual Isabel Maitland Stewart
Conference in Research in Nursing at
Teachers College, Columbia University, and
was pleased that Mildred Montag was
present.
 The King International Nursing Group
(K.I.N.G.) was created to facilitate the
dissemination and utilization of King’s
conceptual system, the Theory of Goal
Attainment, and related theories. King
consulted with members of the organization
on an individual basis regarding her theory
and continues to be active.
 Imogene King’s book received the American
Journal of Nursing Book of the Year Award in
1973
 King was one of the original Sigma Theta
Tau International (STTI) Virginia Henderson
Fellows, and she received the STTI Elizabeth
Russell Belford Founders Award for
Excellence in Education in 1989
 In 1997, King received a gold medallion from
Governor Chiles for advancing the nursing
profession in the State of Florida.
 May 1998, she received an honorary
doctorate from Loyola University, where her
“Nursing Collection” is housed.
 In 1999, King was inducted into the Teachers
College, Columbia University of Hall of Fame.
 In 2004, she was inducted into the FNA Hall
of Fame and the ANA Hall of Fame. She was
inducted as a Living Legend in 2005.
 Despite King’s many awards and honors, she
considered teaching students to be her most
important accomplishment. Over the years,
she enjoyed watching her nursing students
become expert practitioners, teachers, and
researchers.
THEORY OF GOAL ATTAINMENT
States that “Nursing is a process of action, reaction,
and interaction by which nurse and client share
information about their perception in a nursing
situation” and “a process of human interactions
between nurse and client whereby each perceives
the other and the situation, and through
communication, they set goals, explore means, and
agree on means to achieve goals.”
Developed in early 1960s, it describes a dynamic,
interpersonal relationship in which a patient grows
and develops to attain certain life goals. The theory
explains that factors which can affect the attainment
of goals are roles, stress, space, and time.
 SIGNIFICANCE IN NURSING
CLINICAL PRACTICE

 IPR with client, guide for practice

EDUCATION

 Important document
RESEARCH

 In collection of data, review for literature

ADMINISTRATION

 In management & organization

ASSUMPTIONS MAJOR CONCEPTS
1. The focus of nursing is the care of the human INTERACTION
being (patient).
2. The goal of nursing is the health care of both PERCEPTION
individuals and groups.
COMMUNICATION
3. Human beings are open systems interacting
with their environments constantly. TRANSACTION
4. The nurse and patient communicate
information, set goals mutually, and then act ROLE
to achieve those goals. This is also the basic STRESS GROWTH & DEVELOPMENT
assumption of the nursing process.
5. Patients perceive the world as a complete TIME
person making transactions with individuals
SPACE
and things in the environment.
6. The transaction represents a life situation in NURSING PROCESS
which the perceiver and the thing being
perceived are encountered. It also ASSESSMENT
represents a life situation in which a person  It will occur during the interaction of the nurse
enters the situation as an active participant. and client, who are likely to meet as
Each is changed in the process of these strangers.
experiences.
NURSING DIAGNOSIS
KING’S THEORY AND 4 CONCEPTS
 Occurs as a result of the mutual sharing with
HUMAN BEINGS the client during assessment.
 Social, sentinent, rational, perceiving, PLANNING
contolling, purposeful, action oriented and
time oriented.  Setting goals and making decisions about
 They have 3 needs. how to achieve these goals. This is a part of
o need for health information transaction.
o need for care to prevent illness
IMPLEMENTATION
o need for care when human beings
are unable to help themselves.  The activities that seek to meet the goals.
HEALTH EVALUATION
 "Dynamic life experiences of a human being,  Not only speaks to the attainment of the
which implies continuous adjustment to client's goals but also to the effectiveness of
stressors in internal and external nursing care.
environment through optimum use of one's
resources to achieve maximum potential for PERSONAL SYSTEM
daily living." PERCEPTION
ENVIRONMENT  A process in which data obtained is
 Society may be viewed as the social systems organized, interpreted, and transformed.
portion of her open systems framework SELF
NURSING  Dynamic individual, open system and goal
 A process of action, reaction, and interaction orientation. Includes system of ideas,
whereby nurse and client share information attitudes, values, and commitments.
about their perceptions in the nursing
situation
GROWTH AND DEVELOPMENT STATUS
 Processes to people's life through which they  The position of an individual in a group or of
move from a potential for achievement to a group in relation to others in an
actualization of self. organization.
BODY IMAGE DECISION MAKING
 As how one perceives both one's body and  A dynamic and systematic process by which
other reaction to one's image. goal directed choice of perceived
alternatives is made to attain goal.
SPACE

 Is defined by a physical are called "territory"

and by the behaviors of those who occupy it.
TIME

 A duration between one event and another

as uniquely experienced by each human
being.
INTERPERSONAL SYSTEM
INTERACTION

 Characterized by values, mechanisms,

universal, mutual, contains communication,
irreversible and dynamic.
COMMUNICATION
 Verbal or non- verbal, situational,
perceptional. A process whereby information
is given from one person to another.
TRANSACTION
 A process of interactions which human
beings communicate with environment to
achieve goals that are valued.
ROLE

 A set of expected behaviors of those who

occupy a particular position in social system;
rules which define obligations with a position
in organization.
STRESS

 A dynamic state whereby a human being

interacts with the environment to maintain
balance; which involves exchange of energy
SOCIAL SYSTEM
ORGANIZATION

 Being made up of human beings who have

prescribed roles and positions and who make
use of resources to meet goals
AUTHORITY

 Is an active, reciprocal process of transaction

in which the actors background, perceptions,
and values influence the definition and
validation.

POWER

 The ability to use and mobilize resources to

achieve goals.

SISTER CALLISTA ROY
1939 - Present
CREDENTIALS AND BACKGROUND OF THE
THEORIST
 Sister Callista Roy or Lorraine Callista Roy
was born on October 14, 1939, in Los
Angeles, California. She was named after
Saint Callistus, an early Christian martyr.
 Callista was the second child in a family of
seven boys and seven girls. She was raised
in a family with strong Catholic ties. Her
father was a truck driver and her mother was
a licensed vocational nurse.
 Her mother taught her the importance of
caring for people and influenced her choice
of career.
 At the age of 14, Callista began working in
the kitchen at a local hospital and then
became a nursing assistant. After she
graduated from high school, she decided to
join the Sisters of Saint Joseph of Carondelet.
 Callista roy received her bachelor of arts
major in nursing from Mount Saint Mary’s
college in Los Angeles in 1963 and her
master’s degree in nursing from the
university of California in 1966.
 After earning her nursing degrees, Roy
began her sociology education, receiving
both a master’s degree in sociology in 1973
and a doctorate in sociology in 1977 from
California.
 She then took postdoctoral studies in
neuroscience nursing at the university of
California, San Francisco (ucsf). Her interest
in this field was prompted by her own
experiences with neurological diseases, and
she wanted to expand her knowledge of the
holistic person as an adaptive system.
 During her time working toward her master’s
degree, Roy was challenged in a seminar
with Dorothy e. Johnson to develop a
conceptual model for nursing. Roy worked as
a pediatric nurse and noticed a great
resiliency of children and their ability to adapt
to major physical and psychological changes.
Impressed by this adaptation, Roy worked
towards an appropriate conceptual
framework for nursing
 She developed the model’s basic concepts
while she was a graduate student at the
university of California from 1964 to 1966.
 In 1968, she began operationalizing her
model when Mount Saint Mary’s college
adopted the adaptation framework as the
nursing curriculum’s philosophical
foundation.
 Roy was an associate professor and
chairperson of the department of nursing at
Mount Saint Mary’s college until 1982 and
was promoted to the professor’s rank in 1983
at both Mount Saint Mary’s college and the
University of Portland.
 From 1987 to the present, Roy began the
newly created resident nurse theorist
position at Boston college school of nursing,
where she teaches doctoral, master’s, and
undergraduate students
WORKS
 Roy, S. C. (2014). Generating middle-range
theory: From evidence to practice. New York,
NY: Springer.
 Roy, S. C., & Harrington, A. (2013). Roy
adaptation modelbased research: Global
view. Generating Middle range theory: From
evidence to practice (pp. 355-365). New York,
NY: Springer.
 Roy, S. C. (2013). From US nurse theorist’s
view of person and good of society: Dr.
Callista Roy (p. 3), in Cristina Monforte, RN,
MSN, PhD (Ed.), Catalunya: Universitat
Internacional de Catalunya (UIC).
 Roy, S. C., Barone, S. H. (2013). Pedagogic
materials for generating middle range
theories: Evidence for practice. In S.C Roy
(ed.). Generating Middle Range Theory:
From Evidence to Practice. New York, NY:
Springer.
 Roy, C. (2009). The Roy Adaptation Model,
3rd edition. Upper Saddle River, NJ:
Prentice-Hall Health.
 Barone, S., Roy, C., & Frederickson, K.
(2008). Instruments used in Roy Adaptation
Model-based research: Review, critique, and
further directions. Nursing Science Quarterly.
21(4), 353-362
 Roy, S. C. (2011). Research-based on the
Roy adaptation model: Last 25 years.
Nursing Science Quarterly, 24(4), 312-320.
 Roy, S. C. (2011). Extending the Roy
Adaptation Model to Meet Changing Global
Needs. Nursing Science Quarterly, 24(4),
345-351.
 Senesac, P. M., Roy, S. C. (2010). Sister
Callista Roy’s Adaptation Model, In M.
Parker and M. Smith (Ed.), Nursing Theories
and Nursing Practice (ed., pp. 40-page
manuscript). Philadelphia, PA: F.A. Davis.
 Jones, D. A., Roy, S. C., K. A. (2013).
Marjory Gordon Living Legend. NANDA-
International Journal of Nursing
Terminologies and Classification, 21(2), 2.
 McCurry, M.S., Hunter Revell, S., & Roy, C.
(2010). Knowledge for the good of the
 individual and society: Linking philosophy,
disciplinary goals, theory, and practice.
Nursing Philosophy, 11(1), 42-52.
 In 2007, Roy was named a Living Legend by
the American Academy of Nursing and the
Massachusetts Registered Nurses
Association.
 Roy is also a Sigma Theta Tau member, and
she received the National Founder ’s Award
for Excellence in Fostering Professional
Nursing Standards in 1981.
 Among her achievements include an
Honorary Doctorate of Humane Letters from
Alverno College in 1984, honorary
doctorates from Eastern Michigan University
(1985), and St. Joseph’s College in main
(1999).
 She also received the American Journal of
Nursing Book of the Year Award for the Roy
Adaptation Model Essentials.
 2010 – Inducted to Nurse Researcher Hall of
Fame, Inaugural Class, Sigma Theta Tau
International, Honor Society of Nursing
 2010 – “Sixty Who Have Made a Difference,”
UCLA School of Nursing, 6th Anniversary
 2010 – Inductee, Sigma Theta Tau
International Nurse Researcher Hall of Fame
 2007 – American Academy of Nursing Living
Legend Award
 2013 – Distinguished Graduate Award,
Bishop Conaty/Our Lady of Loretto High
School
 2013 – Honorary Doctoral Degree, Holy
Family University
 2013 – Alumni Award for Professional
Achievement, UCLA
 2013 – Excellence in Nursing, The University
of Antioquia, Medellin Colombia
 2011 – Nursing Science Quarterly Special
Issue Honoring the work of Callista Roy, Vol.
24, Num. 4, Oct. 2011
 2011 – Faculty Senior Scientist Poster
Exemplar Award, Yvonne L. Munn Center for
Nursing Research and the Nursing Research
Expo Committee, Massachusetts General
Hospital
 2011 – The Sigma Mentor Award, Sigma
Theta Tau International Alpha Chi Chapter
 2010 – University of Southern Alabama
Picture Gallery of Theorist, University of
Alabama
CALLISTA ROY’S ADAPTATION MODEL
 The Adaptation Model of Nursing is a
prominent nursing theory aiming to explain or
define the provision of nursing science. In her
theory, Roy’s model sees the individual as a
set of interrelated systems that maintain a
balance between various stimuli.
 Roy’s model was conceived when nursing
theorist Dorothy Johnson challenged her
students to develop conceptual models of
nursing during a seminar. Johnson’s nursing
model was the impetus for the development
of Roy’s Adaptation Model.
 Roy’s model incorporated concepts from
Adaptation -level Theory of Perception from
renowned American physiological
psychologist Harry Helson, Ludwig von
Bertalanffy’s System Model, and Anatol
Rapoport’s system definition.
 Consider the concept of a system as applied
to an individual. Roy conceptualizes the
person in a holistic perspective. Individual
aspects of parts act together to form a unified
being. Additionally, as living systems,
persons are in constant interaction with their
environments. Between the system and the
environment occurs an exchange of
information, matter, and energy.
Characteristics of a system include inputs,
outputs, controls, and feedback.
ASSUMPTIONS
SCIENTIFIC ASSUMPTIONS
 Systems of matter and energy progress to
higher levels of complex self-organization.
 Consciousness and meaning are
constructive of person and environment
integration.
 Awareness of self and environment is rooted
in thinking and feeling.
 Humans, by their decisions, are accountable
for the integration of creative processes.
 Thinking and feeling mediate human action.
 System relationships include acceptance,
protection, and fostering of interdependence.
 Persons and the earth have common
patterns and integral relationships.
 Persons and environment transformations
are created in human consciousness.
 Integration of human and environmental
meanings results in adaptation.
PHILOSOPHICAL ASSUMPTIONS
 Persons have mutual relationships with the
world and god.
 Human meaning is rooted in the omega point
convergence of the universe.
 God is intimately revealed in the diversity of
creation and is the common destiny of
creation.
 Persons use human creative abilities of
awareness, enlightenment, and faith.
 Persons are accountable for the processes
of deriving, sustaining, and transforming the
universe.
MAJOR CONCEPT
NURSING
 “[The goal of nursing is] the promotion of
adaptation for individuals and groups in each
of the four adaptive modes, thus contributing
to health, quality of life, and dying with
dignity.”
ADAPTATION
 Adaptation is the “process and outcome
whereby thinking and feeling persons as
 individuals or in groups use conscious
awareness and choice to create human and
environmental integration.”
INTERNAL PROCESS
REGULATOR
 The regulator subsystem is a person’s
physiological coping mechanism. The body
attempts to adapt via regulation of our bodily
processes, including neurochemical and
endocrine systems.
COGNATOR
 The cognator subsystem is a person’s
mental coping mechanism. A person uses
his brain to cope via self-concept,
interdependence, and role function adaptive
modes
COMPROMISED PROCESS
 The modes and subsystems are not
adequately meeting the environmental
challenge (e.g., hypoxia, unresolved loss,
abusive relationships).
SIX STEPS IN NURSING
1. Assess the behaviors manifested from the
four adaptive modes.
2. Assess the stimuli, categorize them as focal,
contextual, or residual.
3. Make a statement or nursing diagnosis of the
person’s adaptive state.
4. Set a goal to promote adaptation.
5. Implement interventions aimed at managing
the stimuli.
6. Evaluate whether the adaptive goal has been
met

FOUR ADAPTIVE MODES

PHYSIOLOGICAL-PHYSICAL MODE

 This mode’s basic need is composed of the

needs associated with oxygenation, nutrition,
elimination, activity and rest, and protection.
This model’s complex processes are
associated with the senses, fluid and
electrolytes, neurologic function, and
endocrine function.
SELF-CONCEPT GROUP IDENTITY MODE

 In this mode, the goal of coping is to have a

sense of unity, meaning the purposefulness
in the universe, and a sense of identity
integrity. This includes body image and self-
ideals
ROLE FUNCTION MODE

 This mode focuses on the primary,

secondary, and tertiary roles that a person
occupies in society and knowing where they
stand as a member of society
INTERDEPENDENCE MODE
 This mode focuses on attaining relational
integrity through the giving and receiving of
love, respect and value. This is achieved with
effective communication and relations.
LEVELS OF ADAPTION
INTEGRATED PROCESS
 The various modes and subsystems meet
the needs of the environment. These are
usually stable processes (e.g., breathing,
spiritual realization, successful relationship).
COMPENSATORY PROCESS

 The cognator and regulator are challenged

by the environment’s needs but are working
to meet the needs (e.g., grief, starting with a
new job, compensatory breathing).

MADELEINE LEININGER
1925 - 2012
CREDENTIALS AND BACKGROUND OF THE
THEORIST
 Born on July 13, 1925, in Sutton, Nebraska.
 Died on August 10, 2012, in Omaha,
Nebraska
 She earned several degrees:
o PhD - Doctor of Philosophy
o LHD - Litterarum Humaniorum Doctor
o DS - Doctor of Science
o RN - Registered Nurse.
o CTN - Certified Transcultural Nurse
o FRCNA - Fellow of the Royal College
of Nursing in Australia
o FAAN - Fellow of the American
Academy of Nursing.
 In 1948, she received her diploma in nursing
from St. Anthony’s School of Nursing in
Denver, Colorado.
 In 1950, she earned a Bachelor of Science
degree from St. Scholastica (Benedictine
College) in Atchison, Kansas.
 In 1954, she earned a Master of Science
degree in psychiatric and mental health
nursing from the Catholic University of
America in Washington, D. C
 In 1965, she was awarded a doctorate in
cultural and social anthropology from the
University of Washington, Seattle.
 Considered by some as “Margaret Mead of
nursing”
 Founder of the Transcultural Nursing Theory
• Living Legend by the American Academy of
Nursing
 Leininger wrote and edited 27 books and
founded the Journal of Transcultural Nursing
to support the Transcultural Nursing
Society’s research, which she started in
1974 .
 She published over 200 articles and book
chapters, produced numerous audio and
video recordings, and developed a software
program.
 In 1960, Leininger was awarded a National
League of Nursing Fellowship for fieldwork in
the Eastern Highlands of New Guinea. She
studied the convergence and divergence of
human behavior in two Gadsup villages.
 In mid 1940's, working with med-surg
patients she began to realize how the
concept of human care was important in
nursing.
 After WWII, she worked as a clinical
specialist in child mental health in a child
guidance center.
 Children were from culturally diverse
backgrounds due to immigration
 Began to notice behavioral differences and
questioned the cultural aspects of these
differences in relation to care.
 Searched the known psychoanalytic and
mental health theories - Her continued
observations, questioning, and linking the
concepts of human care and culture led to
her establishing the theory of culture care &
transcultural nursing. (Cameron, C. & Luna,
L., 2005).
TRANSCULTURAL NURSING THEORY
 In 1995, Madeleine Leininger defined
transcultural nursing as “a substantive area
of study and practiced focused on
comparative cultural care (caring) values,
beliefs, and practices of individuals or groups
of similar or different cultures to provide
culture-specific and universal nursing care
practices in promoting health or well-being or
to help people to face unfavorable human
conditions, illness, or death in culturally
meaningful ways.
 In the Transcultural Nursing theory, nurses
have a responsibility to understand the role
of culture in the health of the patient. Not only
can a cultural background influence a
patient’s health, but the patient may be taking
home remedies that can affect his or her
health, as well.
 Defined as a learned subfield or branch of
nursing that focuses upon the comparative
study and analysis of cultures concerning
nursing and health-illness caring practices,
beliefs, and values to provide meaningful and
efficacious nursing care services to their
cultural values and health-illness context.
METAPARADIGM IN NURSING
PERSON
 Humans are thus believed to be caring and
capable of being concerned about the
desires, welfare, and continued existence of
others. Human care is collective, that is, seen
in all cultures.
ENVIRONMENT
 The worldview, social structure, and
environmental context.
 Environmental Framework
o the totality of an event, situation, or
experience
HEALTH
 Health is a key concept in transcultural
nursing
  Health is seen as being universal across
cultures but distinct within each culture. Thus,
health is both universal and diverse.
Leininger discussed about components of
health:
o HEALTH SYSTEMS
o HEALTH CARE PRACTICES
o CHANGING HEALTH PATTERNS
o HEALTH PROMOTIONS
o HEALTH MAINTENANCE
NURSING
 Leininger showed her concern to nurses who
do not have sufficient preparation for a
transcultural perspective. For that reason,
they will not be able to value nor practice
such viewpoint to the fullest extent possible.
 She gave three types of nursing actions
that are culturally-based and thus consistent
with the needs and values of the clients.
These are:
o CULTURE CARE PRESERVATION
AND MAINTENANCE
 Professional actions and
decisions that help people of
a particular culture to retain
and or preserve relevant care
values so that they can
maintain their well-being,
recover from illness, or face
handicaps and/or death.
Nurse should be non-
judgmental and should not tell
them that their way is wrong
(Cameron, C. & Luna, L.,
2005).
o CULTURE CARE
ACCOMMODATION,
NEGOTIATION, OR BOTH
 Professional actions and
decisions that help people of
a designated culture to adapt
to or to negotiate with others
for beneficial or satisfying
health outcomes with
professional care providers
(Cameron, C. & Luna, L.,
2005).
o CULTURE CARE
RESTRUCTURING AND
REPATTERNING
 Professional actions and
decisions that help clients
reorder, change, or greatly
modify their life ways for new,
different, and beneficial
health care patterns while
respecting the client’s cultural
values and beliefs and still
providing more beneficial or
healthier life ways than before
the changes were established
with the clients (Cameron, C.
& Luna, L., 2005)
 Leininger stated that Nursing is a learned
humanistic and scientific profession and
discipline which is focused on human care
phenomena and activities in order to assist,
support, facilitate, or enable individuals or
groups to maintain or regain their well-being
(or health) in culturally meaningful and
beneficial ways, or to help people face
handicaps or death.
MAJOR CONCEPTS
HEALTH
The state of well-being that is defined through
cultures valued and practiced and reflects the ability
of individuals to perform their daily role activities in
culturally expressed, beneficial and patterned styles.
ETHNONURSING
This is the study of nursing care beliefs, values, and
practices as cognitively perceived and known by a
designated culture through their direct experience,
beliefs, and value system
CULTURAL AND SOCIAL STRUCTURAL
DIMENSIONS
The changing patterns related to the
arrangement/organizational factors of a particular
culture (subculture or society), which includes
religious, kinship (social), political (and legal)
economic, educational, technological, and cultural
values and ethno historical factors.
NURSING
Studied scientific and humanistic profession and
discipline that centers on human care activities that
assist, support, facilitate, or enable individuals or
groups to maintain or regain their well being (or
health) in culturally meaningful and beneficial ways.
Or to help people face handicaps or deaths.
SOCIETY AND ENVIRONMENT
Leininger did not define these terms; she speaks
instead of worldview, social structure, and
environmental context.
PROFESSIONAL NURSING CARE
Defined as formal and cognitively learned
professional care knowledge and practice skills
obtained through educational institutions that are
used to provide assistive, supportive, enabling, or
facilitative acts to or for another individual or group
to improve a human health condition (or well-being),
disability, lifeway, or to work with dying clients
CULTURE CARE
The subjectively end objectively obtained values,
beliefs, and outlines of the lifeways that assist,
support, facilitate, or empower another
individual/group to maintain well being, health, and
deal with illness, handicaps, or death.
CULTURAL CONGRUENT CARE
The cognitively-based assistive, caring, facilitative,
or empowering acts or decisions that are made to fit
with individual, group, or institutional cultural values,
beliefs, and lifeways to offer or carry meaningful,
beneficial, and satisfying healthcare of well- being
services.
ENVIRONMENTAL CONTEXT
The summation of an event, situation, or particular
experience that gives meaning to human
expressions, particularly physical, ecological,
sociopolitical, and/ or cultural situations.
HUMAN BEINGS
Such are believed to be caring and capable of being
concerned about others’ needs, well-being, and
survival. Leininger also indicates that nursing as a
caring science should focus beyond traditional
nurse-patient interactions and dyads to include
families, groups, communities, total cultures, and
institutions.
CULTURAL CARE DIVERSITY
The changeable differences in meanings, patterns,
values, lifeways, or symbols of care within concepts
that are related in supporting human care.
WORLDVIEW
The method people seem to look out on the world
and/or universe to form a picture or value perception
about their life or world around them.
CULTURAL CARE UNIVERSALITY
The common, general definitions of care with its
patterns, values, and symbols that is observed
among many cultures and reflect assistive ways to
help people.
CULTURE
The studied, shared, and handed values, beliefs,
norms, and lifeways of a certain group that directs
their thinking, decisions, and actions in certain ways
SUBCONCEPTS
CARE
As a noun is defined as those abstract and concrete
phenomena related to assisting, supporting, or
enabling experiences or behaviors toward or for
others with evident or anticipated needs to
ameliorate or improve a human condition or lifeway
As a verb is defined as actions and activities directed
toward assisting, supporting, or enabling another
individual or group with evident or anticipated needs
to ameliorate or improve a human condition or
lifeway or face death.
CULTURE SHOCK
May result when an outsider attempts to
comprehend or adapt effectively to a different
cultural group. The outsider is likely to experience
feelings of discomfort and helplessness and some
degree of disorientation because of the differences
in cultural values, beliefs, and practices. Culture
shock may lead to anger and can be reduced by
seeking knowledge of the culture before
encountering that culture.
CULTURAL IMPOSITION
Refers to the outsider’s efforts, both subtle and not
so subtle, to impose their own cultural values, beliefs,
behaviors upon an individual, family, or group from
another culture
ETHNOHISTORY
Past facts, events and experiences of individuals,
groups, and various cultures and institutions that are
mainly people- centered (ethnic) and that explains
and interprets human lifeways within particular
cultural trends
EMIC
Knowledge gained from direct experience or directly
from those who have experienced it. It is generic or
folk knowledge.
ETIC
The knowledge that describes the professional
perspective. It is professional care knowledge
PROFESSIONAL CARE SYSTEM
Formally educated, and instructed professional care,
health, illness, wellness, and related knowledge and
practice skills that exist in professional institutions
usually with multidisciplinary personnel to give
service to clients
GENERIC (FOLK OR LAY) CARE SYSTEM
Culturally studied and given, indigenous (or
traditional), folk (community and home-based;
knowledge and skills used to provide assistive for
another individual with evident or anticipated needs
ASSUMPTIONS
1. Different cultures perceive, know, and
practice care differently, yet there are some
commonalities about care among all world
cultures.
2. Values, beliefs, and practices for culturally
related care are shaped by, and often
embedded in, “the worldview, language,
religious (or spiritual), kinship (social),
political (or legal), educational, economic,
technological, ethnohistorical, and
environmental context of the culture.
3. While human care is universal across
cultures, caring may be demonstrated
through diverse expressions, actions,
patterns, lifestyles, and meanings.
4. Cultural care is the broadest holistic means
to know, explain, interpret, and predict
nursing care phenomena to guide nursing
care practices.
5. All cultures have generic or folk health care
practices, that professional practices vary
across cultures, and that there will be cultural
similarities and differences between the
care-receivers (generic) and the professional
caregivers in any culture.
6. Care is the distinct, dominant, unifying, and
central focus of nursing, and while curing and
healing cannot occur effectively without care,
care may occur without a cure.
7. Care and caring are essential for humans’
survival and their growth, health, well-being,
healing, and ability to deal with handicaps
and death.
8. Nursing, as a transcultural care discipline
and profession, has a central purpose of
serving human beings in all areas of the
world; that when culturally based nursing
care is beneficial and healthy, it contributes
to the well-being of the client(s) – whether
individuals, groups, families, communities, or
institutions – as they function within the
context of their environments.
9. Nursing care will be culturally congruent or
beneficial only when the nurse knows the
clients. The clients’ patterns, expressions,
and cultural values are used in appropriate
and meaningful ways by the nurse with the
clients.
10. If clients receive nursing care that is not at
least reasonably culturally congruent (that is,
compatible with and respectful of the clients’
lifeways, beliefs, and values), the client will
demonstrate signs of stress, noncompliance,
cultural conflicts, and/or ethical or moral
concerns

SUNRISE MODEL OF MADELEINE

LEININGER’S THEORY