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By Madeleine Leininger, Abram Omeri

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McFarland & Leininger (2002) proposed that nursing education in the 21st century must become ‘transculturally grounded’ (McFarland & Leininger 2002: 528) by considering the phenomena of student, faculty and client culture care values, beliefs and practices. Previously, there have been no studies conducted to discover these phenomena related to teaching culture care and no ethnonursing research studies conducted using the Culture Care Theory in this context. Ethnonursing research method Leininger developed the ethnonursing research method to study transcultural human care phenomena using her theory of Culture Care Diversity and Universality (Leininger 2006a).

These research questions were: 1. In what ways do nursing faculty care expressions, patterns and practices influence teaching culture care? This nursing theory was chosen because of the researcher’s interest in using the theory in the context of nursing education and its relevance to the Theoretical framework The Culture Care Theory (CCT) together with domain of inquiry. The Culture Care Theory the Sunrise Enabler (which depicts an inte- provides a holistic means to understand the grated holistic view of the influencing dimen- range of factors that influence nursing faculty 2.

Despite the study being conducted in an urban setting where one quarter of the population was foreign born, demographics of the health care providers and patients were similar with participants being from predominately European descent and the Roman Catholic and Protestant faiths (Majumdar et al 2004). The findings showed that health care providers who had received the cultural sensitivity training earlier conducted more thorough cultural assessments and rated culture as more important than those in the control group.

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Advances in Contemporary Transcultural Nursing by Madeleine Leininger, Abram Omeri

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