Transcultural Nursing Education and Certification

Transcultural Nursing is starting to gain its popularity, and many organizations including educational institutions focus on developing different programs to cultivate this trait among students and young professionals (Prosen, 2015).

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Thus, this concept implies being culturally competent and sensitive and providing appropriate services for every patient group (Prosen, 2015). Generally speaking, the central principles of Transcultural Nursing comply with the key nursing standards and enhance the quality of the provided care. Consequently, the primary goal of this journal is to understand my future in Transcultural Nursing, determine the ways to implement the Standards of Practice in this context, and discuss my desire to get the Certification in Transcultural Nursing (CTN-B). In the end, conclusions are drawn to summarize the main findings of the paper.

Implementing the Standards of Practice related to Transcultural Nursing

To establish a foundation for discussion, it will be necessary to understand the ways to apply the Standards in the selected context. It remains evident that all nurses have to use these standards as a guide since it assists them in becoming professionals, who prioritize patient-centered care and safety. Nonetheless, some researchers highlight the fact that nursing is “based on holistic approach” (Prosen, 2015, p. 150).

This matter implies that apart from the features indicated above, a nurse has to consider emotional well-being of patients and their cultural needs (Prosen, 2015, p. 150). In this case, I will implement this standard, as it seems like a core of the profession from the cultural perspective. In this instance, along with gaining specific knowledge about different nations and ethnicities, I would be interested in becoming more culturally sensitive and competent and encourage the development of these skills. In the recent future, I would consider it as a paramount element of my profession and consider a diversity of approaches to cater to the needs of the patients.

The Certification in Transcultural Nursing

In turn, some nurses consider getting CTN-B, as this document recognizes them as culturally sensitive and competent (Douglas et al., 2014). The preparation covers a diversity of procedures and educational topics such cultural leadership and ability to implement evidence-based practice to comply with evidence-based practice and the Standards of Practice (Douglas et al., 2014). Apart from that, having this certificate also proves that the specialist has the required knowledge and skills and can communicate effectively with patients with diverse cultural backgrounds. On the one hand, it seems that this certificate is unnecessary since the majority of the ideas is covered by the Standards of Practice. However, on the other side, it could be said that this certification has more advantages than drawbacks, and I would consider getting it since it might have a positive impact on my career development and level of professionalism.


Overall, it could be said that Transcultural Nursing plays a pivotal role in the modern healthcare, as it underlines a paramount importance of equality, tolerance, and cultural diversity. It entirely complies with the Standards of Practice and states that every professional has to develop associated skills not only to become more culturally competent but also improve the levels of patient safety and satisfaction. Based on these findings, it could be said that I am planning to get CTN-B since its advantages outweigh the drawbacks while not simply improving the knowledge base but also having a diversity of cultural skills recognized and respected.


Douglas, M., Rosenkoetter, M., Pacquiao, D., Callister, L., Hattar-Pollara, M., Lauderdale, J., … Purnell, L. (2014). Guidelines for implementing culturally competent nursing care. Journal of Transcultural Nursing, 1(1), 109-121.

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Prosen, M. (2015). Introducing transcultural nursing education: Implementation of transcultural nursing in the postgraduate nursing curriculum. Procedia – Social and Behavioral Sciences, 174(1), 149-155.

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