NUR 430 - Models, Theories, Worldview & Spirituality Flashcards

Vocabulary flashcards covering transcultural nursing models, theories, worldviews, religion, and spirituality based on the NUR 430 Midterm Master Study Guide.

Four Cultural Models Emphasized on the Midterm Focus

Leininger; Campinha-Bacote; Purnell; Andrews and Boyle TIP.

Theory of Culture Care Diversity and Universality Focus

Providing culturally congruent care.

Sunrise Enabler

Leininger's framework linking worldview and cultural/social-structure dimensions to care expressions, patterns, and practices.

Influencing Care Factors in Leininger's Model

Cultural values/beliefs/lifeways; kinship/social; religious/spiritual/philosophical; biologic; political/legal; economic; educational; technological factors.

Care Sources and Practices in Leininger's Model

Generic/folk care, integrative care practices, and professional care-cure practices.

Leininger's Three Culture-Care Decision/Action Modes

Culture care preservation/maintenance; accommodation/negotiation; repatterning/restructuring.

Culture Care Preservation/Maintenance

Supporting a beneficial or neutral cultural practice.

Culture Care Accommodation/Negotiation

Adapting or negotiating care so a cultural practice and therapeutic goals can coexist.

Culture Care Repatterning/Restructuring

Collaboratively modifying a harmful practice while respecting its cultural meaning.

Campinha-Bacote's Core Idea

Cultural competence is an ongoing process involving five interconnected components.

Campinha-Bacote's Five Components

Cultural awareness, cultural skill, cultural knowledge, cultural encounters, and cultural desire.

Cultural Awareness (Campinha-Bacote)

Self-examination of biases and awareness of racism.

Cultural Skill (Campinha-Bacote)

Ability to conduct a cultural assessment and collect relevant cultural data.

Cultural Knowledge (Campinha-Bacote)

Knowledge of cultural worldviews and biocultural ecology.

Cultural Encounters (Campinha-Bacote)

Direct interactions and other encounters with people from cultures different from one's own.

Cultural Desire (Campinha-Bacote)

Genuine motivation to become culturally competent.

Main Purpose of the Purnell Model

A comprehensive, organized cultural assessment across many life domains.

Person Placement in the Purnell Model

Within family, community, and global society.

Progression of Cultural Competence in Purnell

Unconsciously incompetent → consciously incompetent → consciously competent → unconsciously competent.

Purnell's 12 Domains

Overview/heritage/origins; communication; family roles/organization; workforce issues; biocultural ecology; high-risk behaviors; nutrition; pregnancy; death rituals; spirituality; healthcare practices; healthcare practitioners.

Andrews/Boyle TIP Model Focus

Integrating cultural context, health-related values/beliefs/practices, and the interprofessional healthcare team.

Cultural Context Factors in TIP

Environmental, social, economic, religious, philosophical, moral, legal, political, educational, biological, genetic, and technological factors.

Application of Cultural Context in TIP Care

The interprofessional team incorporates it into communication, assessment, goals, planning, implementation, and evaluation.

Model Clue: Sunrise + Three Care Modes

Leininger.

Model Clue: Awareness, Skill, Knowledge, Encounters, Desire

Campinha-Bacote.

Model Clue: 12 Domains

Purnell.

Model Clue: Cultural Context + Interprofessional Team

Andrews/Boyle TIP.

Healthcare Decision Effects of Worldview

It can influence definitions and causes of health/illness, when help is sought, whom the patient consults, acceptable treatments, and understandings of suffering and death.

Spirituality

A broad, individualized search for meaning, purpose, and connectedness.

Religion

An organized system of beliefs, practices, rituals, and observances shared within an institution.

Nursing Assessment vs. Religious Affiliation

A religious label does not tell the nurse exactly what an individual believes or practices; the individual must be assessed.

Worldview Comparisons Named on Midterm Focus

Biblical worldview compared with Judaism, Islam, Hinduism, Buddhism, Animism, and Naturalism.

Master Guide Omission of Full Doctrinal Comparison

The retrieved study PDFs did not contain a complete course-specific comparison for all six, so the guide directs the student to the assigned worldview lecture/textbook rather than inventing content.

Hinduism Food Examples (Course Material)

Meats and animal shortenings.

Islam Food Examples (Course Material)

Pork, alcoholic products including extracts as listed in the lecture, and gelatin.

Judaism Food Examples (Course Material)

Pork, predatory fowl, shellfish/scavenger fish, mixing milk and meat, and ingestion of blood.

Seventh-Day Adventism Food Examples

Pork, certain shellfish, and fermented beverages.

Mormonism Dietary/Substance Examples

Alcohol, tobacco, and caffeinated beverages.

Clinical Use of Religion-Related Food Examples

As course examples that prompt respectful assessment, not as assumptions imposed on every person in the tradition.

Parse's Humanbecoming Framework Connection to Culture

People actively create meaning through lived experience; culture is woven into identity.

Meaning (Parse)

Personal realities created through choices and possibilities.

Rhythmicity (Parse)

Human-universe patterns, including revealing-concealing, enabling-limiting, and connecting-separating.

Transcendence (Parse)

Continual change toward possibilities, hopes, and dreams.

Human Dignity (Study Guide Definition)

Every person is worthy of honor and respect; nurses can bear witness through listening, presence, and staying with the person.

Servant Leadership in Transcultural Nursing

Active listening, empathy, community building, personal service, preservation of dignity, comfort care, and avoidance of othering.