This paper was written to assist health professionals who are or who are planning to undertake health education activities with people of a different culture. The focus is on the educative function of health promotion. A short summary of relevant learning theory is presented. Some obstacles (pitfalls) encountered in cross-cultural transfer of information, knowledge and skills are presented and the effects of this learning process on the learner and teacher are explored. Examples of possible conflict situations drawn from the author's experiences and research are presented. Variables which influence planning and implementation of health education in cross-cultural settings are examined. A cyclical model which identifies critical questions to be asked and decisions to be made in a four-phased process of assessment, planning, implementation and evaluation is described for the use of health educators in transcultural settings. The need for systematic cultural assessment prior to planning is stressed to ensure relevancy, acceptance and positive outcome of programmes. Cooperative efforts of health educators with existing systems and traditional teachers and involvement of clients during all phases of the decision making process are suggested.

The authors ask us to explore the topic of "qualitative confirmation" in relation to the processes and outcomes of qualitative research practice. The question that directs their inquiry is "how can we make a case that qualitative data or findings warrant the inferences about the topics we are studying?" We review the historical discussion of confirmation theory within the logic of

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Evaluation of nursing educational programmes has received increased attention since the early 1970s. Many evaluation models have been proposed; they are intended for evaluation of the total educational programme, but provide little evidence on the relevancy of the support courses to nursing practice. This paper describes one nursing school's experience in evaluation of a support course. The nature and sources of problems and difficulties encountered during the evaluation process are also discussed. The authors propose a framework for evaluation of support courses in a nursing curriculum. This framework is an application of the Glaser, Stufflebeam and Stake models of programme evaluation. It is designed to assist nurse educators to strive for sound curriculum decisions.