NURSING 3580 TRANSCULTURAL COMMUNICATION. Elaine Hummel, MSN, RN, APRN,BC, FNP Office Phone: (706)

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1 NURSING 3580 TRANSCULTURAL COMMUNICATION Elaine Hummel, MSN, RN, APRN,BC, FNP Office Phone: (706) Revised June 2012

2 Department of Nursing BSN Nursing Program Course Number: Nursing 3580 Course Title: Transcultural Communication in Nursing Placement: Nursing Elective Credit: 2 Semester Hours Prerequisite: None Textbook: Munoz, Cora, Luckman, J. (2005). Transcultural Communication in Nursing. 2 nd ed. Delmar Publishing. Course Description: A course designed to help students acquire the skills necessary to communicate effectively in today s multicultural society. Classroom activities will focus on improving the student s ability to recognize and overcome cultural biases, learning about different styles of communication, developing transcultural communication skills, and interacting with others in an ethical, caring manner (elective/hybrid) Course Outcomes: By the conclusion of this course the student will be able to: 1. Explore specific holistic and caring concepts for a variety of cultural/ethnic groups across the life span 2. Access and synthesize current resources to support a variety of patient care approaches in a variety of clinical settings 3. Analyze personal attitudes related to caring for and interacting ethically with others from diverse ethnic/cultural/religious backgrounds 4. Examine the concepts of prejudice, bias, generalization and stereotype as they impact the delivery of health care 5. Incorporate appropriate communication skills that promote culturally competent interactions with others from a diverse background 6. Develop collaborative relationships with patients and peers from diverse cultural backgrounds 7. Communicate empathy and respect for culturally diverse individuals, families, coworkers and peers who do not conform to the health beliefs of the allopathic health care system 8. Differentiate normal variations in body systems among clients from diverse ethnic backgrounds Evaluation: Class participation / Group Activities 10% Transcultural Interaction Diary 25% Cultural Stories (2) 30% Cultural Presentation 35% All assignments will be evaluated on evidence of reasoning, analysis, research, effective writing, verbal and decision-making skills. Late assignments will have 5% deducted for each day after the due date. Class Participation includes: class attendance (at least two substantive postings on the discussion board per week are required), preparation for, and appropriate participation in, assigned activities. This requires that students read assignments carefully, post any questions related to the reading, and develop strategies for applying these concepts to nursing practice. Attendance at face to face class sessions is mandatory.

3 A student may be administratively withdrawn from this course if one of the following occurs within the first 2 weeks of the semester: Failure to post as required in the course Inability to perform the necessary computer functions required for the course ( , attach documents to , navigate the site, etc.) Failure to have access to adequate computer hardware and/or software required for the course. Course Evaluation: Grades will be assigned according to the number of points earned during the semester: A points B points C points D points F - Below 65 **It is BSN faculty policy not to round any student grades, either individual assignment grades or final course grades All assignments will be evaluated based on evidence of reasoning, analysis, research, effective writing, verbal and decision making skills. *A "C" is required for progression in the nursing sequence. "I" - incomplete - indicates a student was doing satisfactory work but, for non-academic reasons beyond his control, was unable to meet the full requirements of the course. If an "I" is to satisfactorily removed after one quarter, it will be changed to the grade "F". "W" - withdraw - indicates a student was permitted to withdraw without penalty. A "W" will not be permitted after midpoint of the total grading period. The instructor retains the ability to change a grade of W to a grade of WF if the student is failing the course at the time of withdrawal (NGCSU Policy 2010) Attendance Policy: For an online course, attendance is based on reading the assignments for the week, posting a minimum of two substantive discussion comments per week, as well as reading and responding to other students postings. The discussion board of this course replaces classroom discussion so it is essential that you participate in these discussions weekly. Your entry into the course and into each page of the course is monitored and tracked automatically. The faculty reserves the right to drop a student from this course if they have not posted for three weeks or more without making prior arrangements with faculty. Face to face class sessions will be required toward the end of the semester for student presentations. Meeting dates will be scheduled and announced well in advance, so that necessary arrangements can be made. All scheduled face to face meetings are required.

4 Online Expectations : Time management and due dates Refer to the course calendar for assignments, due dates, scheduled class meetings Expect to spend approximately 1-2 hours per week working on this course All due dates are posted on the course calendar ; plan ahead! The consequences of late submission are outlined in the syllabus Course You have a course account that provides access to faculty and classmates Check your course at least every 2-3 days ; this is the only way that faculty will contact you You can expect a reply to from faculty within 24 hours Monday-Friday unless otherwise notified You are expected to respond to course from faculty within 48 hours Use office/cell phone numbers for urgent communication Academic Integrity Statement and Honor Code: The faculty believes that an honest environment is the responsibility of both faculty and students. The faculty attempts to provide an atmosphere conducive to independent work. Faculty will designate when collaboration on assignments is allowed, when outside resources should be used, and when work is to be done without assistance from others. For further information, please refer to The Brochure On Academic Integrity (1996) developed by the Academic Integrity Council (AIC) Resubmission of any assignment from any course or previous course is considered a breach of academic integrity. All forms of academic dishonesty are prohibited and subject to severe disciplinary action. The faculty supports the policy of North Georgia College & State University as stated in the North Georgia College & State University Student Handbook. Disability: North Georgia College & State University is committed to equal access to its programs, services & activities for people with disabilities. If you will need accommodations in this class, reasonable notice needs to be given to the instructor & the Office of Student Disability Resources. Course Evaluation: Course evaluations at NGCSU are now conducted electronically through Banner. Evaluation of the class is considered an essential component of the course and students will not be permitted to access their course grade until the evaluation has been completed. The evaluations will be accessible beginning one week prior to Final Exam week. (NGCSU policy) Students will also be asked to complete a departmental evaluation of the course at the end of the semester. A link to the appropriate evaluation tool will be provided the last week of the semester. Constructive feedback is helpful in determining what aspects of the course should be revised.

5 Course Content: Unit I: Introduction to Transcultural Communication A. Theories and Models B. Phenomena of Culture C. Health and Illness D. Language and Communication E. Culture and Cultural Values F. Self-Awareness Unit II: Transcultural Communication Building Blocks A. Barriers to Transcultural Communication B. Beliefs, Behaviors, and Communication C. Cultural Assessment Unit III: Developing Transcultural Communication Skills A. Transcultural Communication Techniques B. Transcultural Therapeutic Relationships C. Transcultural Communication Within the Health Care System D. Working With and Without a Translator Unit IV: Issues of Health Care Delivery A. Responses to Pain, Grief, Death and Dying B. Spirituality and Healing C. Teaching/Learning Process Unit V. Wellness and Illness in Specific Cultural Groups Student Presentations/Face to Face Class Meetings

6 TRANSCULTURAL INTERACTION DIARY N3580 In an effort to improve your transcultural communication skills, you are required to maintain a Transcultural Interaction Diary during the semester. This diary will provide you with a record of your experiences with patients, families and other health care professionals from different cultures. Those who are not working or studying in the health care profession will keep a record of interactions with peers, those with whom you work, etc. that are from cultures different than your own. Your diary will help you to 1) record your transcultural verbal and nonverbal communications on a weekly basis; 2) analyze your feelings concerning these transactions; 3) plan strategies for improving your transcultural communications; and 4) record the outcomes of these strategies. Please see Page 9 of the text (Munoz) for suggestions related to setting up and maintaining your Transcultural Interaction Diary. Your diary should be submitted to the course instructor at the end of the semester (see course calendar). (course outcomes 3,4,5 and 7) Evaluation Transcultural Diary Minimum # entries (12) 5% Clear, concise description of interactions, thoughts and feelings 5% Clear analysis of each experience 10% Strategies outlined for improving transcultural communications 5%

7 N3580 Cultural Story An increasing problem with our health care system involves the "cultural gap" between health care practitioners and the large numbers of ethnically diverse clients with whom we work. With this in mind, write two cultural stories this semester related to interactions you have had with a client, and/or client s family and/or another health care provider who were from a different cultural background than your own. These interactions must have impacted you in some way, i.e. raised some questions, posed a problem and/or caused you to think about the situation after it occurred. Reflect on the situations and critically analyze them. Include a description of: ** - the clinical situation - the client, family member and/or health care provider and his/her expectations - your role in the situation and your expectations - cultural issues involved; barriers to communication - frustrations the client, family member and/or HCP felt and why - frustrations you felt and why - why you think the situation unfolded as it did - how the situation was handled - how the situation ended - how could you have handled the situation differently in order to provide more culturally competent care/interactions - how the situation may have changed the way you think and/or practice nursing Ideally, the first story should relate to a clinical situation you experienced prior to enrolling in N3580 and the second story a more recent experience in which you will have had the opportunity to apply some of the cultural concepts discussed in class. Maintain anonymity of any individuals discussed in the stories by using initials only. Be prepared to share your stories with peers in class if time allows. Submit your stories on or before the due dates (see calendar), attached to a private to me within this course. (course outcomes 1,2,3,4,5,8) ** Students who are not working or studying in a health care setting will write stories based on situations encountered elsewhere (i.e. personal situations, work settings, classroom settings, etc.) Follow the above criteria as closely as possible First Story Due: See Calendar Second Story Due: See Calendar Evaluation of Cultural Story Evaluation Criteria Potential Points Points Received All required areas addressed thoroughly Evidence of thorough analysis of the situation 10 points Clarity of expression, organization of ideas, basic writing mechanics, grammar, etc. 5 points

8 Cultural Presentation Select a specific cultural, ethnic or religious group to study in depth; obtain approval of your selection by faculty member teaching the course. Conduct a literature search related to the group you have selected. At least one article related to the group you have selected must be submitted with your reference list prior to your presentation. Students may also gather presentation data through interviews with members of the group being study. This information will then be presented to the rest of the class in a face to face classroom setting. Please note that students will be required to come to campus for these presentations! Dates and times for these classroom sessions will be announced at the beginning of the semester. The number of classroom meetings depends on the number of students enrolled in the course each semester. (course outcomes 1,2,5,7,8) Research and Presentations should focus on: - Traditional perceptions of health and illness - Traditional healing methods/delivery of health care - Primary values of the group - Rituals associated with birth & death/ dying - Perceptions of time, orientation, family roles and gender issues - Religious influences impacting health & illness - Dietary practices / role of food in health & illness - Reaction to and expression of pain - Current health care problems of the group - Implications for nursing practice Students may arrange for a member of the selected ethnic group to conduct the class presentation. If this option is chosen, the student will serve as a facilitator for the guest speaker, making sure that each of the focus areas are addressed and that the presentation remains within the allotted time limit. Students, and guest speakers, are encouraged to bring in any type of visuals associated with the group in order to stimulate interest and group discussion. Such things as representative clothing, art, music, foods, medicines, etc.help to increase the involvement of the group. Presentation Criteria: 1. A written reference list, using APA format, and a hard copy of one article from the reference list (per student) related to the cultural group being researched must be submitted to the faculty member prior to the presentation. At least 3 references from a variety of appropriate sources are required 2. Documentation of each student s individual contribution to the assignment (if applicable) is required 3. Each student will prepare a 30 minute presentation that includes a PowerPoint on the topic. Plan on a 5-10 minute question and answer period following the presentation. The following site will help you plan the presentation and PowerPoint: There are also other tutorials online to learn to use PowerPoint if this is a new experience. If a guest speaker will be utilized during the presentation the student will still be required to develop the PowerPoint presentation and serve as a facilitator for the discussion. 4. Students will demonstrate professional appearance and behavior during the presentation including maintaining eye contact with audience without excessive use of notes, appropriate business casual dress, demonstrating full knowledge of topic and increased cultural competence related to the specific group being researched

9 Evaluation Cultural Presentation Criteria Potential Points Actual Points I. Demonstrates Knowledge of selected cultural group: 15 points a. Through interaction with speaker OR b. Through presentation of research data c. Focus is on nursing implications II. Reference List/APA Format/article. a. Appropriate choice of at least 3 references; reference list in APA format b. Submission of one article from reference list c. Material submitted to faculty prior to presentation 10 points III. Presentation Style a. Creative presentation & use of PowerPoint b. Effective delivery skills including maintaining eye contact, minimal use of notes c, Dressed appropriately for classroom presentation c. Facilitated interest and involvement of group d. Remained within specified time frame 10 points Student(s) Cultural/Ethnic/Racial/Religious Group: Date: Total Points:

10 Cultural Definitions 1. Culture: A learned behavioral response acquired over time; includes explicit and implicit beliefs, attitudes, values, customs, norms, and life ways. Culture is primarily learned and transmitted within the family; it is shared by the majority of the group 2. Cultural Diversity: Refers to diversity in race, color, ethnicity, national origin, religion, age, gender, social and economic status, education, occupation, religious orientation, and other related attributes of groups of people in society 3. Cultural Sensitivity: Experienced when neutral language, both verbal and nonverbal, is used in a way that reflects appreciation for the diversity of the other; awareness of the existence of cultural differences and similarities and that they have an effect on values, beliefs, learning and behavior 4. Cultural Awareness: Being knowledgeable about one s own thought, feelings and sensations and having an appreciation of the diversity of others 5. Cultural Competence: Having the knowledge, understanding and skills about a diverse cultural group that allows the health care provider to provide effective cultural care; competence is an ongoing process that involves accepting and respecting differences 6. Holistic Health Care: An approach to health care that addresses all aspects of a person s health including physical, psychological, social and cultural factors 7. Multicultural: Of or relating to or including several cultures 8. Transcultural: Merging and converging cultures; extending through all human cultures 9. Stereotype: A simplified and standardized conception, image, opinion or belief about a person or group; a health care provider who fails to recognize individuality within a group is stereotyping 10. Generalization: Begin with assumptions about the individual or group but leads to further information seeking/clarification 11. Ethnocentrism: A universal tendency to believe that one s own belief system is superior to another s; often expressed in the health care system

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