This chapter analyzes the faculty’s role in promoting transcultural nursing (TCN) knowledge among students and colleagues. It evaluates materials for faculty orientation and mentoring. The chapter explores the role of mentoring in faculty retention. It discusses the three spheres of responsibilities in academia, namely teaching, scholarship, and service, and ways to effectively meet criteria for promotion and tenure for each sphere. The chapter then develops documentation for annual evaluations and reappointments. It organizes portfolio materials ahead of time for promotion and tenure. Faculty orientation to the teaching role and to the division, department, or school of nursing has generated importance with the revolutions in higher education, health care, and information technologies; these create new paradigms in teaching and in the faculty role. In nursing education, the mentoring of new faculty is essential because nurses are not generally prepared in graduate programs for a role in academe.

This chapter describes the benefits of staff continuing competence education in improving client outcomes. It discusses the benefits of specialty certification, including the basic and advanced certification in transcultural nursing (TCN). The chapter compares mandatory programs for continuing licensure for allied health practitioners, such as physicians, physical therapists, and chiropractors, to those of nursing. It reviews his or her own staff development policy for continuing staff competence. The chapter discusses evidence-based practice utilized by the institutions to comply with accrediting bodies. It then presents learning resources for staff development continuing competence. The National Council of State Boards of Nursing (NCSBN) has analyzed the practices of experienced nurses to use as a beginning point in determining the best model of continuing competence to apply. Many websites offer unrestricted access to TCN resources, such as full-text research articles, essential reading, and in some cases even free continuing education (CE) credits.

This chapter discusses the importance of integrating transcultural concepts when planning courses in the care for older adults. It analyzes activities to promote cultural sensitivity among students when caring for older adults. The chapter compares care of the older adults in diverse cultures. It presents culturally and linguistically appropriate nursing interventions for older adults. It then explores Leininger’s Cultural Care Theory (CCT) in caring for older adults. When planning for integration of transcultural nursing (TCN) concepts in an existing course or a new gerontology course, some areas are suggested for inclusion like developmental stage, disparities in access and quality of care, caregiving for family members, ethnopharmacology, and views about the end of life, among others. The CCT, along with the enhanced culturally and linguistically appropriate services (CLAS) standards, will guide the provision of culturally congruent care for the older adult client in all settings of practice.

This chapter traces statistics and trends of the migration of foreign-educated nurses (FENs). It analyzes programs that facilitate adjustment, mentoring, and acculturation of FENs. The chapter develops an educational plan to promote cultural competence among foreign nurses and their employers. It discusses evidence-based practice utilized by receiving institutions to reduce turnover and enhance retention of nurses. The chapter then proposes possible solutions to nurse migration and exodus of nurses from developing countries. There are measures that need to continue to regulate the processes for the benefit of global health, for ensuring quality and standards of nursing care, and for the welfare of FENs themselves. The chapter suggests tapping FENs who have pursued graduate education in Australia, Canada, UK, and the United States to return home for a few months and assist in nursing education, practice, administration, and research in their respective countries.

This chapter analyzes concepts of mental health and mental illness in various cultures. It provides culturally congruent care to clients with mental illness. The chapter collaborates with the interprofessional team in the safe administration of psychopharmacologic medications. It presents community-based mental health centers for clients with mental illness. The chapter then explores a plan of care for clients with post-traumatic stress syndrome. The concepts of mental health and mental illness are regarded differently within and among cultures. Acculturation, culture-bound syndromes (CBS), depression, and psychopharmacology concepts may be integrated to existing or developing courses. CBS and disorders limited to a specific culture or group of cultures in certain geographical regions of the globe. Psychopharmacology is a rapidly developing area in the treatment of psychiatric illness that needs to be systematically reviewed and organized according to methods of psychiatric care in order to continue to advance the practice of ethnic psychopharmacology.

This chapter provides culturally and linguistically appropriate services (CLAS) standards in the care of clients with complex health problems. It explores assessment tools to evaluate cultural competence of graduating baccalaureate students. The chapter analyzes steps in assisting a graduating student in preparation for professional practice. It then presents strategies to enhance critical thinking and clinical judgment among graduating students. With the huge task of integrating learning from other nursing courses, the senior student needs assistance to plan for and transition to professional practice. Planning for taking the National Council Licensing Examination Registered Nurses (NCLEX-RN®) is another important area of preparation. Students in transition courses must have ample opportunities to use critical thinking in class, clinical, or simulation experiences. The student can also be assigned to review application of the Purnell’s Model for Cultural Competence (MCC) as organizing frameworks for organizational cultural competence.

This chapter discusses important transcultural nursing (TCN) concepts to include in pharmacology courses: biological variations, drug interactions and metabolism, and some selected complementary and alternative medicine (CAM). Cytochrome P450, an important enzyme system, is key in the metabolism of drugs as well as environmental toxins; the genetic defect in this enzyme system is unequally distributed among diverse populations. Campinha-Bacote exhorted health care providers to perform a thorough cultural assessment for clients on herbal supplements while receiving psychotropic medications. The chapter provides interprofessional education, and focuses on CAM discussed commonly used health maintenance and healing modalities such as yoga, meditation, and acupuncture. There is growing emphasis on the role of the nurse and other health professionals in integrating ethnopharmacology in the care of culturally and ethnically diverse clients. The innovative time-motion study by Kehoane et al. has significant implications in nursing and health care, especially with the persistent nursing shortage.

This chapter discusses the role of transcultural nursing (TCN) in nursing education, practice, administration, and research. It compares TCN theory and models in terms of applicability at the learner’s own setting. The chapter analyzes the necessity of integrating TCN concepts in academic settings, and examines the necessity of integrating TCN concepts in staff development settings. It also compares standards and guidelines for inclusion of diversity and cultural competence in nursing and allied health curricula. Choi developed the Theory of Cultural Marginality (TCM) to foster understanding of the unique experiences of immigrant persons who are living between two cultures. Although many advocate for the formal teaching of TCN concepts in nursing curricula, there are no standard curricular guidelines or mandates for content integration. Partnerships between academia and clinical affiliating institutions are strongly encouraged to enhance consistency and harmony in theoretical and practice expectations and to improve client care outcomes.

This chapter discusses the use of modules in teaching transcultural nursing (TCN) in academia. It illustrates the use of TCN modules in staff development settings. The chapter analyzes the best format to offer self-learning modules (SLMs) in a setting. It evaluates the use of continuing education credits for SLMs. Self-learning modules (SLMs) are popular means to acquire continuing education credits (CEs) for professional development, maintenance of certification, and enhancement of professional marketability. Staff members, in collaboration with human resources, need to develop a policy for compensation of hours for mandated learning activities including successful completion of SLMs. Four SLMs that present TCN concepts such as culturally and linguistically appropriate services (CLAS), theory of hot and cold, asthma in an Orthodox Jewish child, and managing care of women with posttraumatic stress disorders (PTSD). These SLMs have not been all inclusive; users are encouraged to enhance these for their own unique needs.

This chapter analyzes his or her own self-efficacy in a specific skill after simulation experience, feedback, and debriefing. It compares knowledge and skills acquisition between clinical and simulated learning experiences. The chapter also analyzes the role of reflection in simulation learning. It differentiates between reflection-on-action and reflection-in-action. The chapter explains the use of debriefing in simulation learning. The National League for Nursing (NLN) has been a proponent of simulations in nursing education. There are six components to a simulation experience: scenario, template, fidelity, roles, cues, and debriefing. Incorporating diversity in the simulation laboratory or learning resource center (LRC) to reelect the burgeoning diversity of the population is imperative and must be integrated in planning, implementation, and evaluation of simulation programs. The use of unfolding simulations can show evidence of effective integration of Quality and Safety Education for Nurses (QSEN) in unfolding simulation-centered care of older adults.