Purnell Model For Cultural Competence

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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
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Family Roles and Organization includes concepts related to the head of the household, gender roles (a product of biology and culture), family goals and priorities, developmental tasks of children and adolescents, roles of the aged and extended family, individual and family social status in the community, and acceptance of alternative lifestyles such as single parenting, nontraditional sexual orientations, childless marriages, and divorce.
Workforce Issues includes concepts related to autonomy, acculturation, assimilation, gender roles, ethnic communication styles, and healthcare practices of the country of origin.
Biocultural Ecology includes physical, biological, and physiological variations among ethnic and racial groups such as skin color (the most evident) and physical differences in body habitus; genetic, hereditary, endemic, and topographical diseases; and the physiological differences that affect the way drugs are metabolized by the body.
High-risk Health Behaviors includes substance use and misuse of tobacco, alcohol, and recreational drugs; lack of physical activity; increased calorie consumption; nonuse of
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