ANGELO STATE UNIVERSITY BACHELOR of SCIENCE in NURSING RN-BSN Program NUR 4344 CULTURAL ASPECTS IN NURSING PRACTICE SPRING SEMESTER 2016

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1 ANGELO STATE UNIVERSITY BACHELOR of SCIENCE in NURSING RN-BSN Program NUR 4344 CULTURAL ASPECTS IN NURSING PRACTICE SPRING SEMESTER 2016 Maria Solano MSN, RN ANGELO STATE UNIVERSITY Department of Nursing & Rehabilitation Sciences 1

2 COURSE NUMBER NUR 4344 COURSE TITLE Cultural Aspects in Nursing Practice CREDITS Three Semester Credit Hours (3-0-0) Online Class: Meets completely online using Blackboard PREREQUISITE COURSES RN-BSN Student with unencumbered RN Licensure; Core Compliant GBSN Student (for elective) PRE-REQUISITE SKILLS Accessing internet web sites, use of ASU Library resources, and proficiency with Microsoft Word and/or PowerPoint are an expectation of on-line course delivery. Computer access requirements are further delineated in the Undergraduate Handbook. Tutorials for ASU Library and for Blackboard are available through RamPort. The ASU Undergraduate Nursing Handbook should be reviewed before taking this course. Students should be able to: Use devices to communicate with other systems to access data, upload, & download materials Use Skype to communicate with others Use to create, send, and respond to others Create, attach, and open files Use Webcam for Skype communications and Respondus LockDown Browser Testing Use presentation software such as PowerPoint to create slides and displays Create multimedia presentations Use word processing Navigate Blackboard and the Internet Navigate a Windows or MAC operating system COURSE DELIVERY This is an online course offering using the Blackboard Learning Management System software. Thus, students must know how to use Blackboard. For support on the Blackboard system, students should contact the IT Helpdesk at (325) extension 1. 2

3 BROWSER COMPATIBILITY CHECK It is the student s responsibility to ensure that the browser used to access course material on his/her computer is compatible with ASU s Blackboard Learning System. The faculty reserves the right to deny additional access to course assignments lost due to compatibility issues. Students are responsible for reviewing the guidelines posted in this course regarding accessing Blackboard assignments. Problems in this area need to be discussed with faculty at the time of occurrence, either via a phone call (preferred) during posted acceptable hours for calling, or via notification during times outside those posted for calls. Be sure to perform a browser test. Select the Support tab from the Blackboard homepage (http://www.blackboard.angelo.edu) Select Test your Browser option. Please see technical requirements for BSN classes at this link: under Online Learning FACULTY Maria Solano MSN, RN Office: VIN -271 Phone: (325) Cell Phone: (806) Fax: (325) OFFICE HOURS Monday Friday 8:00-5:00 by appointment COURSE INFORMATION Frequency of Scheduling: 16-week courses held each full semester and once in the summer offered as an 8-week course. COURSE DESCRIPTION This course explores cultural diversity issues as they relate to patient care quality and safety. Students examine myths, stereotypes, cultural and personal biases, and sociocultural influences on health care. Students analyze strategies to reduce sociocultural barriers to optimal care. COURSE OVERVIEW This course helps students learn how to interact with diverse groups of people/clients effectively. Students learn to provide quality care to patients with diverse values, beliefs, traditions, and behaviors. In addition, students learn how to adapt health care delivery to meet patients social, cultural, and linguistic needs. Students explore and become aware of cultural influences and explore how these influences may affect interactions with people/clients. 3

4 MAPPING THE COURSE BSN PROGRAM OUTCOMES Upon program completion, the graduate will be prepared to: 1. Integrate nursing and related theories into the planning and/or delivery of safe nursing care. 2. Engage leadership concepts, skills, and decision-making in the planning and/or implementation of patient safety and quality improvement initiatives. 3. Identify and appraise best research evidence to improve and promote quality patient outcomes. 4. Utilize technology to access information; evaluate patient data, and/or document care. 5. Participate in political/legislative processes to influence healthcare policy. 6. Engage in effective collaboration and communication within interdisciplinary teams. 7. Design and/or implement health promotion & disease prevention strategies for culturally competent care. 8. Demonstrate standards of professional, ethical, and legal conduct. 9. Practice and/or coordinate, at the level of the baccalaureate prepared nurse to plan, and/or implement patient centered care. THE ESSENTIALS OF BACCALAUREATE EDUCATION FOR PROFESSIONAL NURSING PRACTICE 1. Liberal education for baccalaureate generalist nursing practice 2. Basic organizational and systems leadership for quality care and patient safety 3. scholarship for evidence-based practice 4. Information management and application of patient care technology 5. Healthcare policy, finance, and regulatory environments 6. Interprofessional communication and collaboration for improving patient health outcomes 7. Clinical prevention and population health 8. Professionalism and professional values 9. Baccalaureate generalist nursing practice QSEN COMPETENCIES Patient-Centered Care (PCC) 1. Teamwork and Collaboration (TC) 2. Evidence-based Practice (EBP) 3. Quality Improvement (QI) 4. Safety (S) 5. Informatics (I) 4

5 Patient-Centered Care Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient's preferences, values, and needs Teamwork & Collaboration Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care Evidence-Based Practice Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care Quality Improvement Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to improve the quality and safety of health care systems continuously Safety Minimizes risk of harm to patients and providers through both system effectiveness and individual performance Informatics Use information and technology to communicate, manage knowledge, mitigate error, and support decision-making 5

6 STUDENT LEARNING OUTCOMES Student Learning Outcome By completing all course requirements, students will be able to: 1. Explain the values, beliefs, and health care practices specific to a variety of cultural groups 2. Explain the rewards of learning from others and how to deal with cultural differences 3. Develop effective cross cultural communication skills to increase the quality of health care and produce better health outcomes 4. Analyze the use of complementary and alternative health care practices in the multicultural population 5. Integrate culturally sensitive actions and strategies into care planning and health teaching with diverse populations 6. Transform cultural knowledge and awareness into planning and evaluating health system changes that promote cultural competence 7. Analyze and incorporate research findings into transcultural nursing care Assessment(s) or activity/ activities validating outcome achievement: Discussion Groups Participant Observation Cultural Practice Paper Book Club Quizzes 2-4 Discussion Groups Participant Observation Book Club Discussion Groups Participant Observation Quizzes 2-4 Discussion Groups Cultural Practice Paper Book Club Quizzes 2-4 Discussion Groups Participant Observation Cultural Practice Paper Participant Observation Cultural Practice Paper Participant Observation Cultural Practice Paper Mapping to BSN Program Outcomes Mapping to BSN Essentials Mapping to QSEN 7 2/8 QI 7 6 TC 3/7 6 PCC 1/7 6 PCC/EBP 1/7 6/8 PCC/TC 7 6 PCC 7 6 EBP/PCC 6

7 REQUIRED TEXTS AND MATERIALS American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington D.C.: Author. Giger, J. N. (2013). Transcultural nursing: Assessment and intervention (6th ed.). St. Louis, MO: Mosby. Hammerschlag, C. A. (1997). The dancing healers: A doctor's journey of healing with Native Americans (1st ed.). New York, NY: HarperOne. OTHER REQUIRED MATERIALS Computer with MAC or Windows Operating System High Speed Internet Access Webcam (Logitech highly recommended) Note: Logitech C920 Model does not work with Bb Collaborate Logitech USB microphone headset Refer to Angelo State University s Distance Education website for further technology requirements: TOPIC OUTLINE Framework for Cultural Assessment and Intervention Techniques: Introduction to Transcultural Nursing Time Communication Environmental Control Space Biological Variations Social Organization Application of Assessment and Intervention Techniques to Specific Cultural Groups: African American LGBT Community Japanese American Mexican American Jewish American Puerto Rican GRADING SYSTEM Course grades will be dependent upon completing course requirements and meeting the student learning outcomes. The following grading scale is in use for this course: A = points B = points C = points D = points F = 0-59 points (Grades are not rounded up) 7

8 EVALUATION AND GRADES Graded activities and percent of the overall course grade: DESCRIPTION FINAL GRADE % Discussion Board 15% Book Club 5% Participant Observation 15% LGBT PowerPoint Presentation 10% Orientation Quiz 5% Quizzes % Cultural Practices Paper 25% Total 100% TEACHING STRATEGIES Students are expected to be active learners. It is a basic assumption of the instructor that students will be involved (beyond the materials and lectures presented in the course) discovering, processing, and applying the course information using peer-review journal articles, researching additional information and examples on the Internet, and discussing course material and clinical experiences with their peers. Strategies Used: Assigned Readings Case Studies Discussion Forums Internet Resources METHOD OF ASSESSING LEARNING OUTCOMES Online Discussion PowerPoint Presentation Participant Observation PowerPoint Presentations Quizzes Written Assignments Book Review Quizzes Cultural Practices Paper ASSIGNMENT DESCRIPTIONS *Please note: Rubrics for all assessments are located at the end of this syllabus. Discussion Board Activities: Discussion Boards provide an avenue for synthesis of material / information. Using the Discussion Board in this course is a way to help students process course materials, express thoughts, and engage others opinions and ideas in a healthy and productive learning environment. The expectation for students is to respond to all discussion board assessments using the Online Discussion Rubric to support individual answers to the assigned questions throughout the course. 8

9 PowerPoint Assignment: During the semester, you will create a PowerPoint presentation to demonstrate your knowledge on the materials covered for the LGBT community. Through the completion of this assignment, the student will: Enhance knowledge of LGBT populations Develop professional writing and presentational skills Improve technological skills Adopt a spirit of professional collaboration through peer review After completing the assignment, posting on the Discussion Board for peer analysis gives students an opportunity to improve their work before submitting Assignment Folder for instructor evaluation. Once you have received feedback from your peers, you may modify your presentation and submit to the appropriate Assignment Folder. Student grades include assignment submission as well as participation in the peer review discussions. Participant Observation Students will use a technique used by anthropologists called Participant Observation (PO) to explore a cultural group other than their own. Using participation observation students will gather basic information about a selected cultural ethnic group. Using participant observation, students can learn about the rules for and patterns of transcultural communication as well as the lifeways of different ethnic cultural groups. Students will write a brief synopsis of their observation experience. Students should seek the advice of the instructor if he/she is not sure that the selection meets the requirements of a PO. In addition, if the student is having problems finding a suitable idea for his/her PO. Students need to take into consideration that the PO will take some time to plan. Waiting until the last minute to seek assistance may cause undue stress and potential to miss the deadline for the project. Cultural Practice Paper The premise of the Cultural Practice Paper is that knowledge of diverse health practices increases nurses sensitivity and awareness relative to providing culturally competent nursing care. While accumulating knowledge can increase awareness, it is important that as nurses we do not stereotype anyone. In other words, nurses cannot assume that all members of one cultural group engage in the health practices ascribed to that group in the literature. However, armed with knowledge, nurses can be more alert to issues of diversity and be prepared to listen more effectively in the assessment process. Students present what they have learned about a specific culture in a professionally written literature review. Students can find a list of choices in the Week 1 Discussion Board with assignments given on a first come first serve basis. MISSED ASSIGNMENTS, EXAMS, & PRESENTATIONS Outside of extenuating circumstances reviewed by and approved by the instructor, there are no makeup exams or discussion board assignments. In addition, need documentation for the extenuating circumstances. If the student misses an exam, a deadline for discussion, or project presentation, he/she will receive a zero for the missed item. In addition, the student is still responsible for reviewing the material covered during missed time for examination purposes. 9

10 According to the Student Handbook, all students, even Online Students are required to have an ASU OneCard. You will use the OneCard for identification purposes during Quizzes and the Final Exam. If you do not have the OneCard, review the information on how to obtain the card found at https://www.angelo.edu/services/asuone/get_your_onecard.php. Once the department receives your information it takes 7-10 days for you to receive the OneCard. TESTING VIA RESPONDUS MONITOR Access to tests will be through Respondus Lockdown Browser and will be video recorded via Respondus Monitor [See Other Required Materials for a list of needed equipment]. Use of other electronic devices is prohibited. In order to learn how to use Respondus Lockdown Browser and Respondus Monitor there are two practice assignments: a) One is a Webcam scan test b) A short 10-question practice quiz over ASU trivia (not graded) These tools will be available to the student to assure accessibility. Students are required to go through these practice exercises in advance of taking a Quiz 2. This process will allow you to become familiar with the technology associated with testing and improve testing environment. Do the Webcam scan test first, and then complete the 10-question practice quiz. While using Respondus Monitor, the student must be connected directly to the internet. Not having a direct connection places the student at risk for disconnection from the exam. If the student loses connection from the exam due to not having a direct connection, evaluation of the situation by the instructor takes place before resetting. GENERAL POLICIES RELATED TO THIS COURSE All students are required to follow the policies and procedures presented in the following documents: Angelo State Student Handbook located on the ASU website ASU Undergraduate Catalog located on the ASU website University Undergraduate Nursing Handbook, located on the Nursing website 10

11 IMPORTANT UNIVERSITY & CLASS DATES January 18 January 19 February 3 February 4 March April 1 March 25 May 9-13 May 14 June 6 Holiday First Day of Class Spring 2016 Census Date Spring 2016 W Begins- Drop Slip Required Spring Break Last Day to Drop a Class Spring Holiday Final Exam Week Fall Commencement First day of Summer I classes ATTENDANCE & SUDENT RESPONSIBILITY This class is asynchronous, meaning you do not have to be on-line at a certain time. There are readings, which you will have to complete to participate adequately in individual and group assessments. In order to complete this course successfully, you have to participate in all course activities i.e. discussion boards, course projects, reflective logs, etc. just as you would in a faceto-face course. In addition, the expectation is that students engage in course activities and submit work by due dates and times. The hope is that students will make substantive contributions, which reflect integration of assigned materials as well as any outside readings as appropriate. In addition, scholarly contribution is an expectation. For planning purposes, this class requires a minimum of 6-9 study hours per week on average. Full participation in the course is a professional expectation and required for successful and satisfactory completion of all course objectives. Students demonstrate online classroom attendance by timely participation in the discussion assignments and other assigned activities. Failure to participate in a timely manner to any weekly discussion is an absence, which may result in an evaluation of the student's ability to meet course objectives, and result in failure of the course. The expectation is that students participate in the discussion board on at least three different days of the week to keep up with discussion forums and assignments. In addition, students should check for s daily to ensure that they do not miss important announcements that address the student individually or address the class. For this session, participation in the Discussion Groups begins on Monday at 0800 and postings may continue until Sunday at midnight. Student s first post (initial post) is due by Wednesday at midnight. All activities and assignments are due Central Standard Time (CST). If an assignment is due by midnight the assignment folder, test, module will be set to close at 11:59 P.M. Your instructor will read posts daily and give feedback to discussions during the week. While reading the posts daily, the instructor may not respond giving student peers time to engage in discussion. Students need to use Saturday & Sunday to wrap up any loose items. Sunday at 11:59 PM, the discussion forums will close for the week. Any discussion posted after the deadline is not included in grading. Grading of assignments and papers occurs within one week 11

12 after the due date. Tests have an automatic score after testing but the instructor will review the test within a week and modify grades if necessary. Students may contact the instructor and discuss concepts missed on the tests. For test security, the quizzes and final exam will not be available to students. Students wishing to review the exams need to schedule an appointment within a week after taking the test. Students scoring under 75% should schedule an appointment to review concepts missed, however it is the student s responsibility to schedule time with the instructor. COMMUNICATION Faculty will respond to and/or telephone messages within 24 hours during working hours Monday through Friday. Your instructor typically responds to weekend messages, however sometimes must delay weekend messages until Monday. Written communication via Blackboard: It is an expectation of this class that you use formal writing skills giving appropriate credit to the source for your ideas. Follow APA (2010) 6 th edition (2 nd Printing or higher only) guidelines for referencing. Written communication via All private communication needs to come exclusively through your ASU address. The student should check frequently (at least daily) for announcements and policy changes. Virtual communication: Office visits and advising transpire with by telephone or Skype. Your instructor prefers communication by or by phone. is the easiest way and cell phone is another way to reach you instructor. Use Good "Netiquette": Check the discussion frequently and respond appropriately and on subject. Focus on one subject per message and use pertinent subject titles. Capitalize words only to highlight a point or for titles. Otherwise, capitalizing is generally viewed as SHOUTING! Be professional and careful with your online interaction. Proper address for faculty is by formal title such as Dr. or Ms. /Mr. Jones unless invited by faculty to use a less formal approach. Cite all quotes, references, and sources. When posting a long message, it is generally considered courteous to warn readers at the beginning of the message that it is a lengthy post. It is extremely rude to forward someone else's messages without their permission. It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Feel free to use emoticons such as J or :) to let others know you are being humorous. (The "netiquette" guidelines were adapted from Arlene H. Rinald's article, The Net User Guidelines and Netiquette, Florida Atlantic University, 1994, available from Netcom) 12

13 ASSESSMENT SUBMISSION In this class, submission of assignments (PowerPoint Presentation, Participant Observation, and Cultural Practice Paper) goes in the appropriate Assignment Folder under the Assignment Folders menu button in the Blackboard course site. This process is for grading purposes and documentation records. Note: If a technology issue occurs regarding an assessment submission, your instructor at and attach a copy of what you are trying to submit. This lets your faculty know you completed the assessment on time and are just having problems with the online submission feature in Blackboard. Once the problem is resolved, you will submit your assignment to the appropriate folder. This process will document the problem and establish a timeline. Be sure to keep a backup of all work. LATE WORK OR MISSED ASSESSMENTS POLICY The course is set up on weekly modules. The week begins on Monday and ends on Sunday. Assignment due dates are shown on the calendar/schedule or posted within Blackboard. There is no acceptance of late assignments without prior approval of faculty and/or appropriate documentation. Faculty reserve the right to deduct points for late assignments that are accepted past the original due date. ACADEMIC HONESTY Academic honesty is an expectation on all work. Students must maintain complete honesty and integrity in their online experiences. Any student found guilty of any form of dishonesty in academic work is subject of disciplinary action and possible expulsion from ASU. The Nursing Department adheres to the academic honesty statement as set forth in the Angelo State University Student Handbook ( ). The University faculty expects all students to engage in all academic pursuits in a manner that is above reproach and to maintain complete honesty and integrity in the academic experience both in and out of the classroom setting and may initiate disciplinary proceedings against a student accused of any form of academic dishonesty, including but not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials." PLAGIARISM Plagiarism at ASU is a serious topic. The Angelo State University s Honor Code gives specific details on plagiarism and explains what plagiarism is. Plagiarism is the action or practice of taking someone else's work, idea, etc., and passing it off as one's own. Plagiarism is literary theft. In your discussions and/or papers, it is unacceptable to copy word for word without quotation marks and the source of the quotation. Students need to use the APA Style Manual of the American Psychological Association as a guide for all writing assignments. Student s use of 13

14 quotes is discouraged and used only if paraphrasing loses the intent of the content. It is an expectation that students summarize or paraphrase ideas giving appropriate credit to the source both in the body of your paper and the reference list. The grading process includes evaluation papers for originality via Bb Safe Assignment or Turnitin. Resources to help you understand this policy better are available at the ASU Writing Center. STUDENTS WITH DISABILITIES 1. Angelo State University is committed to the principle that no qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of the university, or be subjected to discrimination by the university, as provided by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), and subsequent legislation. 2. Student Contact: The Student Life Office is the designated campus department charged with the responsibility of reviewing and authorizing requests for reasonable accommodations based on a disability, and it is the student s responsibility to initiate such a request by contacting the Student Life Office, Room 112 University Center, at (325) or (325) (TDD/FAX) or by at to begin the process. Reasonable accommodations for students determined to be disabled or have documentation of disabilities are available. INCOMPLETE GRADE POLICY (OP Grading Procedures) It is policy that incomplete grades be reserved for student illness or personal misfortune. Please contact faculty if you have serious illness or a personal misfortune that would keep you from completing course work. Documentation may be required. GRADE APPEAL POLICY (OP 10.03, Grade Grievance) Should a student be unable to resolve the grievance with the faculty member (either because no resolution was reached with the faculty member or because the faculty member is on leave or not returning to the university), the student may appeal the grade. STUDENT ABSENCE FOR OBSERVANCE OF RELIGIOUS HOLY DAYS A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. Please see ASU Operating Policy COPYRIGHT POLICY Students officially enrolled in this course should make only one printed copy of the given articles and/or presentations. You are expressly prohibited from distributing or reproducing any portion of course readings in printed or electronic form without written permission from the copyright holders or publishers. 14

15 SYLLABUS CHANGES The faculty member reserves the option to make changes as necessary to this syllabus and the course content. If changes become necessary during this course, the faculty will notify students of such changes by , course announcements, and/or via a discussion board announcement. It is the student s responsibility to look for such communications about the course on a daily basis. WEBLINKS: Board of Nursing for the State of Texas BSN Student Resources See the External Links menu button for other useful links WITHDRAWAL FROM CLASS Students wishing to drop the class must do so before the final drop date before 5 PM submitting an online Drop Request. If a student needing to drop does not drop before the official last drop date, he/she will receive an F in the class as a final grade. The University Calendar and online drop slips are available in the following links. University Calendar Drop Request for Online Courses COURSE EVALUATION Students are provided the opportunity, and are strongly encouraged to participate in a course evaluation at the end of the semester. Giving feedback allows your instructors to improve the course for future students. In addition, faculty can evaluate the how the items within the course meet the needs of students. Your honest and professional comments are greatly appreciated. Areas on the IDEA evaluation include: 1. Learning fundamental principles, generalizations, or theories 2. Learning to apply course material (to improve thinking, problem solving, and decisions) 15

16 Course Rubrics RUBRICS FOR ASSESSMENTS Online Discussion Rubric Criteria Unacceptable 0 Points Participates 1-2 times, late in the week, or does not participate at all Fair 1 Point Good 2 Points Excellent 3 Points Frequency Participates 3 different days in the week Participates 4 or more days throughout week Participates 5-6 days throughout the week Initial Assignment Posting Does not post information pertinent to the assignment Posts adequate assignment with superficial thought and preparation; does not address all aspects of the task; includes only textbook as a reference Posts well developed comments addressing assignment including readings, addresses all aspects of the task; lacks full development of concepts; includes peerreviewed references other than textbook Posts well developed comments addressing assignment including readings, addresses all aspects of the task; includes peer- reviewed references and references other than textbook Follow-Up Postings Does not post follow-up responses to instructor or peers; or follow-up responses to instructor or peers are not relevant Posts shallow contribution to discussion (e.g., agrees or disagrees); does not enrich discussion Elaborates on existing posts with further comment or observation; moves discussion forward; enriches discussion Demonstrates analysis of others posts; extends meaningful discussion by building on previous posts and or asking questions that advances discussion. Content Contribution Posts information that is off-topic, incorrect, or irrelevant to discussion Repeats but does not add substantive information to the discussion Posts information that is factually correct; lacks full development of concept or thought Posts factually correct, reflective, and substantive contribution; advances discussion References & Support Does not include references other than textbook or other supporting experience to support comments Uses personal experience, but no references to readings or research to support comments Incorporates some appropriate references, textbook readings, and/or personal experience to support comments Uses references from peer-reviewed literature, incorporates readings, and may add appropriate personal experience to support comments Clarity & Mechanics Posts long or unorganized content that may contain multiple errors or may be inappropriate Communicates in friendly, courteous, and helpful manner with some errors in clarity or mechanics Contributes valuable information to discussion with minor clarity or writing errors Contributes to discussion with clear, concise comments formatted in an easy to read style and is free of grammatical or spelling errors Score: 18 = = = 68 6 = 50 2 = 0 17 = = 80 9 = 64 5 = 30 1 = 0 16 = = 76 8 = 60 4 = 20 0 = 0 15 = = 72 7 = 56 3 = 10 16

17 Student: Participant Observation Rubric Evaluation Criteria Score Introduction (2-4 paragraphs - 15 points) Introduces cultural group or subgroup o Gives a general description of the people in the culture presented Describes the setting (clinic, ER, church service, etc.) Describes the nature of observation experience and phase of participant observation (complete observer, observer as participant, participant observer) Provides date & location of observation Elements of Assessment (4-6 paragraphs - 30 points) Addresses at least 4 of the 5 bullet points listed discussing the elements of assessment Communication Space /Time Social Organization Environmental Control Biological Variations Briefly introduces (define, describe, discuss ) elements used Gives examples noted Lessons Learned (2-3 paragraphs - 20 points) Briefly summarizes at least 3 lessons learned from participant observation Provides at least 3suggestions for nursing Implications to use based on information observed and lessons learned Provides strong take away message for nurses caring for selected cultural group Format and Presentation (15 points) Uses APA style (no reference page needed) o o o Title Page Uses appropriate headings for body of paper (use at least 2 levels) Formatting of paper follows APA style Uses professional writing which is well developed, organized, logical, clear, and concise Writes free of typos, spelling errors, grammatical errors, punctuation errors, and word choice errors Peer Review (20 points) Discussion Group Reads and comments substantially on content of peers PO Provides 2-3 facts learned from reading peers PO Provides at least 2 suggestions for improvement for peers PO Total 17

18 Cultural Practice Paper Rubric Evaluation Criteria Introduction (10 points) 1. Introduces cultural topic selection using peer-reviewed sources 2. Provides pertinent background information about selected culture 3. Provides rationale for exploration of health beliefs related to nursing practice; includes sources from ANA and model or theorist to support topic selection Cultural Health Practices (25 points) 1. Provides traditional definition of health & illness of selected culture 2. Includes traditional methods of: a. Health maintenance and health promotion b. Health restoration 3. Includes specific health practices of items of interest for cultural group 4. Includes current health problems, ethnic/race specific or common diseases Implications for Culturally Competent Nursing Care (20 points) 1. Provides clear application of culturally competent care for the selected cultural group 2. for the health-care work environment and nursing care 3. Provides recommendations to promote culturally competent care for the selected cultural group Recommendations for Future Nursing Research (10 points) 1. Provides recommendations for future research topics for the cultural group selected 2. Concludes with recommendations for future topics for selected cultural group and provides substantial validation with reasons suggested topics are needed a. Recommendations consistent with information presented in paper Summary (10 points) 1. Summarizes important points (ties in introduction and highlights main points of paper 2. Includes strong take home message for nurses to consider when caring for the selected cultural group APA format (10 points) 1. Writes paper in correct APA format a. Title page, formatting, headings, citations, references and reference page(s) b. Uses appropriate references to support topic 2. Uses at least 5 references from peer-reviewed professional journals that are current (< 5 years old) and other appropriate sources; no more than 3 web-based sources, or.com sites Student Score Quality and Integrity of the Paper (15 points) 1. Writes free of typos, spelling errors, grammatical errors, and errors from Fatal Error List 2. Writing is professional, well developed, has a logical flow, and is clear and concise 3. Supports thoughts and ideas with professional literature; thoughts and ideas are original 4. Direct quotations used only where absolutely necessary to convey a point All papers go through a plagiarism detection system. Total Grade 18

19 Fatal Error List Rationale: Effective communication of ideas and information is an important skill for all of us to develop. Documents containing grammatical and spelling errors can distract and frustrate the reader. If your papers contain these types of errors, it is difficult to focus on the written content and grade fairly. This is the reason for this fatal error list, which allows you to correct your mistakes in exchange for a penalty of a letter grade rather than failing the assignment. List of fatal errors: 1. Misspelled words 2. Misused words (e.g. "proven", affect/effect, absorbance/absorbency) 3. Improper use of singular or plural forms of scientific words 4. Sentence fragments 5. Run-on sentences or comma splices 6. Improper formatting of medical terminology/scientific names 7. Capitalization mistakes 8. Serious errors in punctuation that obscure meaning 9. Errors in verb tense or subject/verb agreement 10. First person pronouns 11. Other serious grammatical errors 12. Lack of conformity with assignment format 13. Each improper citation or lack of citation where one is needed 14. Blocks of quotations strung together with linking words or minimal original writing (not applicable to this paper as no quotations are allowed) 15. Improper formatting of tables and figures 16. Lack of units reported on quantitative data Avoiding fatal errors: While the spelling and grammar check features on word processing, programs are helpful, their suggestions are not always correct. Thus, please use other methods of proofreading. Read the paper yourself. Have someone else read your paper. Use a dictionary or composition book to assist you when you are uncertain of spelling or grammar. (Adapted from: Fatal error policy [Internet] Jacksonville (FL): University of North Florida; c [updated 2009 Dec 30; cited 2009 Dec 30]. Available from: 19

20 Cultural Aspects in Nursing Calendar Spring 2016 WEEK / DATE TOPIC ASSIGNMENT Week 1 January Week 2 January Week 3 February 1-7 Course Introduction Framework for Cultural Assessment Framework for Cultural Assessment Discussions Readings & Assignments Course Menu Button Materials Start Here/Syllabus/ Calendar/ Weekly Materials/ Online Discussion Guidelines & Rubric Navigate thru Menu Buttons Submit Syllabus and Policy Agreement Statement Discussion Board Follow instructions for Introduction & Questions Post Cultural Paper Choices Quiz 1 The Orientation quiz will cover information from the required reading materials and navigation of the course menu buttons. Quiz 1 opens Saturday at 0800 and closes Monday at 11:59 PM Reading Assignment Read Chapters 1-7 Begin Research for Cultural Paper Begin Reading Dancing Healers Chapters 1-2 Practice Test and Webcam Scan Review Materials; Complete Practice Test and Webcam Scan found under Respondus Help menu button a loss of 5 points on Quiz 2 for not completing both Practice Test and Webcam Scan by Saturday at 11:59 PM. Reading Assignment Review Chapters 1-7 Continue Research for Cultural Paper How to Recognize Peer Reviewed Articles Discussion Board Assignment Chapter Questions Submit Two Peer-Reviewed Articles for Cultural Practice Paper Introduction 20

21 WEEK / DATE TOPIC ASSIGNMENT Week 4 February 8-14 Week 5 February Week 6 February Week 7 February 29-March 6 Week 8 March 7-13 African American, Mexican American, Japanese American & Puerto Rican African American, Mexican American, Japanese American & Puerto Rican Discussions Introduction to Participant Observation Cultural Group Introductions Scholarly Writing Submission Book Club Reading Assignment Read Chapters 8, 9, 13, and 24 Continue Research for Cultural Paper Continue Reading Dancing Healers Chapters 3-4 Reading Assignment Review Chapters 8, 9, 13, and 24 Continue Research for Cultural Paper Continue Reading Dancing Healers Discussion Board Assignment Chapter Questions Submit One Peer-Reviewed Article for Cultural Practice Paper Introduction Reading Assignment Participant Observation Information Continue Research for Cultural Paper Read Dancing Healers Chapters 5-6 Discussion Board Assignment Submit Ideas for PO Approval Questions about PO Quiz 2 Quiz 2 will cover Chapters 1-7. Quiz 2 opens Saturday at 0800 and closes Monday at 11:59 PM Review External Links & Cultural Paper Materials APA Resources / Avoiding Plagiarism / How to Recognize Peer Reviewed Articles/ Instructions to Cultural Paper Introduction/ Cultural Paper Rubric Discussion Board Assignment Post Cultural Paper Introduction and Complete Peer Reviews Reading Assignment Read Dancing Healers 7-8 Discussion Board Assignment Book Club Assignment #1 21

22 WEEK / DATE TOPIC ASSIGNMENT SPRING BREAK March Week 9 March Spring Holiday 3/25 Participant Observation Reading Assignment Continue Research for Cultural Paper Continue Reading Dancing Healers 9-10 Participation Observation Post Participant Observation & Peer Reviews Assignment Due Submit Updated PO to Assignment Folder by 11:59 PM for grading purposes Midterm Survey Complete the Midterm Survey by Saturday 11:59 PM Important Note: *April 1 st is the last day to drop class; students must fill out an electronic withdrawal form and submit before Submissions after deadline will not be recognized. Form can be found at: https://www.angelo.edu/content/forms/290-drop-request-form-for-online-courses-only Week 10 Mar 28- April 3 *04/01 Last day to drop Gay, Lesbian & Transgender Reading Assignment Review Web Links Assigned Continue Research for Cultural Paper Continue Reading Dancing Healers Discussion Board Assignment LGBT PowerPoint Presentation Submit Two Peer-Reviewed Articles for Cultural Health Practice Section 22

23 WEEK / DATE TOPIC ASSIGNMENT Week 11 April 4-10 Cultural Group Health Practices Scholarly Writing Submission Reading Assignment Instructions to Cultural Paper Health Practices Review Grading Rubric Discussion Board Assignment Post Cultural Health Practice Draft and Complete Peer Reviews Quiz 3 Quiz 3 covers Chapters 8, 9, 13 & 24 LGBT, & Scholarly Writing. Quiz 3 opens Saturday at 0800 and closes Monday at 11:59 PM Week 12 April Week 13 April Week 14 April 25 May 1 Navajo & Jewish American Cultural Practice Paper Submissions Scholarly Writing Submission Book Club Reading Assignment Chapter 10 & 21 Continue Research for Cultural Paper Read Dancing Healers Discussion Board Assignment Chapter Questions Submit Cultural Practice Papers in Assignment Folder for Grading Purposes Due 04/24 by 11:59 PM Reading Assignment Review Dancing Healers Discussion Board Assignment Book Club Assignment #2 Quiz 4 covers Chapters 10 & 21 Quiz 4 opens Saturday at 0800 and closes Monday at 11:59 PM Week 15 May 2-8 IDEA Course Evaluations Week 16 May 9-13 Finals Week End of syllabus. 23

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