1. Principles, and teaching and learning Transcultural nursing activities for 21st Century

2. Comparative cultural knowledge of differences Comparative cultural knowledge of differences and similarities among individual, groups, and and similarities among individual, groups, and institutions has challenged nurses to expand their institutions has challenged nurses to expand their worldviews and to think and act in different ways. Transcultural nursing knowledge and practice have become global and essential imperative. As consequence, a new generation of nurses is learning and practicing Transcultural nursing and health care. worldviews and to think and act in different ways. Transcultural nursing knowledge and practice have become global and essential imperative. As consequence, a new generation of nurses is learning and practicing Transcultural nursing and health care.

3.  There are many new schools of nursing start to incorporate and integrate Transcultural nursing in there curriculum and guided clinical practices.  Shifting nursing education from a unicultural to a multicultural perspective has been a major challenge because of many past factors that have been formally so deeply rooted in nursing and because so few faculty have been formally prepared in Transcultural nursing.

4.  A major question for nursing educators world wide is how best to prepare nursing students and registered nurses so that they are able to provide culturally congruent care practice.

5. Some reasons why Transcultural nursing with new curricular perspectives is imperative Some reasons why Transcultural nursing with new curricular perspectives is imperative  The first reason is that our world has become intensely multicultural and will be more so in the future which necessitate that nurses must become Tran culturally knowledgeable, sensitive, and competent.  The second reason to shift nursing education is that most communities and human service institutions are recognizing that they need to make changes to meet population groups of immigrants and refugees and those of other culture and sub cultures who are at the door steps seeking to be understood and served.

6.  The third reason, for without shift to Transcultural nursing education and service, to be culturally sensitive and competent, one can predict many conflicts and unfavorable or destructive client outcome. It can also lead to many nursing students being frustrated and dissatisfied with their educational preparation and then their clinical practices.  The fourth reason beyond this shifting is a current urgent need in nursing is the recruitment of graduate-prepared Transcultural nursing faculty in schools of nursing world wide. Transcultural nurse continue to be in high demand world wide.

7. Leiningers teacher- learner conceptual modes and Principles  Faculty and students are co participants in the learning process to discover Transcultural nursing phenomenon. While faculty members assume the major responsibility of facilitating Transcultural learning and guiding students using specific observations and reflections, the students remain active learners in the process.  students and faculty bring their cultural or personal heritage and experience to the teaching learning context and process, including their values, beliefs, and life ways.

8.  Nursing students study enculturation and socialization aspects of clients, as well as the culture of nursing and other health professions, to understand cultures and health professions in relation to care and treatment.  Student learning is most effective when students become active participants who are willing to become immersed in cultures and open to reflective mentor guidance.

9.  Transcultural nursing theories are essential to guide a students thinking in discovering what one sees, hears, and is told along with other experiences with clients. It is essential to arrive at cultural-specific care validated knowledge.  The use of holding knowledge to study a culture is essential to prevent cultural ignorance and to pick up clues from cultural informants. Building on past similar or diverse experiences helps the learner gain confidence.

10.  Discovering culture care differences and similarities among clients, students, faculty, and others is an ongoing discovery process for growth in Transcultural nursing.

11. Current and critical issues and problems facing Transcultural nursing education  The slow and hesitant shift of educational programs to global Transcultural nursing versus the great imperative for Transcultural nursing today and in the future.  The critical need for many undergraduate and graduate nurses to care for clients of diverse cultures and the need for courses and faculty in Transcultural nursing schools.

12.  The lack of teaching and research monies to establish Transcultural nursing educational and research programs with qualified faculty prepared to do research in Transcultural nursing.  The lack of knowledge and appreciation by faculty and students for human care as the central domain of Transcultural nursing and of all aspects of nursing education and practices.

13.  The employment of faculty who are unprepared to teach Transcultural nursing and mentor students in Transcultural nursing remains of great concern because of the false assumptions that a) anyone can teach Transcultural nursing b) if a nurse is of a culture, then he or she is very knowledgeable about and qualified to teach about that culture, and c) the use of the "common sense" approach is the best teacher of Transcultural nursing.  Working with nursing faculty and administrators who have strong cultural biases and racist attitudes and who are afraid to work or teach about cultures.

14.  The lack of knowledge of the importance and therapeutic benefits of generic (folk) care practices of clients and their relationship to professional nursing or medical knowledge.  The tendency to support mainly quantitative paradigmatic research studies in schools of nursing rather than supporting qualitative research that have been invaluable to discover complex Transcultural

15.  Failure to use available Transcultural nursing theory-based research knowledge and publications to improve care to diverse cultures worldwide.  Overuse and dependency on tape recordings with cultural informants or clients for teaching and research purposes rather than using direct- talk experiences, field journal data, naturalistic modes of inquiry, and appropriate qualitative discovery methods.

16.  The use of nursing diagnosis and misdiagnosis of cultural and health expressions with NANDA and other classification schemes because of cultural ignorance of faculty.  Publishing books and articles under the title of Transcultural nursing with inaccurate knowledge of Transcultural care practice.

17.  World wide membership in Transcultural nursing society (establish in the early 1970s ) to shift all of nursing education, research, and practice into Transcultural nursing by the year 2015 or earlier for client health protection and benefits.  Establishing and maintaining certification and recertification standards and practices on a global basis to protect clients and nurses of diverse cultures and vulnerable populations (the poor and opposed).

18. The future of Transcultural nursing  Prepare more nurses administrators worldwide in education and service to know, value, and facilitate Transcultural nursing.  Move soon to establish courses, programs, centers, and institutes in Transcultural nursing and with multidisciplinary colleagues to meet the critical and growing world wide needs and demands.  Actively promote and educate the public through diverse media about the nature, scope, and benefits of Transcultural nursing in people care.

19.  Establish Transcultural nursing and health standards and policies for quality congruent and competent nursing and health care services worldwide.  Obtain funds from various sources to support many more Transcultural nursing educational programs and research and more models for Transcultural health care.  Use and build on Transcultural nursing knowledge that is already available to nurses in providing culturally competent, safe, and meaningful care for diverse cultures

20.  Develop a number of sound Transcultural nursing and cooperative research projects worldwide related to advance Transcultural nursing globally.  Develop theoretical models, research strategies, and ways to obtain consumers (emic) and professional (etic) data.

21.  identify comparative universals (or communalities) and the diversities related to cultural congruent care and use this knowledge for a growing body of Transcultural nursing and health care discipline practices.