Since cultural diversity is prevalent in the health care system, it is vital for workers to attain a culturally competent relationship with their patients. This webpage is designed for health care providers, educators, nursing students, medical students, and anyone else committed to improve cultural competence in health care.
The main goal of this webpage is to serve as a resource to improve cultural competence. Below are the highlights of the site's contents.
This webpage is organized using the Process of Cultural Competence Model developed by Dr. Josepha Campinha-Bacote (1999). This model was designed to help both health care providers and health care organizations implement health care services that are culturally responsive. A detailed description of Campinha-Bacote's latest version of the model is presented in the Journal of Nursing Education, May 1999, Vol 38, No 5 in an article entitled "A Model and Instrument for Addressing Cultural Competence in Health Care."
This section provides links to other useful resources on-line and titles of scholarly journals and books. It is organized according to the five constructs outlined in the Process of Cultural Competence Model. These are cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire.
Other links, journals, books, and contact agencies are listed under this category. These cover a broader range of culture and other topics including women's health.
The development of this webpage was funded by a Faculty Development Fund Grant from The University of Michigan Center for Research on Learning and Teaching. Refer to this section at the bottom of the page for more details.
Questions, comments, and/or suggestions relating to cultural competence or the quality of this webpage are welcome. The e-mail address link is located at the bottom the page.
The process of cultural competence is divided into five interdependent constructs (Campinha-Bacote, 1999). These are described in the following section. A more descriptive explanation of these components are presented in The Process of Cultural Competence In the Delivery Of Healthcare Services: A Culturally Competent Model of Care (3rd ed).
The ability for health care providers to appreciate and understand their clients' "values, beliefs, lifeways, practices, and problem solving strategies." Self-awareness is also a vital part of this construct. This allows health care providers to analyze their own beliefs to avoid bias and prejudice when working with clients.
The ability for health care providers to have an educated knowledge base about various cultures to better understand their clients. It also requires health care providers to be knowledgable about "physical, biological, and physiological variations" among cultural groups.
The ability for health care providers to conduct an accurate and culturally competent history and physical examination.
The ability for health care providers to compently work directly with clients of culturally diverse backgrounds. This is demonstrated by verbal and non-verbal messages by the health care provider and the client.
The ability for the health care provider to possess a drive to achieve cultural competence.
Links and titles of journals and books are all included under each of the five constructs. Many sources are listed under more than one construct.
The American Medical Association has created a Cultural Competence Initiative site. The topics highlighted include physician professional organizations, resources emphasizing communication skills, curriculum and training materials, specific populations in need, spiritual practices, relevant materials for health care providers, patient support materials, publications, and other resources.
The definition of culture and the importance of learning about it is addressed in this website, developed by the Washington State University. Discussions and interpretations of culture are highlighted. Links to other websites are also included.
Test your world knowledge by taking a quiz on world trivia. This website by Future Culture also incorporates a description of cultural traits and links to various regions around the world.
Characteristics of cultural competence are addressed in this on-line newsletter, part of the Public Information Office of the Texas Department of Mental Health and Mental Retardation. This article identifies methods that contribute to cultural competence in health care.
The Office of Minority Health outlines its goals on cultural competency. It provides several services for bilingual/bicultural groups and works to provide health care for these groups.
The Empowerment Workshops Inc. provides training on cultural competency in the work environment. The site provides links to more information on the company's newsletter, programs, articles, and products, such as assessment and evaluation tools.
The Canadian Mental Health Association, in it's policy section, gives a preamble and a list of recommedations to promote cross-cultural mental health.
OBSTETRICS/PEDIATRICS
The philosophy of the American College of Nurse-Midwives (ACNM) is presented in this site. The code of ethics and core competencies for midwifery practice are outlined.
The National Court Appointed Special Advocate Association is dedicated to stand for abused/neglected children in the court system. In the library of their website, CASAnet, several cultural issues are presented. Articles on health issues relating to Latinos, Blacks, and Asians are presented. The site also contains helpful links that provide Native American resources and other topics. Cultural self-awareness, communication, and cultural competence are the highlights of this site.
Hummel, F., & Peters, D. (1994). Bafa' Bafa': a cultural awareness game. Nurse Educator, 19(2), 8. This article describes a game that had been used during a cultural awareness workshop. It suggests that this game had enhanced the players' feeling of being a member of a minority group, and led to a greater appreciation of diversity.
Taylor, R. (1998). Check your cultural competence. Nursing Management, 29(8), 30-32. This article explains why cultural competency may be difficult to achieve. It also explores ways to overcome the barriers. Common attitudes of health care workers who work with diverse clients are discussed. Ways to overcome communication difficulties are also outlined.
Graham, K.Y. (1998). Good health: from whose perspective??? Public Health Nursing, 1(3), 163-164. This article presents a list of questions for the health care worker to reflect upon when dealing with others. It includes understanding what others value, need, and believe as well as self-awareness.
Eliason, M.J. (1998). Correlates of prejudice in nursing students. Journal of Nursing Education, 37(1), 27-29. This article discusses a study that examined racial awareness and attitudes toward sexual minorities in nursing students. The study found that students had a low level of awareness of race issues, but were comfortable working with diverse clients.
Gillespie, J., Pruitt, R.H., Brown, K.M. (1996). "Promotintg cultural competence in the baccalaureate nursing student." South Carolina Nurse, 3(4), 22.
Campinha-Bacote, J. (1998). Cultural diversity in nursing education: issues and concerns. Journal of Nursing Education, 37, 3-4.
Campinha-Bacote, J. (1995). Cultural competence: a critical factor in nursing research. Journal of Cultural Diversity, 2(1), 31-34. This article provides a conceptual model to understand the importance of cultural competence in nursing research.
Campinha-Bacote, J. (1996). The challenge of cultural diversity for nurse educators. Journal of Continuing Education in Nursing, 27(2), 59-64. Teaching cultural competency is highlighted in this article. The article discusses a program directed toward cultural diversity in a hospital.
Campinha-Bacote, J. (1994). Cultural competence in psychiatric mental health nursing. A conceptual model. Nursing Clinics of North America, 29(1), 1-8. Campinha-Bacote's older model is addressed in this article as it relates to mental health.
Smith, L.S. (1998). Concept analysis: cultural competence. Journal of Cultural Diversity, 5(1), 4-10. The goal of this article is to undestand the concept of cultural competence and to distinguish it from related terms.
Salimbene, S. (1998). HealthCare DIVERSOPHY--a cultural competence training tool for nurse executives. Aspens Advisor for Nurse Executives, 13(10), 10-12.
Taoka, K.N. (1997). Cultivating the seeds of cultural competence is a growth process. ONS News, 12(8), 8.
Schrefer, S. (1994). Quick Reference to Cultural Assessment. St. Louis: Mosby. This booklet gives a brief outline of the definition of culture and ways to develop cultural sensitivity. It also presents physical cultural variables that the health care provider should be aware of during a physical assessment. Cultural variables in values and beliefs are outlined for several different cultures. Guidelines for communication barriers are also outlined.
Spector, R.E. (1996). Cultural Diversity in Health & Illness (4th ed). Stamford, CT: Appleton & Lange. This book is divided into three units that address provider self-awareness, issues of delivery and acceptance of health care, and traditional views of health and illness of six selected cultures. Before each unit, the author outlines the objectives and provides a few questions for the reader to emphasize the importance of self-awareness. The appendices provide suggested course activities for faculty members and terms related to cultural diversity for all readers. An assessment tool and a list for related organizations are also included.
Warren, B. (1999). Cultural competence: An interlocking paradigm. In N. Keltner, L. Schwecke, & C. Bostrom (Eds.), Psychiatric nursing (3rd ed). St. Louis: Mosby. 199-218. This chapter introduces cultural competence in psychiatric nursing. Chapter objectives are outlined, followed by key terms and the importance of culture. The interlocking paradigm and other theories are discussed. This chapter also addresses nurse-patient interactions and offers a case study. Campinha-Bacote's older model is also presented. The author explains several different cultural views on health related issues. Several cultural asssessments are presented. A summary of the chapter, key concepts, and study questions are included at the end of the chapter.
Fitzsimons, V.M. & Kelley, M.L. (1996). The Culture of Learning: Access, Retention, and Mobility of Minority Students in Nursing. New York: NLN Press. This book is compiled by several authors who address issues concerning minority students. It is divided into six parts: increasing minority student retention, addressing student life needs and successes, educational biculturalism plus, various modes and approaches of economic support for minority and at-risk students, preparation for a master of science in nursing: moving minority nurses toward leadership positions, and administrative metaphors: tugboats and transitions.
Leininger, M.M. (1991). Culture Care Diversity & Universality: A Theory of Nursing. New York: NLN. This book explains the aspects of Leininger's Culture Care Theory. The first part highlights the dimensions of the theory. The second and third parts illustrate the research methods and findings of diverse cultures with the use of the model.
Andrews, M.M. & Boyle, J.S. (1999). Transcultural Concepts in Nursing Care (3rd ed). Philadelphia: Lippincott. This book is organized into four parts. They are foundations of transcultural nursing care, developmental approaches to transcultural nursing, application of transcultural concepts in nursing care delivery, and contemporary challenges in transcultural nursing.
Banks, J.A. & C.A.M. (1997). Multicultural Education: Issues and Perspectives (3rd ed). Boston: Allyn and Bacon. Several issues relating to multicultural education are discussed in this book. These include the goals of multicultural education, and ways to teach and learn mutliculturally. Social class and religion, gender, race, ethnicity, and language, and exceptionality are some of the main categories discussed in this book as it relates to multicultural education.
Green, J.W. (1995). Cultural Awareness in Human Services: A Multi-Ethnic Approach. (2nd ed). Boston: Allyn and Bacon. This book begins by introducing race, ethnicity, and culture and conceptual models behind these topics. It also illustrates ethnic competence and cross-cultural learning. The importance of language and communication are discussed. Activities such as case studies are provided to build cultural awareness and cultural knowledge. Four selected cultures are presented that address these issues.
The Center for Effective Collaboration and Practice (CECP) explains the difference between cultural competence and sensitivity/awareness, why it is important, and how it is integrated in education. Research findings on cultural competence, how it benefits children, and additional resources are also included.
GLOBAL HEALTH 2000 offers high technological features presenting multilingual, multispecialty health articles for health professionals and clients. The site also includes multimedia news and a financial center to follow world stocks. Access to health databases are also available.
The Bureau of Primary Health Care (BPHC) at Georgetown University discusses the rationale for cultural competence in primary health care. The major goals and activities of the BPHC are outlined. Related workshops and other links are provided.
EthnoMed, the Ethnic Medicine Guide, was developed by the Harborview Medical Center, University of Washington. It contains several cultural profiles, medical topics for selected cultures, and presents cross cultural topics relating to health care. Patient educational materials are given. The site also contains a self-teaching module that presents photos of skin conditions on multicultural patients. Ways of overcoming language barriers are also presented.
School Health Culture Zone is an extensive website geared for school nurses. This site provides feedback on culture and cultural factors in school nursing. Cultural assessment tools and country specific assessments are discussed. Several cultures are respresented as well as cultural health practices. Population data such as world statistics and world links are given. Health and illness resources, intercultural communication resources, and other useful resources are also listed.
The American Medical Association (AMA) site reports the alarming racial and ethnic disparities in health care. The AMA's value statement is included. An overview of racism is discussed followed by examples of actual disparities. The AMA's policy addressing this issue in care and related articles are also included in this report. In lieu of this report is a summary of a Project that focuses on the identification, interpretation, and interventions of racial and ethnic care disparities.
Curriculum and training materials are presented in the American Medical Association's Cultural Competence Initiative. Organizations providing assessment, curriculum, training, standards, and evaluation are outlined. Educational institutions and publications by individuals are incorporated.
The needs and resources of specific populations is among the many topics that the American Medical Association addresses in its Cultural Competence Initiative. The populations include underserved and underrepresented racial, ethnic, and socioeconomic groups and those with physical or mental illnesses. Children, adolescents, women, older adults, and special issues, such as domestic violence, are also discussed.
Complementary and spiritual practices and their impact on effective care is another main topic in the American Medical Association's Cultural Competence Initiative. Organizations, educational institutions, health care providers, publications, audiotapes and website resources are listed.
Future Culture. Refer to cultural awareness for description.
The Queensland Health Information Network site is divided into three components. These include: cultural diversity: a guide for health professionals; guidelines to practice: providing care to patients for culturally and lingistically diverse backgrounds; and checklists for cultural assissment including interpreters, communication, and attitudes. Several cultures and customs are presented in the cultural diversity section. The guidelines of practice include topics such as staff-patient relationships, birthing practices, death and dying, and religion.
DiversityRx provides basic issues in cultural competence in health care. The site also provides sections in models and practices, policy, legal issues, and networking. Overcoming linguistic and cultural barriers to health care are addressed for such encounters.
The University of Washington provides useful information relating to minority health. The website begins with a definition of minorities. A list of databases, journals, statistics, medical anthropology, and government reports are contained in this site. Several cultural organizations are listed for further reference.
Martindale's Health Science Guide-1999, is an extensive website containing a Virtual Medical Center with a myriad of departments. Teaching files, tutorials, medical cases, courses, and databases can also be found at the Virtual Medical Center. History and physical examination information is provided. The site also offers foreign language dictionaries, current world wide daily reports, and a "What's New Pages" for individual countries. A "Travel and Health Warnings" section is also provided.
The Virtual Hospital provides departmental and clinical services, patient educational materials, and educational material for health care providers. The Virtual Children's Hospital can be accessed through the Virtual Hospital. Several health science resources are listed.
The Cross Cultural Health Care Program offers cultural competency training programs, interpreter services, and related publications.
The World Health Organization provides information at a world level. Press releases, fact sheets, and current events such as the Kosovo crisis are covered in this website. Disease control, WHO policies, and statistical information (WHOSIS) is also discussesd. A helpful computer assisted translation program is also explained in the information source section of the site.
The goals of the Office of Minority Health are directed toward American Indians, Alaskan Natives, African Americans, Asian Americans, Pacific Islander, and Hispanics. Publications, resources, and upcoming conferences are highlighted.
Several useful health statistics from A-Z are presented in this website by the U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics. News releases, fact sheets, publications, and links are also included.
This HealthWorks Ltd site describes the journal, Social Sciences in Health. It describes the influence of social sciences in health care. Subscriptions or free sample copies of the journal may be ordered through the website.
The Department of Psychology at Western Washington University created the Center For Cross-Cultural Research. This site describes its research and scholarship, publications, and lists the associates of the center. It also includes a report of the 1998 Conference of the International Association for Cross-Cultural Psychology.
The Life Research Institute presents information on the following topics: science and medicine, religion, philosophy, sociology, and economics. This institute is found by the Culture of Life Foundation, Inc.
The Milwaukee AHEC has developed a Cultural Competency Curriculum for health professionals, students, residents, and faculty. Ongoing seminars and training programs are offered in the curriculum.
Information on Asian American culture can be found in the Asian Pacific Health Care Venture, Inc. website. This site offers services to all groups, specializing in underserved Asian and Pacific Islander population in Los Angeles County. It also provides related links.
A fact sheet relating to Asian American & Pacific Islander Women's Health can be found at the National Women's Health Information Center. This information may be helpful for health care providers working with this population.
For a taste of Japanese culture, Japanese Culture Links, provides a myriad of Japanese links, including language links.
The Center for Cross-Cultural Health presents a variety of issues around cultural competence. Resources, training units, upcoming events, related links, and six steps toward cultural competence are highlighted. Also included is a profile on the Hmong community in Minnesota. Hmong history, language and communication styles, family life, religion, and health care values, beliefs, and practices are among the topics addressed.
PEDIATRICS
The Virtual Children's Hospital provides pediatric-related information from the Children's Hopsital of Iowa.
The American Medical Association provides an Adolescent Health On-Line section. This includes current events related to adolescent health, guidelines to adolescent preventive services, special topics, and health resources.
A section of the Center for Effective Collaboration and Practice's website is devoted the benefits of cultural competence when working with children.
Flavin, C. (1997). Cross-cultural training for nurses: a research-based education project. American Journal of Hospice & Palliative Care, 14(3), 121-126. The Maui Community College conducted a training program. This program was created to educate home care nurses about the Filipino, Hawaiian, Japanese and gay-Caucasian communities of Maui County, Hawaii.
Stewart, M. (1998). Nurses need to strengthen cultural competence for next century to ensure quality patient care. American Nurse, 30(1), 26-27.
Pacquiao, D.F. (1995). Multicultural issues in nursing practice and education. Issues, 16(2), 1, 4-5, 11.
Pacquiao, D.F. (1995). Infusing philosophical thought into transcutlural nursing understanding. Nln Publications, 14-2699, 23-32.
Pacquiao, D.F. (1995). Educating faculty in the concept of educational biculturalism: a comparative study of sociocultural influences in nursing students' experience in school. Nln Publications, 14-2699, 129-162.
Rew, L. (1996). Affirming cultural diversity: a Pathways model for nursing faculty. Journal of Nursing Education, 35(7), 310-314. This article presents a model that may be helpful for facutly when working with culturally diverse students.
Sharts-Hopko N.C. (1996). Health and illness concepts for cultural competence with Japanese clients. Journal of Cutlural Diversity, 3(3), 74-79. Japanese health and illness concepts are discussed in this article. This is addressed to health care providers for a better understanding of the Japanese culture.
Kulwicki, A. (1996). An ethnographic study of illness perceptions and practices of Yemeni-Arabs in Michigan. Journal of Cultural Diversity, 3(3), 80-89. This study explores the Yemeni-Arab American culture and how it relates to illness.
Purnell, L.D. & Paulanka, B.J. (1998). Transcultural Health Care: A Culturally Competent Approach. Philadelphia: F.A. Davis Co. Transcultural diversity and health care and Purnell's model for cultural competence are described in this book. Twenty-seven cultures are also presented, giving an overview of each culture. Communications, family roles and organizations, workforce issues, biocultural ecology, high-risk behaviors, nutrition, and health care practices of each culture are discussed.
Dienemann, J.A. (1997). Cultural Diversity in Nursing: Issues, Strategies, and Outcomes. Washington, DC: American Academy of Nursing. This workbook highlights issues such as improving organizational cultural competence, immigrant nursing personnel, and managing intercultural busineess encounters. It strives to develop cultural competence in health care.
Lipson, J.G., Dibble, S.L., & Minarik, P.A. (1996). Culture & Nursing Care: a Pocket Guide. San Francisco: UCSF Nursing Press. This guide gives a brief overview of cultural competence and its importance in health care. It also outlines the key points of a cultural assessment and the importance of effectively communicating with patients. Diversity issues such as migration, race, social class, sexual orientation, and disability are discussed. The rest of the book presents twenty-four cultures, each divided into separate chapters. Each chapter discusses the following issues for each culture: cultural/ethnic identity, communication, activities of daily living, food practices, symptom management, birth and death rituals, family relationships, spiritual orientation, illness beliefs, and health practices. Population tables and maps are included in the appendices.
Schrefer, S. (1994). Quick Reference to Cultural Assessment. St. Louis: Mosby. Refer to cultural awareness for description.
Spector, R.E. (1996). Cultural Diversity in Health & Illness (4th ed). Stamford, CT: Appleton & Lange. Refer to cultural awareness for description.
Giger, J.N. & Davidhizar, R.E. (1991). Transcultural Nursing: Assessment and Intervention. St. Louis: Mosby. The main issues presented in this book are communication, space, social organization, time, and biological variations. These issues are discussed specifically to fourteen selected cultures, each divided into a separate chapter. Chapter objectives are highlighted before each chapter as it relates to each respective culture. At the end of each chapter, a summary, case study, care plan, and study questions are provided.
Warren, B. (1999). Cultural competence: An interlocking paradigm. In N. Keltner, L. Schwecke, & C. Bostrom (Eds.), Psychiatric nursing (3rd ed). St. Louis: Mosby. 199-218. Refer to cultural awareness for description.
Leininger, M.M. (1991). Culture Care Diversity & Universality: A Theory of Nursing. New York: NLN. Refer to cultural awareness for description.
Andrews, M.M. & Boyle, J.S. (1999). Transcultural Concepts in Nursing Care (3rd ed). Philadelphia: Lippincott. Refer to cultural awareness for description.
Kavanagh, K.H. & Kennedy, P.H. (1992). Promoting Cultural Diversity: Strategies for Health Care Professionals. Newbury Park, CA: Sage Publications. This book provides conceptual background on topics such as health beliefs and practives, cultural relativism, and professional responsibility. It also discusses communication and activities to improve commmunication barriers. Case studies and collages illustrate topics such as race, age, and health beliefs.
Green, J.W. (1995). Cultural Awareness in Human Services: A Multi-Ethnic Approach (2nd ed). Boston: Allyn and Bacon. Refer to cultural awareness for description.
Queensland Health Information Network. Refer to cultural knowledge for description.
The Marshall University School of Medicine has designed an Interactive Patient website. This site allows the user to conduct a physical examination. It provides information and lab values pertaining to the patient. The user can inspect, palpate, auscultate the patient to then make a diagnosis.
The American Medical Association's Cultural Competence Initiative outlines helpful curriculum and training materials. Organizations that provide assessment, curriculum, training, standards, and evaluation are listed.
EthnoMed. Refer to cultural knowledge for description.
School Health Culture Zone. Refer to cultural knowledge for description.
The article, "Topics in Minority Health: Health Beliefs and Compliance with Prescribed Medication for Hypertension among Black Women--New Orleans, 1985-86" discusses the findings of a study done with this population. This article, found in the Center of Disease Control's MMWR Weekly, demonstates the importance of a quality interview that includes the clients' perception of the problem.
Martindale's Health Science Guide-1999. Refer to cultural knowledge for description.
In an article geared toward health care consumers, Health Pages explains the job of general practioners. The article also points out what happens during a physical exam. A chart listing the frequency of routine tests, recommended by the American Medical Association, is provided.
Vanderbilt University has a website that outlines the critical skills that competent health care providers must possess. These include interviewing, physical examination, communication, and clinical problem-solving. Procedures and competencies are also included.
The American Academy of Family Physicians has created a Summary of Policy Recommendations for Periodic Health Examination. This includes recommendations to general and specific populations and a recommended childhood immunization schedule.
A list of frequency of examination and follow-up visits for HIV-infected patients can be found at HIVdent. Oral care, common medications, links, and other resources for HIV patients are provided.
F.A. Davis Company offers A Practical Guide to Health Asessment Through the Lifespan, 2nd Edition. This book focuses on the client interview and health history, physical examination, and body organ and system assessment.
PEDIATRICS
Pediatric Assessment Online provides five modules (infant, toddler, pre-school, school age, and adolescence) for review of physical assessment skills. Case studies are provided for each module. Nursing resources on the internet are also listed, including the Virtual Nursing College and Resources for Nurses and Families.
Campinha-Bacote, J. (1995). The quest for cultural competence in nursing care. Nursing Forum, 30(4), 19-25. This article highlights cultural skill, one of the five components of the model. It illustrates the importance of cultural skill during an assessment.
Kulwicki, A., & Boloink, B.J. (1996). Assessment of level of comfort in providing multicultural nursing care by baccalaureate nursing students. Journal of Cultural Diversity, 3(2), 40-45. This article discusses a study that shows graduating baccalaureate students have low levels of confidence with working with ethnic groups.
Barnsley, J., Williams, A.P., Cockerill, R., & Tanner, J. (1999). Physician characteristics and the physician-patient relationship. Impact of sex, year of graduation, and specialty. Canadian Family Physician, 45, 935-942. A survey reveals attitudes and behaviors vary depending on the gender, specialty and time of graduation of physicians.
Mechanic, D. (1999). Issues in promoting health. Social Science & Medicine, 48(6), 711-718. Different methods of building clinician-patient relations continue to grow. These issues, along with how culture influences health, is discussed in this article.
Rosenzweig, S., & Brigham, T.P., Snyder, R.D., Xu, G., & McDonald, A.J. (1999). Assessing emergency medicine resident communication skills using videotaped patient encounters: gaps in inter-rater reliability. Journal of Emergency Medicine, 17(2), 355-361. This study analyzes resident communication skills including personal introductions, conflict management, and nonverbal communication.
Barclay, L., & Lupton, D. (1999). The experiences of new fatherhood: a socio-cultural analysis. Journal of Advanced Nursing, 29(4), 1013-1020. The study discussed in this article found what first-time fathers feel and the roles they expect to play. This may unveil ways health care providers can approach these men and family members.
Moran, T. (1999). A new approach. Physicians learn to better care for the dying. Texas Medicine, 95(4), 42-47.
Lipson, J.G., Dibble, S.L., & Minarik, P.A. (1996). Culture & Nursing Care: a Pocket Guide. San Francisco: UCSF Nursing Press. Refer to cultural knowledge for description.
Schrefer, S. (1994). Quick Reference to Cultural Assessment. St. Louis: Mosby. Refer to cultural knowledge for description.
Spector, R.E. (1996). Cultural Diversity in Health & Illness (4th ed). Stamford, CT: Appleton & Lange. Refer to cultural awareness for description.
Giger, J.N. & Davidhizar, R.E. (1991). Transcultural Nursing: Assessment and Intervention. St. Louis: Mosby. Refer to cultural knowledge for description.
Warren, B. (1999). Cultural competence: An interlocking paradigm. In N. Keltner, L. Schwecke, & C. Bostrom (Eds), Psychiatric nursing (3rd ed). St Louis: Mosby. 199-218. Refer to cultural awareness for description.
Leininger, M.M. (1991). Culture Care Diversity & Universality: A Theory of Nursing. New York: NLN. Refer to cultural awareness for description.
Andrews, M.M. & Boyle, J.S. (1999). Transcutural Concepts in Nursing Care (3rd ed). Philadelphia: Lippincott. Refer to cultural awareness for description.
Kavanagh, K.H. & Kennedy, P.H. (1992). Promoting Cultural Diversity: Strategies for Health Care Professionals. Newbury Park, CA: Sage Publications. Refer to cultural knowledge for description.
Green, J.W. (1995). Cultural Awareness in Human Services: A Multi-ethnic Approach (2nd ed). Boston: Allyn and Bacon. Refer to cultural awareness for description.
Resources emphasizing communication skills are addressed in the American Medical Association's Cultural Competence Initiative. Organizations and publications are listed.
The American Medical Association presents complementary and spiritual practices and their impact on effective care. Organizations, educational institutions, health care providers, publications, audiotapes, and websites are included in this section.
School Health Culture Zone. Refer to cultural knowledge for description.
Future Culture. Refer to cultural awareness for description.
Perspectives of Differences, developed by the UCSF Department of General Internal Medicine, describes four culturally related issues. Case studies are designed for each issue to expand students' critical thinking skills.
Diversity Rx. Refer to cultural knowledge for description.
The Cross Cultural Health Care Program. Refer to cultural knowledge for description.
Making Outreach Work: How to connect with the African American community is a commentary featured in NurseWeek. It gives guidelines to health care administration and providers on how to improve cultural competence.
The World Health Organization. Refer to cultural knowledge for description.
The University of Colorado's Medical Rounds, provides various interactive case studies. To build cultural skills, a Malaysian cancer case is one of the several studies.
EthnoMed. Refer to cultural knowledge for description.
Marshall University School of Medicine. Refer to cultural skill for description.
The University of Pennsylvania Health System's Institute on Aging provides cultural competency links in the U.S. and Canada. These allow for health care providers and others to become involved in groups that promote culture.
Queensland Health Information Network. Refer to cultural knowledge for description.
Martindale's Health Science Guide-1999. Refer to cultural knowledge for description.
American Medical Association. Refer to cultural knowledge for description.
PEDIATRICS
Recommendations for working with children and their families are highlighted in the article, Linguistic and Cultural Diversity--Building on America's Strengths, from the National Association for the Education of Young Children. This article is featured in the National Parent Information Network (NPIN).
The NIH Guide provides a site of grants and contracts. This particular page deals with the Agency for Health Care Policy and Research (AHCPR) and the David and Lucile Packard Foundation. The research topic deals with health care access, quality, and insurance for low-income children.
Pediatric Assessment Online. Refer to cultural skill for description.
Williamson, E., Stecchi, J.M., Allen, B.B., & Coppens, N.M. (1996). Multiethnic experiences enhance nursing students' learning. Journal of Community Health Nursing, 13(2), 73-81. This project allowed students to interact with Hispanic and Southeast Asian clients. At the end of the project, students reported increased self-efficacy and were able to relate better with minorities.
Stewart, M. (1998). Nurses need to strenghten cultural competence for next century to ensure quality patient care. American Nurse, 30(1), 26-27. This article describes the importance of understanding patients' cultures, facing patient prejudices, and overcoming language barriers. Various health professionals share their encounters throughout the article.
Lockhart, J.S., & Resick, L.K. (1997). Teaching cultural competence. The value of experiential learning and community resources. Nurse Educator, 22(3), 27-31. This article demonstrates the importance of cultural competence for undergraduate nursing students. It describes ways that nurse educators can introduce competence through experiential learning and with the help of the community.
Haloburdo, E.P., & Thompson, M.A. (1998). A comparison of international learning experiences for baccalaureate nursing students: developed and developing countries. Journal of Nursing Education, 37(1), 13-21. This study analyzes the learning outcomes of international experiences for nursing students. It also reveals similarities and differences in what students acquired in developed and developing countries.
Stevens, G.L. (1998). Experience the culture. Journal of Nursing Education, 37(1), 30-33. This article describes the experiences and learning opportunities that were given to nursing students who travelled to Nicaragua.
Colling, J., & Wilson, T. (1998). Short-term reciprocal international academic exchange program. Journal of Nursing Education, 37(1), 34-36.
Cummings, P.H. (1998). Nursing in Barbados: a fourth-year elective practice experience for nursing students and registered nurses. Journal of Nursing Education, 37(1), 42-44.
Salmond, S.W., & Pacquiao, D.F. (1995). Learning transcultural leadership through an MSN-level clinical experience. Nln Publications, 14-2699, 255-263.
PEDIATRICS
Dewey, K.G. (1998). Cross-cultural patterns of growth and nutritional status of breast-fed infants. The American Journal of Clinical Nutrition, 67(1), 10-17. This article discusses a study that was done to determine the influence of culture and breastfeeding.
Spector, R.E. (1996). Cultural Diversity in Health & Illness (4th ed). Stamford, CT: Appleton & Lange. Refer to cultural awareness for description.
Giger, J.N. & Davidhizar, R.E. (1991). Transcultural Nursing: Assessment and Intervention. St. Louis: Mosby. Refer to cultural knowledge for description.
Warren, B. (199). Cultural competence: An interlocking paradigm. In N. Keltner, L. Schwecke, & C. Bostorm (Eds.), Psychiatric nursing (3rd ed). St. Louis: Mosby. 199-218. Refer to cultural awareness for description.
Leininger, M.M. (1991). Culture Care Diversity & Universality: A Theory of Nursing. New York: NLN. Refer to cultural awareness for description.
Ferguson, V.D. (1999). Case Studies in Cultural Diversity: A Workbook. New York: NLN. This workbook is geared to prepare nurses to be culturally competent. It provides a brief description of the importance of learning about cultural diversity. The case studies deal with various populations such as inner-city African Americans, Latino populations, and high-risk groups in urban America. Each case study is preceded by case objectives. It is then followed by questions, and an analysis and discussion section.
Andrews, M.M. & Boyle, J.S. (1999). Transcultural Concepts in Nursing Care (3rd ed). Philadelphia: Lippincott. Refer to cultural awareness for description.
Kavanagh, K.H. & Kennedy, P.H. (1992). Promoting Cultural Diversity: Strategies for Health Care Professionals. Newbury Park, CA: Sage Publications. Refer to cultural knowledge for description.
Green, J.W. (1995). Culture Awareness in Human Services: A Multi-Ethnic Approach (2nd ed). Boston: Allyn and Bacon. Refer to cultural awareness for description.
The American Nurses Association (ANA) hosts Ethnic/Racial Minority Fellowship Programs (EMFP). Contained in the The Nursing World, this site explains EMFP's goals, current events, research topics, upcoming events, and how to apply for fellowship.
The UK Centres for Experiential Learning offer several programs in England. These programs include International Community Service; Westminster College, Oxford Service-Learning; and Internships. The opportunities available include working with children, adults, and elderly who are mentally/physically disabled, homeless, or have substance abuse problems.
Chappel, M.J. (1997). Recognize, honor, and celebrate diversity. Michigan Nurse, 70(6), 3. This brief article describes the works and beliefs of Madeleine Leininger, nursing theorist and founder of the "Theory of Cultural Care Diversity and Universality." It also stresses that nurses must be prepared more effectively to work with culturally diverse populations.
Andrews, M.M. & Boyle, J.S. (1999). Transcultural Concepts in Nursing Care (3rd ed). Philadephia: Lippincott. Refer to cultural awareness for description.
African American Breast Cancer Alliance (AABCA) was founded by Black women who have had breast cancer. AABCA is a member-supported advocacy group for women with breast cancer, their families, and the Black community. Address: PO Box 8981; Minneapolis, MN 55408. Phone: 612-825-3675.
Camden City Hispanic Women's Resource Center, Hispanic Health and Mental Health Association of Southern New Jersey, has been designed with the purpose of helping the Camden City Hispanic women develop different skills. The services include: counseling, education, assessment and training, pre-employment preparation, job development and placement, and information on supportive services. Address: 2700 West Field Ave.; Camden, NJ 08105. Phone: 609-365-7393.
Caribbean Women's Health Association, Inc. (CWHA) was established to inform, educate, and mobilize the public of crucial health related issues affecting the Caribbean Community. Address: 2725 Church Ave.; Brooklyn, NY 11226. Phone: 718-826-2942.
Hispanic Women's Health Support Group provides the format for addressing health-related issues relevant to Hispanic women. Address: PO Box 5891; Bridgeport, CT 06610-0891. Phone: 203-367-091.
Lyon-Martin Women's Health Services provides quality, affordable, non-judgmental, comprehensive health care for women by women. They specialize in serving lesbians, women of color, low-income, older women, and women with disabilities. Address: 1748 Market St., Suite 201; San Francisco, CA 94102. Phone: 415-565-7667; 415-565-7683 (TDD).
National Asian Women's Health Organization (NAWHO) is a non-profit, community-based health advocacy organization committed to improving the overall health status of Asian women and girls. Address: 250 Montgomery St., Ste 410; San Francisco, CA 94104. Phone: 415-989-9747. Fax: 415-989-9758; E-mail: nawho@aol.com
National Black Women's Health Project (NBWHP), a health advocacy organization, is committed to improving the health status of Black women through self-help and empowerment. Address: 1211 Connecticut Ave., NW, Washington, DC 20005. Phone: 202-835-0117. Fax: 202-833-8790.
National Latina Health Organization (NLHO) combines direct service program approaches with a strong public policy/public education and health advocacy component. Address: PO Box 7567; Oakland, CA 94601. Phone: 510-534-1362. Fax: 510-534-1364.
National Latina Institute for Reproductive Health (NLIRH) enhances the quality of life of Latinas nationwide, especially their reproductive health, through advocacy, networking, impacting public policy, and education. Address: 1200 New York Ave., NW, Ste 300; Washington, DC 20005. Phone: 202-326-8970. Fax: 202-371-8112.
Native American Women's Health Education Resource Center offers health education information and activities for women. It provides a facility in which women can organize around issues of concern and consciousness raising. Address: PO Box 572; Lake Andes, SD 57356. Phone: 605-487-7072.
The Philadelphia Black Women's Health Project (PBWHP) is a community based non-profit organization dedicated to promoting women's involvement in their personal health care as well as that of their loved ones. Address: 1231 North Broad St., Rm 3G; Philadelphia, PA 19122. Phone: 215-232-1115. Fax: 215-232-2847.
Women in Crisis, Inc. provides HIV/AIDS prevention programming, education, training, and resource materials primarily targeted to Black and Latina women and their families. Address: 360 West 125th St.; New York, NY 10027. Phone: 212-316-5200.
Women's Health Information Network (WIN), Asian Pacific Islander American Health Forum. WIN was designed to disseminate health and health care information to low-income, Asian and Pacific Islander (A/PI) women in California so they can make informed choices about accessing health care services. The goal of the WIN project is to improve access to health care to underserved segments of A/PI women and their families in California. Address: 942 Market St., San Francisco, CA 94102. Phone: 415-954-9988.
Topics in Cultural Studies offers an introduction to culture from different viewpoints. It also contains several articles explaining why cultural studies are important and a vast list of culturally related links.
Health World Online is a site filled with a public health center, clinic, fitness center, library, and several other places that provide health related information. Directed for health care consumers and professionals, it also offers daily health news, free medline use, forum information, and a disease/conditions section.
The Health Pages provides helpful information to health care consumers. Some of the topics include: choosing a health care provider, common health problems, children's health, men's, women's, and seniors' health, money talk, and nutrition.
The Virtual Nursing College provides useful services such as free medline searches, lab and diagnostic tests, APA resources and help, job search assistance, and nursing research.
The Sigma Theta Tau International Honor Society of Nursing offers information about conferences, programs, and research opportunities. Publications and a philanthropy section are also included on the home page. Links to nursing sites are also listed.
Information on mental health is provided by Mental Health Net. It includes weekly news, disorders and treatments, and professional resources, including a list of associations and organizations. Community members may explore the reading room, which includes a chat room.
The University of California San Francisco School of Nursing website provides a list of interesting publications and conferences. Resources for nurse practitioners are also listed.
Stressed out? Relieve some stress with a laugh by clicking on the Nurstoon Nursing Humor Cartoons website.
This webpage was developed by Cindy Darling-Fisher, PhD, RN, CS and Anna Walawender, BSN, RN. Dr. Darling-Fisher is an Assistant Professor at The University of Michigan School of Nursing, Division of Health Promotion and Risk Reduction and Coordinator of the Family Nurse Practitioner Program. Ms. Walawender was an undergraduate student research assistant during the develpment of this project. The development of this webpage was funded by a Faculty Development Fund Grant from The University of Michigan Center for Research on Learning and Teaching.
To improve the quality of this webpage, user comments and/or suggestions are encouraged. Questions specifically relating to a particular culture or concept are also welcome. Please e-mail all inquiries to Dr. Cindy Darling-Fisher at darfish@umich.edu
Thank you for visiting!
This webpage was last updated on April 25, 2000