By Madeleine Leininger, Abram Omeri
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Additional info for Advances in Contemporary Transcultural Nursing
An Introduction to Health Sociology, 3rd edn, Oxford University Press, Melbourne. Goold S (2004) The future is now – live it, ACORN 17: 9–11. Gray D (2006) Health Sociology:An Australian perspective, Pearson Prentice Hall, Australia. Grbich C (ed) (2005) Health in Australia: Sociological concepts and issues, 3rd edn, Pearson Longman, Sydney. Giger J N and Davidhizar R (2004) Transcultural Nursing Assessment and Intervention, 4th edn, Mosby, St Louis, Missouri. Jirwe M, Gerrish K and Enami A (2006) The theoretical framework of cultural competence, The Journal of Multicultural Nursing and Health 12: 6–16.
It is envisaged that, following completion of the BN course, the graduate nurses will be culturally safe and competent to enter the role of registered nurse – as the graduate nurse will be expected to have the necessary knowledge, skills, and attitudes needed for working safely in a culturally and linguistically diverse country such as Australia. It is planned that one year post graduation, the graduates will be invited to participate in a study that evaluates their views on the suitability and value of their course preparation for advancing 20 CN Volume 28, Issue 1–2, April 2008 their personal and professional cultural selfawareness and cultural competency capability for working with culturally and linguistically diverse patients and other health care workers.
Faculty expressed the importance of mutuality as caring and mentoring. Mentoring occurred related to teaching coursework, scholarly work and how to ‘be’ as a faculty member. Mentors impressed the importance of caring for oneself to be enabled to care about others and balancing the tripartite faculty roles of teaching, scholarship and service. Caring was expressed as providing leadership to create a healthy caring community for faculty. Some faculty took responsibility for their part in creating this community ‘I think everybody has to take their responsibility for the school; it’s not just one person, but it’s a collective effort’; while others felt administrators were responsible.
Advances in Contemporary Transcultural Nursing by Madeleine Leininger, Abram Omeri