“…Cross et al (1989) and Campinha-Bacote (1999) took a theoretical approach in which cultural competence is seen as a process or continuum. On the other hand, Leininger (1993a), and Davidhizar, Bechtel, and Giger (1998), among others, “offer a more methodological approach that focuses on the methods that a professional might use in order to become culturally competent and provide culturally competent care” (HRSA, 2001b, Section II, A). Using this grouping-by-approach method, 12 of the 18 models covered in this review can be classified as theoretical models, and the remaining six as methodological models, as summarized in Table 3 and Table 4, respectively.…”