Expanding conceptualizations of culturally competent care

Aim. The aim of the study was to gain an understanding of cultural competen ce from the perspectives of non-mainstream nurse educators, specifically th ose of Latin heritage. Background/Rationale. Although the theoretical Concepts of 'cultural divers ity' and I culturally competent care' have been supported and promoted by t he largest professional nursing organizations, the practical application of these concepts has often created difficulties for nurse researchers, educa tors, and clinicians. The lack of progress in teaching and evaluating Cultu ral competence suggested the need to I center the margins' and explore Cult ural competence from the margins of one particular non-mainstream nursing g roup, Latina nurse educators. Design/Methods. A grounded theory research design was employed. A group of 10 doctoral, prepared, self-identified, Latina nurse educators participated in face-to-face audiotaped interviews. Data collection, analysis, and theo retical sampling decisions occurred concurrently, strengthening theory gene ration. Institutional review board approval was received for all steps of t he study. The major limitation of the study was the omission Of Student voi ces. Results/Findings. The analysis Suggests that the Latina participants shared the common purpose of teaching students how to think about difference. The teaching practices of this group of Latina educators was based oil a belie f that 'difference' is not solely about Specific Cultural groups. For examp le, content about 'Hmongs' or 'Latinos'. Rather, Latina faculty focused oil teaching students how to directly connect with anyone perceived as differe nt from oneself. Conclusions: Latina faculty did not distinguish between competent care and culturally competent care; for them, competence necessarily includes cultur al competence. They conceptualize the provision of competent care to all pe rsons who are perceived as different, rather than focusing only on those wh o are perceived as 'culturally' different. These conceptualizations have th e potential to shed new light on how nurses and nurse educators think about , develop, and integrate Cultural competence into nursing education, practi ce, and research.