Campinha Bacote Model

Activity
Each group (please follow RLE groupings) shall present one transcultural nursing model for presentation.
Group 1: Theory of Culture Care Diversity and Universality (Leininger )
Group 2: Cultural Competency Model (Purnell)
Group 3: Health Traditions Model (R. Specter)
Group 4: Cultural Assessment Model (Campinha Bacote)
Group 5: Ethical decision making (Dula Pacquiao)
Guide questions for presentations:

a. What is the model?
It is a Cultural Assessment Model by Campinha Bacote. Campinha-Bacote (2002) defines cultural
competency as an “ongoing process in which the health care provider continuously strives to achieve the
ability to effectively work within the cultural context of the client [individual, family, community]”.
Campinha-Bacote’s Process of Cultural Competency and Model of Care (2002) builds on the assumption
that cultural competency is an ongoing process of being and becoming. Campinha-Bacote (2002) points
out that to be effective, this model “requires health care providers to see themselves as becoming
culturally competent rather than already being culturally competent”. This ongoing process means that
nurses are immersed in a continual process of education where there is no end point to learning about
cultural differences.
b. Who is the proponent? (Give a short biography of the author)

Dr. Josepha Campinha-Bacote. Campinha-Bacote is a noted authority on cultural competence. She asks
healthcare professionals to view cultural competence. Campinha–Bacote is a graduate of University of
Rhode Island (1974) and Texas Women’s University (1980). She earned her Ph.D. in 1986 from the
University of Virginia. Now a clinical specialist in adult psychiatric and mental health nursing, she has
been a member of the American Academy of Nurses since 1998. Dr. Josepha Campinha-Bacote is the
President and Founder of Transcultural C.A.R.E. Associates, a private consultation service which focuses on
clinical, administrative, research, and educational issues in transcultural health care and mental health.
She has worked with managed healthcare organizations, acute and long term medical centers, outpatient
healthcare organizations, academic institutions, community outreach centers, international organizations/
institutions, faith-based organizations and the federal government to enhance the level of cultural
competence among their employees and healthcare professionals.
c. What are its assumptions and explain briefly each.

Cultural humility is defined as a dynamic and lifelong process focusing on self-reflection and personal
critique (Tervalon and Murray-Garcia, 1998).
Cultural awareness is the process of conducting a 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 and other “isms” in healthcare delivery.
Cultural knowledge is defined as the process in which the healthcare professional seeks and obtains a
sound educational base about culturally diverse groups. In acquiring this knowledge, healthcare
professionals must focus on the integration of three specific issues: health-related beliefs practices and
cultural values; disease incidence and prevalence (Lavizzo-Mourey, 1996).
Cultural skill is the ability to collect culturally relevant data regarding the patient's presenting problem, as
well as accurately performing a culturally-based physical, spiritual, psychological, and medication
assessments in a culturally sensitive manner.
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. Cultural encounters is the pivotal construct of cultural competence that provides the energy
source and foundation for one’s journey towards cultural competence.
Cultural desire is the motivation of the healthcare professional to “want to” engage in the process of
becoming culturally aware, culturally knowledgeable, culturally skillful and seeking cultural encounters;
not the “have to.”
d. What are the critical points of the model? Discuss its usability in any health care setting.
Cultural competence isn't just about making stronger and smoother personal and professional
relationships. A lack of cultural competence can be dangerous to a patient's health. For example, a doctor
who is not culturally competent might fail to recognize religious restrictions of an Orthodox Jewish patient
and prescribe them a medication made with gelatin, which comes from pigs. Because this patient has
dietary restrictions to not eat pork, they may fail to fill their prescription and neglect to comply with their
medication regimen.

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Activity

Guide questions for presentations:

b. Who is the proponent? (Give a short biography of the author)

c. What are its assumptions and explain briefly each.

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