VANGUARD UNIVERSITY SCHOOL FOR PROFESSIONAL STUDIES BACHELOR OF SCIENCE IN NURSING DEGREE PROGRAM NURS 415: SOCIOCULTURAL CONTEXTS OF DIVERSITY

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1 VANGUARD UNIVERSITY SCHOOL FOR PROFESSIONAL STUDIES BACHELOR OF SCIENCE IN NURSING DEGREE PROGRAM NURS 415: SOCIOCULTURAL CONTEXTS OF DIVERSITY (4 UNITS-8 WEEKS) Created: 01/08 Revised: 04/30/12 Posted: 07/12

2 VANGUARD UNIVERSITY BSN PROGRAM Course Number: NURS 415: Sociocultural Contexts of Diversity Faculty and Contact Information: TBD Class Days/Times: Tuesdays, 6-10PM Units: 4 units Pre-requisite: Admission to BSN program COURSE DESCRIPTION This course examines how cultural, socioeconomic, religious, racial, generational, and lifestyle differences are experienced by members of society, and how these variables are related to health and disease. Also included is a concerted understanding of how cultural and social practices impact health both positively and negatively. This course is designed to help the student integrate diversity knowledge within the community health setting. COURSE OBJECTIVES 1. Explain how individual human behavior is affected by individual culture, race, religion, gender, lifestyle, and age. 2. Conclude that the provision of holistic care addresses the needs of diverse populations across the lifespan. 3. Justify the necessity for collaborating with healthcare providers from diverse backgrounds in order to achieve holistic quality care to their clients. 4. Choose to be an advocate for healthcare that is sensitive to the needs of patients, paying particular attention to the needs of vulnerable populations. 5. Modify the clients care in response to the influences of a global environment. 6. Evaluate Healthy People 2020 and its stated goals regarding human diversity and client advocacy. 7. Appraise the major alternative and complimentary therapies practiced in various cultures. LEARNING OUTCOMES SPECIFIC TO THE COURSE Eight comprehensive learning outcomes are identified for this course. Other more specific outcomes may also result from extensions of classroom learning and practice exercises. After completing this course, students should be able to effectively: Define cultural competence and understand its history, the necessity for its practice in health care environments (generally) and in nursing (specifically). This includes 2

3 knowledge of Joint Commission, CLAS, NCQA, URAC, and ANA standards and guidelines; self-awareness of one s own level of cultural competence; models for further becoming culturally aware; and notions of patient-centered care. Define the concepts of culture, world view and values, language and culture, cultural relativism, hierarchical vs egalitarian cultures; and be able to distinguish between cultural altruism, ethnocentrism, prejudice, discrimination. The student should be able to demonstrate how culture constructs a framework for understanding and experiencing, and how these frameworks differ as one moves from culture group to group. Understand health-related experiences from the contexts of different cultural viewpoints. The student should be able to articulate how cultural and social factors may impact a patient s experience of health and illness; and how to elicit a patient s understanding of illness so as to inform culturally appropriate treatment/care delivery. Understand how demographic diversity poverty, immigration, global/local forces impact the access to and delivery of health care. The student should be able to articulate how such forces and conditions impinge upon both the healthcare system and the patient, and be able to identify areas where improvements in nursing practice could be made. Understand healing traditions from non-western cultures, and the impact these may have in facilitating or hindering a patient s interactions with biomedicine. Here, the student should be able to discuss how religious, magico-religious, allopathic or humoral pathology traditions impact patient perceptions of such as pain, expressions of illnesses, and treatment preferences which are standard in biomedicine. Understand personal and familial heritages and how these shared beliefs and practices within family systems interact with medical systems of biomedicine and health care delivery. Distinguish common characteristics shared by different ethnic and/or racial groups that are well represented in patient populations in the United States. A concerted but selective study of some of the major ethnic/racial groups, their cultural and health profiles, should enable students to comment intelligently on these. Articulate a personal plan for engaging cultural competence as a life-long learning process. AACN ESSENTIALS OF BACCALAUREATE EDUCATION FOR PROFESSIONAL NURSING PRACTICE (2008) Essential VII: Clinical Prevention and Population Health # 12. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities. Essential VIII: Professionalism and Professional Values # 7. Communicate to the healthcare team one s personal bias on difficult healthcare decisions that impact one s ability to provide care. # 9. Recognize the impact of attitudes, values, and expectations on the care of the very 3

4 young frail older adults, and other vulnerable populations. Essential IX. Baccalaureate Generalist Nursing Practice # 17. Develop a beginning understanding of complementary and alternative modalities and their role in health care. # 18. Develop an awareness of patients as well as healthcare professionals spiritual beliefs and values and how those beliefs and values impact health care. Patient-centered Care QUALITY AND SAFETY EDUCATION FOR NURSES (QSEN) COMPETENCIES 1. Elicit patient values, preferences and expressed needs as part of clinical interview, implementation of care plan and evaluation of care. 2. Communicate patient values, preferences and expressed needs to other members of health care team. 3. Provide patient-centered car with sensitivity and respect for the diversity of human experience. 4. Elicit expectation of patient and family for relief of pain, discomfort, or suffering. 5. Remove barriers to presence of families and other designated surrogates based on patient preferences. Required Texts: REQUIRED AND RECOMMENDED TEXTS AND LITERATURE Galanti, Geri-Ann (RN, Ph.D.) [2008] Caring for Patients from Different Cultures. 4 th Edition.. Philadelphia: University of Pennsylvania Press (paperback). ISBN Recommended texts and literature: Rundle, Anne, Maria Carvalho, and Mary Robinson, Eds. [2002]. Cultural Competence in Health Care: A Practical Guide. San Francisco: Jossey/Bass (Wiley), Paper. Chong, Nilda (M.D.) [2002]. The Latino Patient. A Cultural Guide for Health Care Providers. Boston MA: Intercultural Press, Paper. ISBN10: Fadiman, Ann [1998]. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors and the Collision of Two Cultures. Farrar, Strouss, & Giroux, Paper. ISBN-10: ISBN-13: Campinha-Bacote, Josepha [2007]. The Process of Cultural Competence in the Delivery of Health Care Services: A Culturally Competent Model of Care. 5 th Edition. Transcultural Care 4

5 Associates, Paper. Sheikh, Aziz, and Abdul Rashid Gratad, Eds. [2007]. Caring for Muslim Patients. 2 nd Edition. Radcliffe Publishing/Oxford University Press, Paper. ISBN10: ISBN13: Kleinman, Arthur [1994]. Pain as Human Experience: An Anthropological Perspective (Comparative Studies of Health Systems and Medical Care). Palo Alto, CA: University of California Press, Paper. ISBN-10: ISBN-13: COURSE POLICIES Attendance and Tardy Policy You must be at class on time and remain present until dismissed. Class attendance is necessary in order to complete the course. The School for Professional Studies relies on the dynamics of class interaction and group processing in order to integrate and apply the learning of academic content. This model also emphasizes the development and practice of interpersonal communication skills and teamwork (e.g., group problem solving and negotiation). The format therefore necessitates class attendance. In practical terms, one course session is equivalent to three weeks of traditional semester course work. Due to the concentrated scheduling and the emphasis upon participatory learning, students need to be in attendance every week. Students who miss more than one class meeting (or more than five class ) in any given course will automatically receive a failing grade and need to retake the course to obtain a passing grade. If an instructor deems that a student s second absence was under extremely unavoidable and unusual circumstances (i.e., an auto accident), the professor may file an academic petition on behalf of the student to the Dean of SPS. If the academic petition is approved, the instructor may give the student a W (Withdrawal) grade in place of a failing grade. The student will still be required to retake the course. Students who arrive late disturb the class. Students who arrive late will not receive participation points for the unit covered. Students who are habitually late may be asked to withdraw from the course. Degree Requirements Students must achieve a minimum grade of C for all major course requirements. Any major course in which the student receives a grade below C must be retaken. Class Participation Students must be prepared and participate in all discussions. Criterion: Is the student engaged in classroom discussions? Does the student demonstrate an ability to handle assigned material with a degree of proficiency? (e.g., ask questions and participate in dialog consistently, and in a manner that reflects familiarity with the assigned material). Participation evaluated according to quality, not quantity, of participation. Attendance will be scored, and no participation 5

6 points will be awarded if the student is absent from class. Late Paper Policy You are responsible for submitting assignments on time (by 6:00 pm). Unless authorized by the Professor in advance, no credit will be given for assignments not turned in when due. Academic Dishonesty Work submitted for assessment purposes must be the independent work of the student concerned. Plagiarism, or copying and use of another s work without proper acknowledgment, is not permitted. Nor is it permissible for any former or present student to allow another student to refer to, use as a sample, or in any way copy or review their work. If a student needs guidance, he or she must seek the Professor s assistance. Please refer to page 45 of Vanguard University Catalog for definitions and consequences of plagiarism: Disability Services For students with documented medical or psychological disabilities, please contact the Coordinator of Disability Services to request reasonable accommodations. The Coordinator of Disability Services is located in the Counseling Center on the second floor of the Scott Academic Center and can be reached at extension 4489 or by at disabilityservices@vanguard.edu For students with a documented learning disability who would like to request appropriate accommodations, please contact the Director of Learning Skills, located upstairs in Scott Academic Center at extension 2540 or by at disabilityservices@vanguard.edu Classroom Diversity Statement As students and faculty at Vanguard University of Southern California, and foremost as Christian believers, we endeavor to communicate with honesty and confidentiality, to speak with encouraging and edifying words, and to create a safe environment where we shelter one another with love when vulnerabilities arise. This classroom intends to foster a Christ-centered community that promotes appreciation and respect for individuals, enhances the potential of its members, and values differences in gender, ethnicity, race, abilities, and generation. 6

7 Teaching/Learning Methods: Learning Activities 4 units = 60 contact in class and online activities 1. Eight (8) four (4) sessions on campus = Planned activities and on-line discussions via Moodle with faculty = 28 Out of Class Activities Assignment 1 = Assignment 2 = Assignment 3 = Assignment 4 = Required readings = 40 Total Teaching Learning Methods / Contact 4 units = 60 of contact 4 units = 120 of out of class activities Teaching/learning methods include: 1. Online asynchronous forum discussions 2. Reading assignments 3. Electronic data base search 4. Synthesis of knowledge through oral presentations, written papers, and classroom discussion Course Assignments (detailed instructions are included in appendix: Assignment Points % Assignment Assignment Assignment Assignment Exams (3, 10% each exam or 100 points each) Moodle postings (4 25 points each) TOTAL 1000 points 100% 7

8 Grading Scale Students must maintain a GPA of 2.0 to continue in the undergraduate program. A required course in which a grade of C or less has been achieved must be repeated. Percentages Points Grade Significance GPA % A Exceptional % A % B % B Above Average % B % C % C Average % C % D % D Below Average % D % F Failure

9 CLASS SCHEDULE Unit 1: Weeks 1-2 Unit 2: Weeks 3-4 Lectures Cultural competence: History, meaning, legislation. Core concepts in under-standing culture and its myriad roles Demographics of diversity, social trends and conditions. Issues in health access and health encounters Readings Text 1 Cps 1,2,3, and 8 Packet Readings 2 for Unit 1 Re-skim prior reading and add Cp 7 Packet Readings for Unit 2 Assignment Self-assessment of cultural competencies. Due: Week 2 Case report on minority health access: Emphasis on culture, condition, or language limitation. Due: Week 4 Activity Film/case vignettes and discussion Film/case vignettes and discussion; personal on the job experience sharing Examination Unit Test: Week 2, last hour Unit Test: Week 4, last hour Unit 3: Weeks 5-6 Unit 4: Weeks 7-8 Lectures Cultural traditions and beliefs about health, illness, healing, healthcare. Non-Western alternative medicine and healing systems. Case Reviews and understanding of differences. Select culture groups and traditions. Review of prevalence and incidence of diseases in these groups. Concluding reflections on cultural differences and competencies in understanding them Readings Text Cps 4, 5, 6, and 12; Appendix 2 Packet Readings for Unit 3 Text Cps 9, 10, 11 and 13; Conclusion; Appendix 4 Packet Readings for Unit 4 Assignment Activity Case report on a non-western medical system. Due: Week 6 Film/case vignettes and discussion; Case analyses Personalized plan for continuing cultural competence education post-course Due: Week 8 Film/case vignettes and discussion Examination Unit Test: Week 6, last hour Unit Test: Week 8, last hour 9