THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS

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1 THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS COURSE NUMBER: NUR 327 COURSE TITLE: Multi-Cultural Considerations for Spiritual Care in Nursing CREDITS: 3 Credits TERM: Spring/Fall PREREQUISITES: All Pre-nursing courses Co-Requisites: XXX Format: Hybrid (7-week hybrid) course consisting of 3 online discussion group segments and 4 on-site inter-active experiential teaching and learning segments INSTRUCTOR: Professor X EXTENSION: OFFICE: XXX [email protected] OFFICE HRS: X OTHER: XXX MEETING TIME: TBA LOCATION: NELSON XXX COURSE DESCRIPTION: The course provides students with an introduction to holistic nursing care and addresses the need to link and bridge culturally relevant spiritual care, cultural self-awareness, and knowledge, theory, and communication skills with strategies for providing culturally competent and culturally sensitive nursing care to their clients.. REQUIRED TEXT/MATERIALS: Lincoln, B. (2010). Reflections from common ground: cultural awareness in healthcare. Eau Claire, WI: PHC.. Taylor, C. R., Lillis, C., LeMone, P., & Lynn, P. (2011). Fundamentals of nursing: the art and science of nursing care (7th ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins. (Text was previously purchased for NUR 301) RECOMMENDED SUPPLEMENTAL TEXT: American Psychological Association. (2011). Publication manual of the American psychological association. (6 th Edition) Washington, DC. Doenges, M., Moorhouse, M., & Murr, A. (2010). Nursing care plans: Guidelines for individualizing client care across the lifespan. (9th Edition) Philadelphia: F. A. Davis (Text was previously purchased for NUR 302) Dossey, B. M. & Keegan, L. (2013). Holistic nursing: A handbook for practice (6th ed.). Sudbury, MA: Jones & Bartlett. ISBN: (PowerPoint materials will be provided) O Brien, M. E. (2011). Spirituality in nursing: Standing on holy ground (4th ed.). Sudbury, MA: Jones & Bartlett Learning Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use. Upper Saddle River, NJ: Pearson Prentice Hall. Paul, R., & Elder, L. (2012). Critical thinking: tools for taking charge of your learning and your life (3rd ed.). Upper Saddle River, NJ: Prentice Hall. (Strongly encourage you to purchase this text) 1

2 PROGRAM STUDENT LEARNING OUTCOMES: The nursing program student learning objectives (NURSLO) are: 1. Caring Students will demonstrate caring attitudes and behaviors as they carry out the work of professional nursing with the understanding of human development, the goal of preserving dignity, and aspirations of promoting health and wellness for individuals, patients, and themselves. 2. Knowledge Students will apply knowledge synthesized from nursing science to evidence-based nursing care delivery. 3. Effective thinking Our students will use a variety of thinking methods such as, critical thinking, conceptual thinking, implementation thinking, and innovative thinking, to make decisions, solve problems, evaluate information, create new processes, and plan strategies. 4. Communication Students will demonstrate effective communication skills in therapeutic interactions, inter-professional information sharing, and scholarly dissemination. 5. Technological Aptitude Students will competently use technology to access information necessary for identifying trends used in decision making, promoting quality improvement, and preserving safety, to provide patient care, collaborate with inter-professional teams, and to continuously advance the nursing profession. 6. Lifelong learning Students will continue to advance their education to maintain knowledge and nursing skills necessary to provide quality patient care by engaging into systematic inquiry, investigation, and new knowledge generation.. 7. Cultural Competence - Students will demonstrate willingness to learn about other cultures and use the information to collaborate with patients to provide nursing care that meets individuals cultural and religious needs.. Leadership Students will apply knowledge of leadership theory and demonstrate leadership behaviors that complement particular situations. 9. Ethics Students will apply ethical standards of nursing in all situations with respect for the law, the profession, patients, and themselves. CORE CURRICULUM STUDENT LEARNING OUTCOMES: 1. Effective Communication Operational Definition: Effective communication comprises an ability to speak and write in Standard English to increase knowledge and understanding or to promote change in a listener or reader, respectively. Outcome: Students will effectively communicate in oral and written form. 2. Computer and Digital Literacy Operational Definition: The ability to appropriately use technology and know how to identify, locate, evaluate, and effectively and responsibility use and share that information. Outcome: Students will use technology to identify, locate and effectively use information from various print and digital sources. 3. Diversity Awareness Operational Definition: Diversity Competence represents a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of diverse contexts. Outcome: Students will understand the differences and commonalities among people. 4. Social Responsibility and Civic Engagement 2

3 Operational Definition: Knowledge, skills, and values that promote making a difference in the civic life of a community. It encompasses actions wherein individuals participate in activities of personal and public concern that are both individually life enriching and socially beneficial to the community. Outcome: Students will understand and utilize skills responsible for living as accountable, ethical and contributing world citizens. 5. Critical Thinking Operational Definition: Critical thinking is a comprehensive and systematic exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Outcome: Students will reason abstractly and think critically.. Integrative and Life-Long Learning Operational Definition: Lifelong learning is an all-purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence. The Lincoln University prepares students to be this type of learner by developing specific dispositions and skills while in school. Outcome: Students will use skills that support life-long learning. COURSE STUDENT LEARNING OUTCOMES: (NURSLO 1, 2, 3, 4, 6, 7,, 9) Upon completion of this course the student will be able to: 1. Define culturally congruent spiritual care 2. Apply Dr. Campinha-Bacote s model of cultural competence to patient care 3. Articulate the expectations for culturally competent holistic care as set forth by the codes of conduct, and professional accrediting agencies and state boards of nursing 4. Describe barriers and roadblocks that nurse s experience in delivering effective culturally congruent spiritual care 5. Compare and contrast Western and non-western ways of knowing 6. Discuss cultural values, beliefs, and spiritual practices of various ethnic populations 7. Explain concept clarification of spirituality, religion, and spiritual care. Apply Leininger s theory for Culture Care Diversity and Universality in culturally sensitive spiritual care 9. Incorporate experiential learning techniques through role play, case studies, group discussion and narratives 10. Demonstrate cultural and spiritual self-awareness 11. Discuss egocentric, ethnocentric, and sociocentric viewpoints in relation to global perspectives in providing holistic patient care 12. Develop a culturally sensitive spiritual plan of care 3

4 COURSE STUDENT LEARNING OUTCOMES: (NURSLO 1, 2, 3, 4, 6, 7,, 9) Upon completion of this course the student will be able to: Nursing SLO ILO 1. Define culturally congruent spiritual care , 5, 2. Apply Dr. Campinha-Bacote s model of cultural competence , TBA to patient care 5, 3. Articulate the expectations for culturally competent holistic 1-5, 6, 9 1-3, 5, TBA care as set forth by the codes of conduct, and professional accrediting agencies and state boards of nursing 4. Describe barriers and roadblocks that nurse s experience in , TBA delivering effective culturally congruent spiritual care 5, 5. Compare and contrast Western and non-western ways of , 5, TBA knowing 6. Discuss cultural values, beliefs, and spiritual practices of 1-5, 9 1-3, TBA various ethnic populations 5, 7. Explain concept clarification of spirituality, religion, and , 5, TBA spiritual care. Apply Leininger s theory for Culture Care Diversity and , 5, TBA Universality in culturally sensitive spiritual care 9. Incorporate experiential learning techniques through role play, 1-1-5, TBA case studies, group discussion and narratives 10. Demonstrate cultural and spiritual self-awareness , TBA 11. Discuss egocentric, ethnocentric, and sociocentric viewpoints in relation to global perspectives in providing holistic patient care , 5, TBA 12. Develop a culturally sensitive spiritual plan of care , TBA Assessment Methods *To be determined by assigned faculty Ex. role play, case studies, group discussion, online Discussion, field project ASSESSMENT MEASURES (TOOLS) DIRECT AND INDIRECT for each SLO: Onsite experiential learning participation through role play, case studies, group discussion and narratives Hybrid discussion participation in online course room Field project experience on interviewing someone with multi-cultural, multi-ethnic faith or spiritual practices other than one s own Final Project: Developing a multi-culturally sensitive spiritual plan of care from assigned selected case study TOPIC SCHEDULE: Week Dates Content Assignment 4

5 Week 1 TBD Becoming Culturally Competent in Nursing This unit will focus on the five constructs of cultural competence: cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire as the prescribed by Dr. Campinha-Bacote. Role play, case studies, group discussion and narratives Week 2 It s A Small World After All. Dr. Campinha-Bacote in her model of cultural competence postulates cultural competence is a process of becoming culturally competent, not being culturally competent (Campinha-Bacote, 2012, para. 1). Discussion: After viewing the video and unit readings respond to each discussion question. Post your response in the MOODLE course room. Actively participate in the discussions by responding to at least one other learner s post. 1. Define culturally competent holistic care as set forth by the codes of conduct, and professional accrediting agencies and state boards of nursing. 2. Choose one of the five constructs of cultural competence and apply it to a patient care situation. 3. How does the nurse deliver patient- centered care when the patient s health beliefs, cultural and spiritual practices, and values are in direct conflict with medical and nursing guidelines? Week 3 Understanding the nurse s role in providing culturally congruent spiritual care to clients and their families Week 4 Role play, case studies, group discussion and narratives A Bridge over Troubled Waters. The cultural beliefs, values, and health practices of western medicine may be in contrast with the patient s spiritual or folk practices; acknowledging these differences establishes rapport, respect, and trust. Each successful nurse/patient encounter promotes collaboration in the plan of care in which both (the patient and nurse) can agree, disagree, and ultimately find common ground (Lincoln, 2010, loc 4022). Discussion: Based on the video and your readings post your discussion responses in the MOODLE course room. Actively participate in the discussions by responding to at least one other learner s post. 1. Apply Leininger s theory for Culture Care Diversity and Universality to a culturally sensitive spiritual care situation involving a multicultural or ethnic population (chose one) e.g. African American, American Indian, Hispanic, Asian, Muslim among others. 5

6 2. A patient s spirituality comes into focus at critical junctures when faced with emotional stress, physical illness or death. Within this context compare and contrast Western and non-western ways of knowing in relation to helping people gain harmony in body, mind and spirit and find meaning in their existence and experience. 3. Smith, (2006) explains religiosity or religious beliefs and practices can be expressions of spirituality, but spirituality exists apart from religion (p. 41). Do you agree with this statement? Evidence your viewpoint using scholarly sources. Week 5 Implementing strategies enabling the nurse s self-awareness of their own spirituality to increase sensitivity to culturally specific beliefs. Wind beneath My Wings. This unit will focus on the critical importance of spiritual self-care; nurses who nurture their own spiritual well-being are better able to recognize and respond to the spiritual needs of their patients (Paul, et al., 2010, p. 125). Inter -active class participation for the following: 1. The nurse-patient spiritual journey begins with the nurses personal quest for meaning and purpose in one s life, in relation to their inner essence and sense of inter-connectedness with self, others, nature, and an ultimate other (Kociszewski, 2004). Share your views on this statement. 2. Discuss the importance of balancing the nurses professional demands, care of self, spiritual self-awareness and cultural sensitivity. Role play, case studies, group discussion and narratives Week 6 You Raise Me Up. The value of engaging in other ways of knowing leads to a more compelling form of transformative learning, this in turn will affect our nursing practice with clients, families, colleagues, and other learners having other worldviews, and moreover, reaching beyond the boundaries of western viewpoints on learning will add to our own personal enrichment. Discussion: Based on the video and your readings post your discussion responses in the MOODLE course room. Actively participate in the discussions by responding to at least one other learner s post. 1. Discuss what it means to be a fair- minded thinker. Explain the potential for bias in assumptions of multi-cultural spiritual perspectives 6

7 2. Discuss egocentric, ethnocentric, and sociocentric viewpoints in relation to global perspectives in providing holistic patient care Week 7 Facilitate transformative learning through adopting a more inclusive global worldview of culturally relevant spirituality Interactive discussion incorporating Leininger s theory for Culture Care Diversity and Universality in culturally sensitive spiritual care related to issues presented in the case study Participants should reflect on their own worldview: cultural, social, and life values, in regard to their own spiritual or religious practices and beliefs related to healthcare. ELECTRONIC COMMUNICATION: Students are required to use Lincoln University and Moodle to access class materials. Please communicate with course faculty via frequently. Please permit 4 hours for a response to s. CLASS and ONLINE EXPECTATIONS: All students are expected to prepare for and participate in ALL class and online sessions. If emergent situations arise directly notify the clinical faculty prior to the start of the clinical day. CALCULATION OF FINAL GRADES: = A = C = A = C 6-9 = B = C- 3-5 = B = D+ 0-2 = B = D Below 5 = F INSTRUCTIONAL METHODOLOGY: Interactive learning is facilitated by the instructor. All segments of the course will be presented utilizing an adult learning centered environment. Students are expected to be self-directed in their own learning and are encouraged to use the resources provided to enhance the learning process. Learning is enhanced through lecture/discussion, in-class small group activities, and audiovisual materials with discussion, assignment of specific readings from various professional resources and publications, and chapters in required textbooks. Discussion guides, collegial collaboration class activities, and presentation will be incorporated into the classroom learning environment. The student will participate in discussion, learning activities, and teaching projects during the theory segment of the course which will be completed in multiple learning environments supplemented by the Moodle online learning system. 7

8 EVALUATION: To show competency of the standard stated objectives, the student will be expected to obtain a minimum passing grade of 75% for each course. ATTENDANCE POLICY: Lincoln University uses the class method of teaching, which assumes that each student has something to contribute and something to gain by attending class. It further assumes that there is much more instruction absorbed in the classroom than can be tested on examinations. Therefore, students are expected to attend all regularly scheduled class meetings and should exhibit good faith in this regard. See Lincoln University and Nursing Student Handbooks. STUDENTS WITH DISABILITIES STATEMENT: Lincoln University is committed to non-discrimination of students with disabilities and therefore ensures that they have equal access to higher education, programs, activities, and services in order to achieve full participation and integration into the University. In keeping with the philosophies of the mission and vision of the University, the Office of Student Support Services, through the Services for Students with Disabilities (SSD) Program, provides an array of support services and reasonable accommodations for students with special needs and/or disabilities as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of The Services for Students with Disabilities Program seeks to promote awareness and a campus environment in which accommodating students with special needs and/or disabilities is natural extension of the University s goal. UNIVERSITY ACADEMIC INTEGRITY STATEMENT: Students are responsible for proper conduct and integrity in all of their scholastic work. They must follow a professor's instructions when completing tests, homework, and laboratory reports, and they must ask for clarification if the instructions are not clear. In general, students should not give or receive aid when taking exams, or exceed the time limitations specified by the professor. In seeking the truth, in learning to think critically, and in preparing for a life of constructive service, honesty is imperative. Honesty in the classroom and in the preparation of papers is, therefore, expected of all students. Each student has the responsibility to submit work that is uniquely his or her own. All of this work must be done in accordance with established principles of academic integrity. Revised on September, 23, 2013 Joyce Taylor RN, MSN, CCRN

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