Andrews/Boyle Transcultural Nursing Assessment Guide

 A cultural nursing assessment is a systematic way to identify the beliefs, values, meanings, and behaviors of people
while considering their history, life experiences, and social and physical environments. In a brief cultural
assessment, you should ask about ethnic background, religious preference, family patterns, food preferences, eating
patterns, and health practices.
 The brief cultural assessment helps determine the need for an in-depth cultural assessment, which can be conducted
over the course of the nurse-patient relationship, as trust builds.
 Purpose: To contribute to the development of theoretically based transcultural nursing and the advancement of
transcultural nursing practice.
 Goal: To include the delivery of culturally competent care to individuals, families, groups, communities, and
institutions.
 Objectives:
 To apply a transcultural nursing framework to guide nursing practice in diverse health care settings across
the life span;
 To analyze major concerns and issues encountered by nurses in providing transcultural nursing care to
individuals, families, groups, communities, and institutions;
 To expand the theoretical basis for using concepts from the natural and behavioral sciences and from
humanities to provide culturally competent and culturally congruent nursing care.

 The intent of this model is to provide transcultural knowledge that can be useful in nursing care. The text actually
began in 1989 as a collegial effort by novice transcultural scholars to expand and apply transcultural knowledge to
practice or clinical problems.

 They believe that cultural knowledge is the basis of a cultural assessment and such data, when combined with the
nurse’s critical thinking ability will provide the knowledge on which to base transcultural nursing care. It has always
been their (Boyle and Andrews) belief that generalized theory or theories are the foundation needed to assess and
care for clients from virtually any and all cultural groups.

 Before the assessment

 know the key topics to address

 Know how to address them without offending the patient and family.
 Determine if you’ll need an interpreter, and identify a patient confidante who may help bridge the cultural
gap.
 Also, interview other providers who know the patient to obtain relevant information.
 Select a strategy for gathering data, such as a formal interview, an informal conversation, or observation.

 During the assessment

 Be aware of the environment
 Look around
 Assess verbal and nonverbal communications.

AUTHOR”S BIOGRAPHY
 Expertise Areas: Transcultural Topics
 Cultural competence in nursing and health care, especially in health
professions education
 Integration of TCN into nursing curricula
 Academic success for students from diverse backgrounds
 International nursing & health
 Religion, spirituality, and healing

Cultural Groups
 Traditionally underrepresented
U.S. cultural groups
 Urban low income groups
 Organizational cultures

Clinical Topics
 Pediatric nursing
 Diversity in the healthcare workforce
Margaret M. Andrews, PhD, RN, CTN-A,  Leadership and organizational cultural change
FAAN

Director and Professor of Nursing, School of Languages spoken, read/write

Health Professions and Studies, University of  English
Michigan-Flint  Studied French, Igbo, Arabic, and Hebrew
 Expertise Areas:

 Transcultural Topics, International Health, Women’s

Health, Transcultural Health Care, Cultural Theories and
Models

 Cultural Groups: Hispanic-Mexican, Guatemalan-Ladino

and Maya, Middle Eastern, African American, Native
American

 Clinical Topics: Public Health/Community Nursing,

Transcultural Nursing, International Health, Women’s
Health, Immigrant/Refugee Health, Research Methodology,
Qualitative methods, Ethnography, Discourse Analysis,
Joyceen Boyle Historical methods

 Country Specialist for Amnesty

Internationsl, USA
 Associate Dean of UA College of
Nursing (Retired)

Andrews/Boyle Transcultural Nursing Assessment Guide example

 Cultural Affiliations
 Values Orientation
 Cultural Sanctions and Restrictions
 Communication
 Health-Related Beliefs and Practices
 Nutrition
 Socioeconomic Considerations
 Organizations Providing Cultural Support
 Educational Background
 Religious Affiliation
 Cultural Aspects of Disease Incidence
 Biocultural Variations
 Developmental Considerations
Practical Use in Health Care Setting

 It can be utilized with individuals, families, groups, communities and institutions in diverse health systems It can be used
in different nursing fields of specialization
 It focuses on the nurses’ approach to care- cultural care
 It views man holistically-concern on different factors affecting man’s health
 It creates good interpersonal relationship skills
 Provides holistic, culture-specific assessment tool
 ADDITIONAL READING LANG PO ITU KUNG BABASAHIN NIYO HHAHAHAHA

 JOYCEEN BOYLE

Joyceen Boyle, RN, Ph.D., is a Country Specialist for Amnesty International, USA (AIUSA).  Dr. Boyle follows the human
rights situation in those countries quite closely through the Central America media and the information supplied by
nongovernmental organizations, as well as the U.S. media. 

Dr. Boyle earned a Ph.D. in Nursing from the University of Utah in 1982.  She focused on public health issues related to
community-based maternal and child health in “squatter” or marginal settlements in the Western Highlands of Guatemala,
completing nearly 3 years of field work during 1978-1981, a time of civil war and considerable violence. Over 200,000
Guatemalans were killed or forcibly disappeared from 1960-1996.  She saw the effects of the violence on the health of women
and children and the experiences they and their families had with death squads, security forces, government officials and the
various rebel or guerilla groups, and witnessed the effects of torture, disappearances, extra-judicial killings, trafficking for
sexual exploitation, and severe domestic violence and abuse.

 MARGARET ANDREWS
1. What Sparked my Interest in Transcultural Nursing

A native of the 'burbs of Cleveland’, I've lived in multicultural urban areas for most of my life. From a very young age
my parents taught me to respect people from all racial and ethnic backgrounds and to expect to find goodness in the
hearts of people from diverse backgrounds wherever I went in the U.S. or abroad. Shortly after completing my MSN
degree in pediatric nursing (pediatric nurse practitioner) at Case-Western Reserve University, I went to West Africa.
After working in a rural region of the Igbo-dominated East Central State of Nigeria as a pediatric nurse practitioner and
as a nurse educator at the adjacent school of nursing, I was suddenly Peter-principled into the position of acting director
of the nursing school when the person in charge unexpectedly became ill.

Prior to my arrival in Nigeria, the anthropologist Simon Ottenberg from the University of Washington lived in Afikpo,
the same village where I lived. Dr. Ottenberg studied the Igbo tribe and subsequently published The Masked Rituals of
Afikpo: The Context of an African Art, an illustrated volume describing the styles, usages, aesthetics, and cultural
contexts of this African society's masked rituals. When initiated male members of the village wear one of these masks,
they are believed to be spirits rather than people. I was mesmerized by the masked rituals used in dances, plays, parades,
games, and various ceremonies. I became determined to learn more about the cultural beliefs and practices of the Igbo,
especially those related to health and illness.

My three years in Nigeria were transformational, and upon returning to the U.S., I matriculated into the University
of Utah's PhD in Nursing program where I took courses in both the nursing educational administration and
transcultural nursing tracks. Under the mentorship of Dr. Joyceen Boyle, several anthropologists, psychologists, and
other outstanding faculty with whom I had the privilege of studying, I conducted my doctoral research on
international consultation by U.S. nurses.

In collaboration with Dr. Boyle and several of my doctoral classmates at the University of Utah, the book Transcultural
Concepts in Nursing Care had its genesis. Given that, collectively, the nursing faculty and students associated with the
TCN doctoral program had formal academic preparation and clinical practice experience in all of the major nursing
specialties, we decided to craft the first transcultural nursing textbook that mirrored a typical BSN curriculum, included a
developmental emphasis across the life span, and had a clinical focus. The first edition was published in 1986. The 7th
edition of the book is now being updated and revised and will be available in 2015.

2. Present/Future Directions

My present and future directions are focused on 1) the preparation of a culturally competent and diverse nursing
workforce that is educationally and clinically prepared to deliver quality, accessible, affordable, theoretically and
evidence-based care to people from diverse backgrounds around the world; and 2) contribute to the academic success of
nursing students from diverse and traditionally underrepresented populations.