1. UNIT THREE THEORITICAL BASES FOR TRANSCULTURAL NURSING CARE CAMPINHA-BACOTE'S MODEL OF CULTURAL COMPETENCE DR MAHMOUD MUSLEH

2. INTRODUCTION  Campinha-Bacote’s framework of cultural competence is defined in the process of cultural competence in the delivery of the Health Care Services Model  In this model, cultural competence is viewed as a process, and not an endpoint, in which one continually strives to achieve the ability to effectively work within the context of an individual, family, or community from a diverse cultural-ethnic background

3. CONSTRUCTS OF CULTURAL COMPETENCE OF THE MODEL 1. Cultural awareness 2. Cultural knowledge 3. Cultural skills 4. Cultural encounters 5. Cultural desire  The five constructs have an interdependent relationship and all five constructs must be addressed

4. Cultural Awareness Is defined as the process of conducting self- examination of one’s own biases towards other cultures and the in-depth exploration of one’s cultural and professional background  Cultural awareness also involves being aware of the existence of documented racism in healthcare delivery

5. Cultural Knowledge Is defined as the process in which the healthcare professional seeks and obtains a sound information base regarding the worldviews of different cultural and ethnic groups as well as biological variations, diseases and health conditions and variations in drug metabolism found among ethnic groups (Bio- cultural ecology)

6. Cultural Skill Is the ability to conduct a cultural assessment to collect relevant cultural data regarding the client’s presenting problem as well as accurately conducting a culturally-based physical assessment.

7. Cultural Encounters Is the process which encourages the healthcare professional to directly engage in face-to-face cultural interactions and other types of encounters with clients from culturally diverse backgrounds in order to modify existing beliefs about a cultural group and to prevent possible stereotyping.

8. Cultural Desire Is the motivation of the healthcare professional to “want to” engage in the process of becoming culturally aware, culturally knowledgeable, culturally skilful and seeking cultural encounters and not the “have to.”  Cultural desire is the spiritual and essential construct of cultural competence that provides the energy source and foundation for one’s journey towards cultural competence

9.  Therefore, cultural competence can be depicted as a volcano, which symbolically represents that it is cultural desire that stimulates the process of cultural competence

10.  The Process of Cultural Competence in the Delivery of Health care Services Model is a model of cultural competence that defines cultural competence as: “The process in which the nurse continuously strives to achieve the ability and availability to effectively work within the cultural context of a client individual, family or community"

11.  The nurse may have recognized this incompetence by attending workshops on cultural diversity, reading articles or books on the topic, or having direct cross-cultural experiences with patients from culturally diverse backgrounds  These nurses possess "the ‘know that’ knowledge, but not the ‘know how’ knowledge“

12. APPLYING THE MODEL  This model is useful in caring for all people, because in reality we all belong to the same race THE HUMAN RACE, with all the same basic needs  However, it is important to remember that these needs may be expressed differently, and that "quality health care services" may mean something different for each patient

13.  Nurse educators can assist nursing students in acquiring cultural competence using the model created by Campinha-Bacote entitled "The Process of Cultural Competence in the Delivery of Healthcare Services: A Culturally Competent Model of Care".  The model contributes to the development of cultural competence in the nursing profession by providing a concrete guide that is useful for teaching and implementing cultural competence in nursing education and practice

14.  Literature has shown that this model was also utilized in the development of the transcultural nursing standards