3.1 Case Study—Several Different Styles Vanessa Mills was recently hired to work at a branch of Lakeshore Bank as a personal banker. The branch is very busy and has a large staff, including three on-site managers. As a new employee, Vanessa is trying to figure out how to succeed as a personal banker while meeting the expectations of her three very different managers. Vanessa is paid a salary, but also receives a commission for activities including opening new accounts and selling new services to customers such as credit cards, lines of credit, loans, and stock accounts. Personal bankers are expected to open a certain number of accounts each month and build relationships with customers by exploring their various banking needs and offering services to meet those needs. Marion Woods is one of the managers at Vanessa’s branch. She has worked for Lakeshore Bank for 10 years and prides herself on the success of the branch. Marion openly talks about employees’ progress in terms of the number of accounts opened or relationships established, and then commends or scolds people depending on their productivity. Marion stresses to Vanessa the importance of following procedures and using the scripts that Marion provides to successfully convince customers to open new accounts or accept new services with the bank. As a new banker, Vanessa has not opened many accounts and feels very uncertain about her competence. She is intimidated by Marion, believing that this manager is continually watching and evaluating her. Several times Marion has publically criticized Vanessa, commenting on her shortcomings as a personal banker. Vanessa tries hard to get her sales numbers up so she can keep Marion off her back. Bruce Dexter, another manager at Vanessa’s branch, has been with Lakeshore Bank for 14 years. Bruce started out as a teller and worked his way up to branch manager. As a manager, Bruce is responsible for holding the bank staff’s Monday morning meetings. At these staff meetings, Bruce relays the current numbers for new accounts as well as the target number for new accounts. He also lists the number of new relationships the personal bankers have established. After the meetings, Bruce retreats back into his office where he sits hidden behind his computer monitor. He rarely interacts with others. Vanessa likes when Bruce retreats into his office because she does not have to worry about having her performance scrutinized. However, sometimes when Vanessa is trying to help customers with a problem that falls outside of her banking knowledge, she is stressed because Bruce does not provide her with any managerial support. The third manager at the branch is Heather Atwood. Heather just started at Lakeshore Bank within the last year, but worked for nine years at another bank. Vanessa finds Heather to be very helpful. She often pops in when Vanessa is with a customer to introduce herself and make sure everything is going well. Heather also allows Vanessa to listen in when she calls disgruntled customers or customers with complicated requests, so Vanessa can learn how to manage these types of interactions. Heather trusts her staff and enjoys seeing them grow, encouraging them by organizing games to see who can open the most accounts and offering helpful feedback when customer interactions do not go as planned. Vanessa is grateful for the advice and support she receives from Heather, and looks up to her because she is competent and kind. Vanessa is coming up on her three-month review and is very nervous that she might get fired based on her low sales record and the negative feedback she has received from Bruce and Marion regarding her performance. Vanessa decides to talk to Heather about her upcoming review and what to expect. Heather assures Vanessa that she is doing fine and shows promise even if her numbers have not reached that of a seasoned banker. Still, Vanessa is concerned about Bruce and Marion. She has hardly had more than two conversations with Bruce and feels intimidated by Marion who, she perceives, manages by running around barking numbers at people. 

Questions 

Based on the assumptions of Theory X and Theory Y, how would you describe each manager’s philosophy and style of leadership? In what way do the managers’ attitudes about Vanessa affect their leadership? 

In this type of customer service setting, which leadership style would be most effective for the bank to meet its goals? 

From the bank’s perspective, which (if any) manager exhibits the most appropriate leadership? 

Discuss. What advice would you give to each of the managers to enhance his or her leadership skills within the bank? 

What do you think Vanessa can do to prepare herself for her three-month review?

3.2 Case Study—Leading the Robotics Team Anders Dahlgren is the mentor for a high school robotics team that has spent the past three months designing, building, and programming a robot for competition. The team is composed of 14 boys and one girl, and the students range from freshmen to seniors. With the first competition in three weeks, Anders needs to designate a team captain so the team can get used to working under a new leader. During the competition, the team captain is often called on to make crucial team decisions. The robotics team is divided into groups: Mechanical, whose members design and build the robot, and Programming, whose members develop the computer code that tells the robot how to complete its tasks. During competition, the team captain will have to work with both groups to tweak the robot’s design and programming on the fly to improve the robot’s performance. It can be a high-pressure job for any teenager, and with emotions and stress levels of other team members running on high, the captain will not only need an understanding of both the mechanical and programming aspects, but must also be able to keep 14 other personalities and egos working toward a common goal. There are three members of the robotics team that Anders is considering for captain: • Pria is a junior and the only girl on the team. This is her second year on the team, and she is in the Programming group. Anders describes her as being very serious and a whiz at coding, and she has offered some great design ideas. Pria is very organized—after the team’s first meeting of the year, she developed a schedule with tasks and deadlines and wrote it on the large whiteboard in the workshop so team members could follow it. Pria doesn’t have a lot of patience with teenage boy shenanigans and will admonish her group members to “focus, please” whenever she thinks they’ve gotten off task, such as when they start talking about YouTube videos or music. Pria is very rule-bound and will point out when team members try to cut corners or haven’t adequately followed instructions or the schedule. Anders has noticed that when the other programming group members have a problem or obstacle, they defer to Pria for a solution. He suspects it’s partly because they respect her opinion and partly because they know she’ll tell them how to fix it regardless. Once, though, when Pria was home sick, Anders overheard several of the boys from both groups call Pria “bossy” and say she “stressed them out” with her deadlines and rigidity. • Justin, a senior, is also in his second year on the team. An upbeat, congenial kid, Justin is a member of the Mechanical group. He isn’t much for planning, however; he has a tendency to pick up a power tool and use it before he has actually thought out what he is going to do with it. The other Mechanical group members call him “MacGyver” because he is great working with his hands and often comes up with fixes to mechanical problems by just fiddling around with different pieces and parts for an hour or so. The group members are also pretty forgiving when Justin makes a mistake because his sense of humor keeps them all laughing and he always finds a way to fix it. Anders notices that the Mechanical group is the most creative when Justin is at the helm, but that work sessions can devolve into chaos pretty quickly if Anders doesn’t step in and set parameters and establish goals. • Jerome, also a member of the Mechanical group, is quiet, respectful, and polite. He is a senior and has been on the robotics team since his freshman year. He is a veteran of robotics competitions, and what he has learned over the years has informed a lot of the team’s efforts this year. He is most happy working on the computer-aided designs for the robot and helping those building it to understand and follow the plans and schematics. When group members question elements of his design, however, he will ask, “How do you think we should do it?” He listens to their ideas, and if the other group members agree, they will implement an idea even when Jerome personally doesn’t think it’ll work. Jerome’s method of allowing for trial and error often slows down progress; when the group realizes an idea won’t work, the team members will have to take apart what was built and start over. Anders asked Jerome why he isn’t more assertive in defending his plans, and Jerome answered, “That’s just not my style. How do I know I have all the right answers? We are all supposed to be learning, right? And if I insist they do it my way all the time, how will we learn anything?” 

Questions 

How would you describe the individual leadership styles of Pria, Justin, and Jerome? 

Based on the assumptions of Theory X and Theory Y, how would you describe Pria, Justin, and Jerome’s individual philosophies of leadership? 

The robotics team will be asked to compete in a situation that sounds like it will be intense and stressful. Do you think a democratic leader would be as effective as an authoritarian leader in this situation?

 

(40 points) you will choose, and review ONE case study provided. You will be responsible for reviewing the case and assigning multi-axial diagnoses. You will also be responsible for providing a rationale for the diagnoses, as well as a discussion of rule outs, differential diagnoses, and prognosis. This assignment should be 2-3 pages in length (typed, double-spaced, one-inch margins in APA format)

Case Summary #1

Robin Henderson is a 30-year-old married Caucasian woman with no children who lives in a middle-class urban area with her husband. Robin was referred to a clinical psychologist by her psychiatrist. The psychiatrist has been treating Robin for more than 18 months with primarily anti-depressant medication. During this time, Robin has been hospitalized at least 10 times (one hospitalization lasted 6 months) for treatment of suicidal ideation (and one near lethal attempt) and numerous instances of suicidal gestures, including at least 10 instances of drinking Clorox bleach and self-inflicting multiple cuts and burns. Robin was accompanied by her husband to the first meeting with the clinical psychologist. Her husband stated that both he and the patient’s family considered Robin “too dangerous” to be outside a hospital setting. Consequently, he and her family were seriously discussing the possibility of long-term inpatient care. However, Robin expressed a strong preference for outpatient treatment, although no therapist had agreed to accept Robin as an outpatient client. The clinical psychologist agreed to accept Robin into therapy, if she was committed to working toward behavioral change and stay in treatment for at least 1 year. This agreement also included Robin contracting for safety- agreeing she would not attempt suicide.

Clinical History Robin was raised as an only child. Both her father (who worked as a salesman) and her mother had a history of alcohol abuse and depression. Robin disclosed in therapy that she had experienced severe physical abuse by her mother throughout childhood. When Robin was 5, her father began sexually abusing her. Although the sexual abuse had been non-violent for the first several years, her father’s sexual advances became physically abusive when Robin was about 12 years old. This abuse continued through Robin’s first years of high school. Beginning at age 14, Robin began having difficulties with alcohol abuse and bulimia nervosa. In fact, Robin met her husband at an A.A (Alcoholics Anonymous) meeting while she was attending college. Robin continued to display binge-drinking behavior at an intermittent frequency and often engaged in restricted food intake with consequent eating binges. Despite these behaviors, Robin was able to function well in work and school settings, until the age of 27.

She had earned her college degree and completed 2 years of medical school. However, during her second year of medical school, a classmate that Robin barely knew committed suicide. Robin reported that when she heard of the suicide, she decided to kill herself as well. Robin displayed very little insight as to why the situation had provoked her inclination to kill herself. Within weeks, Robin dropped out of medical school and became severely depressed and actively suicidal. A certain chain of events seemed to precede Robin’s suicidal behavior. This chain began with an interpersonal encounter, usually with her husband, which caused Robin to feel threatened, criticized or unloved (usually with no clear or objective basis for this perception. These feelings were followed by urges to either self-mutilate or kill herself. Robin’s decision to self-mutilate or attempt suicide were often done out of spite- accompanied by the thought, “I’ll show you.” Robin’s self-injurious behaviors appeared to be attention-seeking. Once Robin burned her leg very deeply and filled the area with dirt to convince the doctor that she needed medical attention- she required reconstructive surgery. Although she had been able to function competently in school and at work, Robin’s interpersonal behavior was erratic and unstable; she would quickly and without reason, fluctuate from one extreme to the other. Robin’s behavior was very inconsistent- she would behave appropriately at times, well-mannered and reasonable and at other times she seemed irrational and enraged, often verbally berating her friends. Afterwards she would become worried that she had permanently alienated them. Robin would frantically do something kind for her friends to bring them emotionally closer to her. When friends or family tried to distance themselves from her, Robin would threaten suicide to keep them from leaving her. During treatment, Robin’s husband reported that he could not take her suicidal and erratic behavior any longer. Robin’s husband filed for divorce shortly after her treatment began. Robin began binge drinking and taking illegal pain medication. Robin reported suicidal ideation and feeling of worthlessness. Robin displayed signs of improvement during therapy, but this ended in her 14 months of treatment when she committed suicide by consuming an overdose of prescription medication and alcohol.

Case Summary #2

 At the time of his admission to the psychiatric hospital, Carl Landau was a 19-year-old single African American male. Carl was a college freshman majoring in philosophy who had withdrawn from school because of his incapacitating symptoms and behaviors. He had an 8-year history of emotional and behavioral problems that had become increasingly severe, including excessive washing and showering; ceremonial rituals for dressing and studying; compulsive placement of any objects he handled; grotesque hissing, coughing, and head tossing while eating; and shuffling and wiping his feet while walking.

These behaviors interfered with every aspect of his daily functioning. Carl had steadily deteriorated over the past 2 years. He had isolated himself from his friends and family, refused meals, and neglected his personal appearance. His hair was very long, as he had refused to have it cut in 5 years. He had never shaved or trimmed his beard. When Carl walked, he shuffled and took small steps on his toes while continually looking back, checking and rechecking. On occasion, he would run in place. Carl had withdrawn his left arm completely from his shirt sleeve, as if it was injured and his shirt was a sling.

Seven weeks prior to his admission to the hospital, Carl’s behaviors had become so time-consuming and debilitating that he refused to engage in any personal hygiene for fear that grooming, and cleaning would interfere with his studying. Although Carl had previously showered almost continuously, at this time he did not shower at all. He stopped washing his hair, brushing his teeth and changing his clothes. He left his bedroom infrequently, and he had begun defecating on paper towels and urinating in paper cups while in his bedroom, he would store the waste in the corner of his closet. His eating habits degenerated from eating with the family, to eating in the adjacent room, to eating in his room. In the 2 months prior to his admission, Carl had lost 20 pounds and would only eat late at night, when others were asleep. He felt eating was “barbaric” and his eating rituals consisted of hissing noises, coughs and hacks, and severe head tossing. His food intake had been narrowed to peanut butter, or a combination of ice cream, sugar, cocoa and mayonnaise. Carl did not eat several foods (e.g., cola, beef, and butter) because he felt they contained diseases and germs that were poisonous. In addition, he was preoccupied with the placement of objects. Excessive time was spent ensuring that wastebaskets and curtains were in the proper places. These preoccupations had progressed to tilting of wastebaskets and twisting of curtains, which Carl periodically checked throughout the day. These behaviors were associated with distressing thoughts that he could not get out of his mind, unless he engaged in these actions. Carl reported that some of his rituals while eating was attempts to reduce the probability of being contaminated or poisoned. For example, the loud hissing sounds and coughing before he out the food in his mouth were part of his attempts to exhale all of the air from his system, thereby allowing the food that he swallowed to enter an air-free and sterile environment (his stomach) Carl realized that this was not rational, but was strongly driven by the idea of reducing any chance of contamination. This belief also motivated Carl to stop showering and using the bathroom. Carl feared that he may nick himself while shaving, which would allow contaminants (that might kill him) to enter his body. The placements of objects in a certain way (waste basket, curtains, shirt sleeve) were all methods to protect him and his family from some future catastrophe such as contracting AIDS. The more Carl tried to dismiss these thoughts or resist engaging in a problem behavior, the more distressing his thoughts became.

 Clinical History

 Carl was raised in a very caring family consisting of himself, a younger brother, his mother, and his father who was a minister at a local church. Carl was quiet and withdrawn and only had a few friends. Nevertheless, he did very well in school and was functioning reasonably well until the seventh grade, when he became the object of jokes and ridicule by a group of students in his class. Under their constant harassment, Carl began experiencing emotional distress, and many of his problem behaviors emerged. Although he performed very well academically throughout high school, Carl began to deteriorate to the point that he often missed school and went from having few friends to no friends. Increasingly, Carl started withdrawing to his bedroom to engage in problem behaviors described previously. This marked deterioration in Carl’s behavior prompted his parents to bring him into treatment.

Case Summary #3

Mr. Ben Simpson is a single, unemployed, 44-year-old Caucasian man brought to the emergency room by the police for striking an elderly woman in his apartment building. His chief complaint is, “That damn bitch. She and the rest of them deserved more than that for what they put me through.” The patient has been continuously ill since age 22. During his first year of law school, he gradually became more and more convinced that his classmates were making fun of him. He noticed that they would snort and sneeze whenever he entered the classroom. When a girl he was dating broke off the relationship with him, he believed that she had been “replaced” by a look-alike. He called the police and asked for their help to solve the “kidnapping.” His academic performance in school declined dramatically, and he was asked to leave and seek psychiatric care.

Mr. Simpson got a job as an investment counselor at a bank, which he held for 7 months. However, he was receiving an increasing number of distracting “signals” from co-workers, and he became more and more suspicious and withdrawn. It was at this time that he first reported hearing voices. He was eventually fired and soon thereafter was hospitalized for the first time, at age 24. He has not worked since

Mr. Simpson has been hospitalized 12 times, the longest stay being 8 months. However, in the last 5 years he has been hospitalized only once, for 3 weeks. During the hospitalizations he has received various antipsychotic drugs. Although outpatient medication has been prescribed, he usually stops taking it shortly after leaving the hospital. Aside from twice-yearly lunch meetings with his uncle and his contacts with mental health workers, he is totally isolated socially. He lives on his own and manages his own financial affairs, including a modest inheritance. He reads the Wall Street Journal daily. He cooks and cleans for himself.

Mr. Simpson maintains that his apartment is the center of a large communication system that involves all the major television networks, his neighbors, and apparently hundreds of “actors” in his neighborhood. There are secret cameras in his apartment that carefully monitor all his activities. When he is watching television, many of his minor actions (e.g., going to the bathroom) are soon directly commented on by the announcer. Whenever he goes outside, the “actors” have all been warned to keep him under surveillance. Everyone on the street watches him. His neighbors operate two different “machines”; one is responsible for all his voices, except the “joker.” He is not certain who controls this voice, which “visits” him only occasionally and is very funny. The other voices, which he hears many times each day, are generated by this machine, which he sometimes thinks is directly run by the neighbor whom he attacked. For example, when he is going over his investments, these “harassing” voices constantly tell him which stocks to buy. The other machine he calls “the dream machine.” This machine puts erotic dreams into his head, usually of “black women.”

Mr. Simpson described other unusual experiences. For example, he recently went to a shoe

store 30 miles from his house in the hope of buying some shoes that wouldn’t be “altered.”

However, he soon found out that, like the rest of the shoes he buys, special nails had been

put into the bottom of the shoes to annoy him. He was amazed that his decision concerning

which shoe store to go to must have been known to his “harassers” before he himself knew

it, so that they had time to get the altered shoes made up especially for him. He realizes that

great effort and “millions of dollars” are involved in keeping him under surveillance. He

sometimes thinks this is all part of a large experiment to discover the secret of his “superior

intelligence.”

At the interview, Mr. Simpson is well groomed, and his speech is coherent, and goal directed. His affect is, at most, only mildly blunted. He was initially very angry at being brought in by the police. After several weeks of treatment with an antipsychotic drug that failed to control his psychotic symptoms, he was transferred to a long-term care facility with a plan to arrange a structured living situation for him.

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Week 2 Discussion

• Choose two concepts in the theory you choose last week and describe:
  • How are the concepts defined in general (from other references)? 
  • How does the theorist define each of the concepts you have chosen?
  • How do those concepts apply to your clinical practice? Give concrete examples. To support your work, use the textbooks from your course and also use the South University Online Library, citing your sources in your work and providing references for the citations in APA format.

Remember to list two concepts – and remember that theories are derived from conceptual models and are comprised of concepts and propositions. The only concepts that are common to all nursing theories, in some shape or form, are patient, nurse, health, and environment – which we discussed last week.

This week, select two concepts that are unique to your selected theory from last week – but they CANNOT be one of the four metaparadigm concepts – person, nurse, health or environment.

This is weeks one discussion please use this as a reference like stated above 

Part One

The four meta paradigms of nursing are patient, health, nursing and environment. The metaparadigm of patient focuses on the recipient of care. It looks at the patient’s culture, spirituality, friends, family, and socioeconomic status. The premise of this metaparadigm is a patient is empowered to manage their health through positive connections (Branch et al., 2016). The second metaparadigm of health relates to the quality and patient wellness. Also, it includes patient’s access to health care. The third metaparadigm of environment refers to the internal and external factors relating with a patient. This includes a patient’s surroundings and interactions with visitors. The last metaparadigm of nursing component which relates to how nurses use their knowledge to provide care (Branch et al., 2016). It is important for nurses to apply these meta paradigms in their nursing practice to address patient care.

Part two

The theory applicable to my practice is the Theory of Human Caring disseminated by Jean Watson, a theorist in nursing. Watson advocates for developing specific theories to patient care (Nikfarid et al., 2018). Further, she interprets the nursing metaparadigm patient by promoting practice that satisfy human needs through human care. Watson believes it is important to honor the needs of a patient regardless of their beliefs or customs. Watson supports that individual patient needs should be valued and understood. Also, Watson interprets health as much more than curing an illness (Nikfarid et al., 2018). Watson believes that curing is a physiological response and nurses should use a holistic approach with patients.

This theory is appropriate in my area of clinical practice because I believe in satisfying human needs of every patient. I believe in addressing each individual needs and spending quality time with patients to provide a caring environment. Further, healing is a process that involves a lot of factors that the Watson theory discusses. Even though the theory has faced some criticism, I find it appropriate in my areas of clinical practice.

Reference

Branch, C., Deak, H., Hiner, C., & Holzwart, T. (2016). Four Nursing Metaparadigms. IU South Bend Undergraduate Research Journal, 16, 123-132.

Nikfarid, L., Hekmat, N., Vedad, A., & Rajabi, A. (2018). The main nursing metaparadigm concepts in human caring theory and Persian mysticism: a comparative study. Journal of medical ethics and history of medicine, 11

Purpose

The purpose of this activity is to deepen learning through reflective inquiry. It will allow for expansion in self-awareness, identification of knowledge gaps, and assessment of learning goals.

Course outcomes: This assessment enables the student to meet the following course outcomes.

·  Compare and contrast differences and similarities of qualitative, quantitative, and mixed method designs.

·  Analyze qualitative and quantitative data for the purposes of critical appraisal of evidence.

·  Appraise systematic reviews for translation science.

·  Differentiate selected statistical methods for the purposes of translation science. 

·  Evaluate selected statistical methods for the purposes of critical appraisal of evidence. 

·  Synthesize literature relevant to practice problems.

·  Formulate PICOT/PICoT questions relevant to advanced nursing practice. 

Preparing the Assessment

Follow these guidelines when completing this assignment. 

1.  Write a brief 1–2 paragraph weekly reflection addressing the questions posed in the Reflect section of each week. Edit your Reflection to include each weekly reflection.

2.  Include the following sections in your Reflection.

1.  Week 1

§  Provide one specific example of how you achieved the weekly objectives.

§  What did you learn about your capacity to read and appraise original qualitative research? What changed, if anything, following the week’s activities?

§  How will this skill improve your effectiveness as a practice scholar?

2.  Week 2

§  Provide one specific example of how you achieved the weekly objectives.

§  What did you learn about your capacity to read and appraise original quantitative research? What changed, if anything, following the week’s activities?

§  How will this skill improve your effectiveness as a practice scholar?

3.  Week 3

§  Provide one specific example of how you achieved the weekly objectives.

§  What did you learn about your capacity to read and appraise summaries of research evidence? What changed, if anything, following the week’s activities?

§  How will this skill improve your effectiveness as a practice scholar?

4.  Week 4

§  Provide one specific example of how you achieved the weekly objectives.

§  How has the course information influenced your understanding of descriptive statistics?

§  How can you bring this information of statistical analysis to practice?

5.  Week 5

§  Provide one specific example of how you achieved the weekly objectives.

§  In what ways did course information influence your understanding of parametric statistics?

§  What goals will you set in accordance with what you have learned this week?

6.  Week 6

§  Provide one specific example of how you achieved the weekly objectives.

§  What was the most rewarding learning experience you had this week?

§  How could you amplify the effectiveness of your skill in evidence synthesis and translation science?

7.  Week 7

§  Provide one specific example of how you achieved the weekly objectives.

§  How has course information changed your ways of knowing?

§  How does the knowledge gained advance your professional formation as a practice scholar?

8.  Writing Organization and Mechanics

§  Grammar and mechanics are free of errors.

Requirements 

1. Addresses all aspects of the weekly reflection 

2. Assesses own learning 

3. Assesses value of the learning experience

I ATTACHED EVERY WEEK DISCUSSION BOARD FOLLOWING THE GUIDE FOR THIS ASSIGNMENT AND THE ATTACHED, YOU CAN COMPLETE EVERY WEEK. REMEMBER IS 1 TO 2 PARAGRAPHS FOR EACH WEEK AND USE AT LEAST 5 SOURCES NO LATER THAN 5 YEARS AS WELL AS APA FORMAT 7 ED. IN ADDITION, COULD YOU COMPLETE EACH WEEK SEPARATED FOR EXAMPLE:

WEEK 1

WEEK 2

ETC.

Write 1-2 paragraphs reflecting on caring and culture in the NP role. Then save the reflection as a Word Document for submission later in the course. In week 8, you will submit all reflections as a single document.

This reflection is worth 5 points and the final reflection document in week 8 is worth 15 points.

You will need to post your reflection here before you are able to see other students’ posts.

Provide one specific example of how you achieved the weekly objectives. What personal values, if any, were challenged this week?

What values can you reaffirm or want to reconsider after this learning?

Butts, B. J. & Rich, L. K. (2018). Philosophies and theories for advanced nursing practice (3rd ed.).  Jones & Bartlett Learning. Chapters 22, 23 

Recommended:

McCormack, B., & McCance, T. (2017). Person-centred practice in nursing and health care (Links to an external site.). Theory and practice (2nd ed.). Wiley Blackwell. 

Purnell, L. (2005). The Purnell model for cultural competence (Links to an external site.).  The Journal of Multicultural Nursing & Health, 11(2), 7-15. https://doi.org/10.1177/10459602013003006.