Purnell Model For Cultural Competence
Purnell Model for Cultural Competence
The Purnell Model for Cultural Competence originated out of education and practice. In 1989, when he took nursing students to a community hospital that was not accustomed to having students. Soon after the clinical experience began, it was obvious that the students and staff need additional knowledge concerning culture. The students primarily came from middle and upper middle class white families which most of the patients and staff came from lower socioeconomic backgrounds or with their heritage from Appalachia.
Eventually, over the next few years the organizing framework was expanded into a Model and holographic and complexity and theory. Holographic theory simply means that it is not confined to one discipline but rather has applicability across health-related disciplines. In complexity theory there is usually an accompanying organizing framework to simplify it. Complexity theory, similar to chaos theory, is characterized by large numbers of similar but independent domains, continuous change in the phenomena of interest leading to adaptation to the environment to ensure survival, and self-organization over time. The system never reaches equilibrium because societal events necessitate change in beliefs and values, such is the case with culture.
The model has been used in practice as a guide for assessment; in education as a guide to incorporate culture into baccalaureate, master’s, and doctoral programs; in research; and in administration. The Model has also been used by nursing, physical therapy, medicine, noetic science, and occupational therapy and has been translated into Arabic, Flemish, Italian, Korean, Portuguese, Spanish, Swedish, and Turkish testifying to its use on a worldwide basis.
Purnell has consulted and made presentations in cultural competence in nursing and health care in over 50 universities and healthcare organizations in Australia, Belize, Belgium, China, Colombia, Costa, Rica, Denmark, England,
The Purnell Model for Cultural Competence originated out of education and practice. In 1989, when he took nursing students to a community hospital that was not accustomed to having students. Soon after the clinical experience began, it was obvious that the students and staff need additional knowledge concerning culture. The students primarily came from middle and upper middle class white families which most of the patients and staff came from lower socioeconomic backgrounds or with their heritage from Appalachia.
Eventually, over the next few years the organizing framework was expanded into a Model and holographic and complexity and theory. Holographic theory simply means that it is not confined to one discipline but rather has applicability across health-related disciplines. In complexity theory there is usually an accompanying organizing framework to simplify it. Complexity theory, similar to chaos theory, is characterized by large numbers of similar but independent domains, continuous change in the phenomena of interest leading to adaptation to the environment to ensure survival, and self-organization over time. The system never reaches equilibrium because societal events necessitate change in beliefs and values, such is the case with culture.
The model has been used in practice as a guide for assessment; in education as a guide to incorporate culture into baccalaureate, master’s, and doctoral programs; in research; and in administration. The Model has also been used by nursing, physical therapy, medicine, noetic science, and occupational therapy and has been translated into Arabic, Flemish, Italian, Korean, Portuguese, Spanish, Swedish, and Turkish testifying to its use on a worldwide basis.
Purnell has consulted and made presentations in cultural competence in nursing and health care in over 50 universities and healthcare organizations in Australia, Belize, Belgium, China, Colombia, Costa, Rica, Denmark, England,