Day 2 Roundtable Discussions
N=80 participants
9:45 am to
10:00 am
1.
10:00 am to 11:15 am
BREAK
Concurrent Synthesis
Sessions:
Table 1:
Patient Centered Care
Table 2:
Pharmacology
Table 3:
Health Systems and
Policy
Table 4:
Epidemiology and
Health Disparities
Table 5:
Evidence-Based
Practice
Table 6:
Leadership, Quality
Assurance, and
Informatics
Table 6:
Leadership, Quality
Assurance, and
Informatics
Table 7:
Ethics in Clinical Care
or Research
Table 8:
Capstone Inquiry
Co-Facilitators:

Dr.
Lauren
Clark

Deborah
Washington
OBJECTIVE 1:
Collaboratively design a
proposed nursing course
that fulfills the
expectations of one
AACN cultural
competency using toolkit
resources.
CONTENT:
A.
B.
C.
An improved course
title designed for the
educational level
you choose (AD, BS,
MS, DNP, PhD)
One course objective
aligned with the
graduate AACN
cultural
competencies (not a
repeat of the AACN
competency but a
personalized version
you develop)
One learning activity
linked to the
competency you
have written that
fits with the course
overall (you may
find something
useful in the
Toolkits)
Interactive skills
building
Post Test
Structured
Interview
Attitude Scale
Evaluation form
Direct Observation
of Skill Performance
Other
Learner Satisfaction
Knowledge
Skill & Attitude
Change
Change in Practice
Other
Leading Nursing Education in Cultural Competence and Health Disparities in Mississippi
Scenario: Each of you has been appointed by your Dean or Chairperson to contribute to a crossinstitutional educational program in Mississippi. The overall goal is to advance nursing education in
Mississippi in accord with the IOM Future of Nursing report. Your small group is tasked with designing
one specific course to add to the shared state-wide course portfolio. Your course will foster student
outcomes in cultural competence.
Use your collective wisdom, new insights you gained from this symposium, and all available resources to
do your work.
The deliverables your table will produce in the next 30 minutes include:



An improved course title designed for the educational level you choose (AD, BS, MS, DNP, PhD)
At least one course objective aligned with the undergraduate or graduate AACN cultural
competencies (not a repeat of the AACN competency but a personalized version you develop)
One student learning activity linked to the competency you have written that fits with the
course overall (you may find something useful in the AACN Toolkits)
Share your group’s accomplishments in a brief (3-5 minute) report to the large group using the following
template. The reaction panel will comment on the overall progress we’ve made and remaining
challenges for Mississippi and the nation in addressing cultural competencies and cultural humility in
nursing education.
Table Topics
Each Table will receive a preliminary course title to work with.
(8 tables, 10 per table or 2 sets of 5 per table)
Table 1: Patient Centered Care
AHRQ provides data on patient-centered care as experienced by patients themselves by age, race, and
ethnicity. Using this report, you can divide students into small groups and direct them to selected
sections of the report. Their assignment is to take the assigned graphic or chart, explain what it means
to the class, and then suggest at least one nursing intervention to respond to the patient centered care
issue at hand http://www.ahrq.gov/qual/nhdr11/nhdr11.pdf (the Patient-Centered Care section starts
on p. 163).
Table 2: Pharmacology
There is new information and quite a bit of debate about the role that race plays in drug metabolism.
Ask your students to complete some of the activities at the PBS documentary site about race, and then
host a class discussion about how we can predict relationships between race and drug metabolism.
What do we need to know about our patients in order to anticipate their specific drug metabolism
differences? http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm This very topic is
addressed in the “Ask the Experts” section. Assess their understanding of the statement and elaborate
in class as necessary.
Table 3: Health Systems and Policy
A variety of organizational self-assessment tools exist to help health care agencies or systems to assess
their overall cultural competence. As the students to look up a sample of them and explore their focus,
strengths, and limitations on a practical level. Discuss as a class. Sample assessments provided in
materials assembled by University of Pittsburgh( http://www.healthdiversity.pitt.edu/studentsfaculty/CulturalCompetenceResources2.php) are listed below:
Organizational Self Assessment Tools
1
Andrulis, D., Delbanco, T., Avvakian, L. & Shaw-Taylor, Y. Conducting a Cultural Competence Self
Assessment. Retrieved December 4, 2006, from http://erc.msh.org/provider/andrulis.pdf
2
U.S. Department of Health and Human Services, Office of Minority Health. (December 2003).
Developing a Self-Assessment Tool for Culturally and Linguistically Appropriate Services in Local Public Health
Agencies: Final Report. Retrieved December 4, 2006, from
http://www.omhrc.gov/assets/pdf/checked/LPHAs_FinalReport.pdf
3
Salimbene, S. (2001) CLAS A-Z: A Practical Guide for Implementing the National Standards for Culturally and
Linguistically Appropriate Services (CLAS) in Health Care. Retrieved December 4, 2006 from
http://www.omhrc.gov/assets/pdf/checked/CLAS_a2z.pdf
Table 4: Epidemiology and Health Disparities
Have your students complete a web scavenger hunt and nominate their favorite websites to a resource
list about epidemiology and health disparities. Each student or group of students should identify their
“Top 3 Web Sites to Learn More about Epidemiology and Health Disparities.” A class project will be to
assemble a resource list and post it on the web. The University of Michigan has already created a
resource webpage on cultural competence http://www-personal.umich.edu/~darfish/culture/ . Maybe
your class can design something similar on the specific topic of epidemiology and health disparities.
Table 5: Evidence-Based Practice
This class usually teaches about how to find evidence to direct the best possible nursing care. You could
have a module on the lack of evidence to guide care, and what questions we could ask to build more
evidence in the care of racial and ethnic minority patients. AHRQ has assembled an excellent resource
at http://www.ahrq.gov/research/cultural2.htm . Be sure to check out Category A: Culturally Sensitive
Interventions. Could this be a resource for your class?
Table 6: Leadership, Quality Assurance, and Informatics
A quality assurance challenge for healthcare agencies is using consumer input to design better services.
Here is a webcast about how to build capacity for participatory evaluation of services in the community.
It focuses on cultural competence in working with minority populations around disability topics. Could
this be part of your teaching toolkit? http://www.ncddr.org/webcasts/webcast4.html
Table 7: Ethics in clinical care or research
To develop your content for this class, you will find many helpful resources at California Nurses
Foundation Cultural Awareness Education for Healthcare Professionals. This educational program is
composed of two six hour education sessions:
Session One: Introduction to Cultural Awareness
Session Two: Introduction to Ethics, Access, Disparity, and Advocacy
For more information, go to: http://calnursesfoundation.org/cultural.htm
Table 8: Capstone Inquiry
To provide students with a sample of possible Capstone topics, you may wish to highlight the ways
cultural competence in clinical care is an important area for DNP students. You might highlight this
example of a cultural competence-focused DNP Capstone project:
http://sites.google.com/site/dukednp2010capstoneprojects/dnp-project-descriptions/alikimartin/capstone-synopsis
Another way to bring cultural competence into the course is to have them explore the availability,
utilization, and acceptability of interpreter services in a clinical unit. Linguistic competence is an area
receiving attention as a budget item, a quality of care indicator, and a medico-legal hot-button topic.
Resources on this topic are abundant.
Table 9: Health Assessment
Before we assess the health of a single patient, we can benefit from assessing ourselves. What are our
beliefs about health? What worldviews or perceptions do we bring to health assessment? Furthermore,
are we bringing biases and stereotypes to the clinical encounter that might make health assessments
less effective? Explore the Georgetown site to see if there are self-assessments or other resources for
the health assessment student to use as part of this course.
http://nccc.georgetown.edu/information/providers.html
Schedule (10-11:15)
10-10:15
Explanation of the activity, questions, orientation to the resources and template for presenting
outcomes
10:15-10:45
Small group work
10:45-11:15
4-6 tables present their template via overhead projector or computer display
Resources
1. Template
2. Each group will receive a template (overhead or computer?) to record their work.
Preliminary Course Title:
Reformulated Course Title:
Course Objectives.
At the conclusion of this course, the student will be able to:
(be sure that at least one objective maps onto cultural competencies)
1.
2.
3.
Student Learning Activities.
To accomplish course objectives, students will participate in the following exercises or activities:
Overall Reflection.
What did you learn about including cultural competence in the curriculum?