Madeleine M.

Madeleine M.
Leininger
Leininger
Serna, Rafael Kevin M.
Shea, Christine Joy B.
Solis, Sharel Leigh D.S
Talde, Ma. Charyn Joy C.
Tan, Pamela Kate M.
Visperas, Tricia Mae V.
Zacarias, Ma. Antoinette C.
 Leininger developed her theory of
culture care diversity and universality
based on the belief that people of
different cultures are capable of
Madeleine
FOCUS OFM. guiding professionals to receive the
kind of care they desire or need from
others.
Leininger
THE THEORY The intent of the care is to fit with or
have beneficial meaning and health
outcomes for people of different or
similar culture backgrounds.
Leininger was born on July 13, 1925 in
Sutton, Nebraska. She lived in a farm
with her four brothers and sisters, and
graduated from Sutton High School.
After graduation from Sutton High she
was in the U.S. Army Nursing Corps
while pursuing a basic nursing program.
It was due to her aunt who suffered from
congenital heart disease that led her to
pursue a career in nursing.
• In 1945, Leininger, together with her sister, entered the
Cadet Nurse Corps which is a federally-funded program
to increase the numbers of nurses being trained to meet
anticipated needs during World War II.
• She earned a nursing diploma from St. Anthony’s
Hospital School of Nursing, followed by undergraduate
degrees at Mount St. Scholastica College and Creighton
University.
• Leininger opened a psychiatric nursing service and
educational program at Creighton University in Omaha,
Nebraska. She earned the equivalent of a BSN through
her studies in biological sciences, nursing administration,
teaching and curriculum during 1951-1954.
• Madeleine Leininger of Sutton
• She received a Master of Science in Nursing at Catholic
University of America in 1954.
• And in 1965, Leininger embarked upon a doctoral
program in Cultural and Social Anthropology at the
University of Washington in Seattle and became the first
professional nurse to earn a PhD in anthropology.
• While working in a child guidance home during the 1950’s, Leininger experienced what she describes as a cultural
shock when she realized that recurrent behavioral patterns in children appeared to have a cultural basis. She identified a
lack of cultural and care knowledge as the missing link to nursing.
• In 1954, she moved on to serve as Associate Professor of Nursing and Director of the Graduate Program in Psychiatric
Nursing at the University of Cincinnati. She also studied in this university, pursuing further graduate studies in
curriculum, social sciences and nursing.
• Leininger together with a group of Gadsup children on a return trip to Papua New Guinea probably in 1990.
• She was the first in the 1960s to coin the concept “culturally congruent care” which was the goal of the Theory of
Culture Care, and today the concept is being used globally.
• Leininger was appointed Professor of Nursing and Anthropology at the University of Colorado — the first joint
appointment of a professor of nursing and a second discipline in the United States.
• As for being a pioneer nurse anthropologist, Leininger was appointed Dean of the University of Washington, School
of Nursing in 1969, and remained in that position until 1974. In 1973, under her leadership, the University of
Washington was recognized as the outstanding public institutional school of nursing in the United States.
• Her appointment followed a trip to New Guinea in the 1960’s that opened her eyes to the need for nurses to understand
their patients’ culture and background in order to provide care. She is considered by some to be the “Margaret Mead of
nursing” and is recognized worldwide as the founder of transcultural nursing.
• Leininger’s professional career is recognized as an educator and academic administrator from 1956 to 1995, a writer
from 1961 to 1995, a lecturer from 1965 to 1995, a consultant from 1971 to 1992, and a leader in the field of
transcultural nursing from 1966 to 1995.

• From 1974 to 1980, Leininger served as Dean, Professor of Nursing, Adjunct Professor of Anthropology, and
Director of the Center for Nursing Research and of the Doctoral and Transcultural Nursing Programs at the
University of Utah College of Nursing.

• She was the first full-time President of the American Association of Colleges of Nursing and one of the first members
of the American Academy of Nursing in 1975.

• She was Professor Emeritus of Nursing at Wayne State University

• Her official certifications read: LL (Living Legend), PhD (Doctor of Philosophy), LHD (Doctor of Human Sciences),
DS (Doctor of Science), CTN (Doctor of Science), RN (Registered Nurse), FAAN (Fellow American Academy of
Nursing), and FRCNA (Fellow of the Royal College of Nursing in Australia).
• Leininger has written and edited 27 books and
founded the Journal of Transcultural Nursing to
support the research of the Transcultural Nursing
Society, which she started in 1974.
• She published over 200 articles and book chapters,
produced numerous audio and video recordings, and
developed a software program. She has also given
over 850 keynote and public lectures in US and
around the world
• She also established the Journal of Transcultural
Nursing and served as editor from 1989 to 1995. She
also initiated and promoted worldwide certification
of transcultural nurses (CTN) for client safety and
knowledgeable care for people of diverse cultures.
• Transcultural Nursing: Concepts, Theories, Research
and Practice
• Her web pages now reside on a discussion board.
Leininger has provided downloads and answers to
many common questions.
• In 1960, Leininger was awarded a National
League of Nursing Fellowship
• While at Wayne State, Leininger won
numerous awards, including the prestigious
President’s Award for Excellence in
Teaching, the Board of Governors
Distinguished Faculty Award, and the
Gershenson’s Research Fellowship Award.
• In 1998, she was honored as a Living
Legend by the American Academy of
Nursing and Distinguished Fellow, Royal
College of Nursing in Australia.
• The Leininger Transcultural Nursing Award
was established in 1983 to recognize
outstanding and creative leaders in
transcultural nursing.
 On August 10th, 2012,
Leininger passed away at her
home in Omaha, Nebraska. She
was buried in Sutton’s Calvary
Cemetery
• Culture Care Diversity and Universality: A Worldwide Nursing Theory
• Through her observations while working as a nurse, she identified a
lack of cultural and care knowledge as the missing component to a
nurse’s understanding of the many variations required in patient care to
support compliance, healing, and wellness which led her to develop the
theory of Transcultural Nursing also known as Culture Care Theory.
• This theory attempts to provide culturally congruent nursing care
through “cognitively based assistive, supportive, facilitative, or
enabling acts or decisions that are mostly tailor-made to fit with
individual, group’s, or institution’s cultural values, beliefs, and
lifeways.”
• The main focus of Leininger’s theory is for the nursing care to fit with
or have beneficial meaning and health outcomes for people of different
or similar cultural backgrounds. With these, she has developed the
Sunrise Model in a logical order to demonstrate the interrelationships of
the concepts in her theory of Culture Care Diversity and Universality.
 GOAL OF
THE THEORY
The goal of the theory is to provide
culturally congruent care to people that is
beneficial and fits with the client, family,
or culture group healthy lifeways.
PURPOSE OF
THE THEORY
The purpose of the theory is to discover
human care diversities and universalities in
relation to worldview, cultural and social
structure dimensions, and ways to provide
culturally congruent care with people of
various cultures to maintain or regain their
well-being or health, or health, or face death
in a culturally appropriate way.
Theoretical
Sources
TRANSCULTURAL
NURSING
Major area of nursing focusing on
comparative study and analysis of
diverse cultures and subcultures in
the world with respect to their caring
values, expressions, and health-
illness beliefs and patterns of
behavior.
It involves multiple cultures and
has comparative theoretical and
practiced-based foci.
CROSS-CULTURAL
NURSING
Refers to nurses who use applied or
medical anthropological concepts.
International nursing occurs when
nurses travel to or have nursing practice
or service-learning experiences in other
nations or countries.
 CROSS-CULTURAL NURSING cont.
GENERALIST (CTN-B)
As a nurse prepared at the
baccalaureate level who is able to
apply transcultural nursing concepts,
principles, and practices that are
generated by transcultural nurse
specialist.
SPECIALIST (CTN-A)
Prepared in graduate programs and
receives in depth preparation and
mentorship in transcultural nursing
knowledge and practice.
ETIC KNOWLEDGE
Outsider or stranger views or
institutional or system knowledge and
interpreted values about cultural
phenomena
EMIC KNOWLEDGE
• Local, indigenous or the insider’s
views and values about a
phenomenon
• Stems from the concept of
immersion in a specific culture
but doesn’t necessarily mean the
participant is a member or part of
the culture or society.
 CULTURE
• Patterned life ways, values,
beliefs, norms, symbols, and
practices of individuals, groups, or
institutions that are learned,
shared, and usually, transmitted
from one generation to another
that guide thinking, decisions, and
actions.
• Equally important as care
ETHNONURSING
Research method for describing,
documenting, and explaining nursing
care phenomena by the study of the
beliefs, values, and practices
concerning nursing care that belong to
a specific culture, as reflected by the
language, beliefs, and values of the
members of that culture
 CULTURE CARE THEORY
• Developed based on the belief that people of different cultures are capable of guiding
professionals to receive the kind of care they desire or need from others.
• Inductive and Deductive and derived from emic and etic knowledge
• Takes account the totality and holistic perspective of human life and existence.
• Focused on discovering holistic and comprehensive factors influencing human care such
as worldview, social structure factors, language, generic and professional care,
ethnohistory, and the environmental context.
• Only nursing theory explicitly focused on culture and care of diverse cultures
• Directed toward nurses to discover and document the world of the client and to use their
emic viewpoints, knowledge, and practices with appropriate etic as bases for making
culturally congruent professional care actions and decisions.
 CARE
Essence of nursing and the dominant, distinctive, and unifying focus of
nursing
Humanistic and Scientific care is essential for human growth, well-being,
health, survival, and to face death and disabilities

Essential to curing or healing

Quality care- what the client want most when they seek care from nurses

Collaborative care-new culture care construct

Culture Culture
Care Care
Diversity Universality
Culture-
specific
Care
Culturally Congruent Care

Culturally based care knowledge, acts and decisions

Used in sensitive, creative and meaningful ways to appropriately

fit the cultural values, beliefs and lifeways of clients for their
health and well being or to prevent illness, disabilities or death.

Major goal of the culture care theory

1. Culture care expressions, meaning, patterns, 3. Generic emic (folk) and etic
and practices are diverse, and yet there are (professional) health factors in different
shared commonalities and some universal environmental contexts greatly influence
attributes. health and illness outcomes.

THEORETICAL ASSERTIONS
OR TENETS
2. The worldwide, multiple social structure
4. From an analysis of these influencers,
factors, ethnohistory, environmental context,
three major decision and action modes
language, and generic and professional care are
were predicted to provide ways to give
critical influencers of culture care patterns to
cultural congruent, safe and meaningful
predict health, well-being, illness, healing, and
health care to cultures.
ways people face disabilities and death.
 meaning-in-
credibility confirmability
context

recurrent
saturation transferability
patterning
1. Observation-Participation-Reflection
3. Domain of Inquiry Enabler
Enabler

2. Stranger-to-trusted Friend
Enabler

4. Leininger’s Semi-Structured 5. The Acculturation Health Assessment

Inquiry Guide Enabler to Access Enabler For Cultural Patterns In
Culture Care and Health Traditional Or Nontraditional Lifeways
 H EALTH
PERSON
A state of well-being that is
Human being, family, group,
culturally defined, valued, and
community, or institution
practiced.

METAPARADIGM
NURSING
ENVIRONMENT
Activities directed toward assisting
Totality of a situation that gives
with needs in ways that are
meaning to human expressions,
congruent with the cultural values,
and/or cultural settings.
and beliefs of the recipient of care.
1. The construct of care has been
critical to human growth and
development.
REASONS FOR STUDYING
CULTURE CARE THEORY
2. To understand cultural
knowledge and the roles of
caregivers and care recipients in
different culture.
3. Care knowledge is important
to promote the healing and
well-being of clients.
4. The nursing profession needs
to systematically study care
from a broad and holistic
cultural perspective.