Mennonite College of Nursing
At
Illinois State University
COURSE NUMBER:
N237
COURSE TITLE:
Cultural and Spiritual Dimensions in Healthcare
PRE/COREQUISITES:
N224
SEMESTER/YEAR:
Fall 2014
ACADEMIC CREDIT:
1 Credit Hour
FACULTY:
Lynn S. Kennell, MS, RN
Office Phone #: 309-438-2365
Home Phone #: 309-467-2407
Email: lskenne@ilstu.edu
CATALOG DESCRIPTION:
Role of nurse as culturally sensitive caregiver explored while learning about health attitudes, beliefs, and
practices of culturally and spiritually diverse populations.
COURSE DESCRIPTION:
This course focuses on the health attitudes, beliefs, and practices of culturally and spiritually diverse
populations. The role of the nurse as a culturally sensitive caregiver is explored. Key content includes
transcultural nursing theories, spirituality perspectives, and their application in various health care
situations. Selected strategies to facilitate understanding of intergroup dynamics and intercultural
communication in health care settings are introduced.
COURSE OBJECTIVES:
1. Relate one’s own cultural and spiritual background to professional nursing identity.
2. Discuss the influence of various cultural theories in guiding the provision of culturally and
spiritually sensitive care throughout the lifecycle.
3. Explore various modes of communication in providing culturally and spiritually sensitive
nursing care.
4. Identify the uniqueness of selected cultural/religious traditions and complementary therapies
and their effects on health practices.
5. Relate legal and ethical issues to the provision of culturally and spiritually sensitive
professional, evidence-based nursing care.
6. Develop a holistic awareness of spirituality while differentiating it from religion.
23701syllabus_sp2014
1
TOPICAL OUTLINE:
I. Introduction to Transcultural Nursing
A.
B.
C.
D.
E.
F.
G.
Historical development of transcultural nursing
Importance of transcultural nursing
Students’ views of transcultural nursing
Transcultural nursing as a subspecialty within the nursing profession
Terminology used in Transcultural Nursing
Transcultural Nursing Theories
Mapping
1. Geographical
2. Geocultural
3. Georeligious
II. Subculture of Health care
A. Implications for healthcare providers
B. Implications for healthcare recipients
C. Implications of healthcare environments
III. Health and Illness in Various Cultures (Selected cultures will be introduced)
A. Euro-American Community
1. Northern European-American
2. Southern European-American
3. Eastern European-American
4. Western European-American
B. Hispanic Community
1. Mexican
2. Puerto Rican
3. Cuban
4. Central American
5. South American
C. Native American Community
1. American Indian
2. Eskimo
3. Aleut
D. Asian/Pacific Islander Community
1. Chinese
2. Filipino
3. Japanese
4. Asian Indian
5. Korean
6. Vietnamese
7. Cambodian
8. Hmong
9. Laotian
10. Thai
23701syllabus_sp2014
2
11. Hawaiian
12. Pacific Islanders
E. Middle Eastern Community
1. Arabian
2. Israeli
3. Palestinian
4. Turkish
F. Black Community
1. African
2. Haitian
3. Jamaican
4. West Indian
5. Dominican Republic
IV. Health and Illness in Various Religious/Spiritual Traditions (Selected Religious/Spiritual
Traditions will be introduced.)
A. Spirituality
B. Religious Traditions
1. Chrisitianity
2. Judaism
3. Islam
4. Hindu
5. Buddhism
V. Complementary Healing Practices
A. Natural Remedies
B. Familial Remedies
VI. Nursing Implications
A.
B.
C.
D.
E.
Self-evaluation
Client advocacy
Impact on care delivery
Legal and ethical considerations
Identification of community resources
INSTRUCTIONAL METHODS:
PowerPoint Presentations
Discussion/lecture in class and online
Student presentations
Literature Searches
Web Searches
ReggieNet quizzes and discussion board
Case Studies
Annotated narratives
23701syllabus_sp2014
3
COURSE REQUIREMENTS: The learner is expected to:
1. Complete reading assignments and take online quizzes as directed in ReggieNet.
2. Participate in assigned class discussions on ReggieNet using discussion board or assignments tab.
3. Prepare a specific culture or religious tradition ‘handout’ for the classroom following the Purnell
Model for Cultural Competence (Purnell & Paulanka, 2008, chapter 2). Include one nursing
research article that evaluates the efficacy and effectiveness of a complementary therapy used in
this culture on patient outcomes.
4. Identify culturally competent approaches based on the culture investigated with the culturalogical
‘handout’ using Leininger’s model of Culture Care Preservation/Maintenance, Culture Care
Accommodation/Negotiation, and Culture Care Repatterning/Restructuring (Leininger &
McFarland, 2002, p.80).
5. Complete a Culturalogical/Spiritual Assessment. Please turn in the typed assessment in class or
online in ReggieNet under “Assignments” on the assigned due date.
6. Read Three Cups of Tea by Greg Mortenson and David Relin OR Monique and the Mango Rains
by Kris Holloway to gain greater sensitivity to the Muslim culture or the Mali culture and reflect
on ways to learn about another culture.
7. Type all written assignments.
8. Absence due to bereavement must follow the policy listed in the Student Handbook.
9. Adhere to College Policies and Procedures as outlined in MCN Student Handbook and Illinois
State University Undergraduate Catalog.
Faculty Responsibilities—As a College of Nursing faculty member, we will
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Remain current in our field and in the general nursing and healthcare environment.
Stay up-to-date with learning theory and pedagogy, applying appropriate innovations.
Present course materials in an organized, coherent manner.
Be on time for class and avoid canceling classes unnecessarily.
Encourage appropriate discussion and question from students.
Respect the opinions and responses of students.
Encourage feedback and, when appropriate, make changes based on it.
Develop meaningful assignments that contribute to student mastery of course and program competencies.
Write exams that fairly reflect the course content and coverage.
Use due care and thought in grading all assignments and exams.
Provide appropriate and timely feedback for all assignments and exams, recognizing that the time frame for
returning graded material will vary.
Provide students with a reasonable opportunity to discuss assignments and grades without reprisal
Assign final grades with care and fairness.
Set and enforce standards for academic integrity so students who behave with honesty are not disadvantaged.
Conduct ourselves ethically, honestly, and with integrity in all situations.
Treat students, fellow faculty, staff, and administrators fairly and impartially.
Make every effort to prevent discrimination and harassment.
Behave and speak professionally, respectfully, and courteously at all times.
Safeguard any confidential information.
Be accessible and maintain adequate office hours.
Respectfully and appropriately use resources in cyberspace to enhance learning and/or communication.
Adapted with permission from the ISU College of Business Standards of Professional Behavior and Ethical
Conduct
Academic Integrity: Academic Integrity is expected in all educational endeavors. Students who have
questions regarding issues of academic dishonesty should refer to the University regulation which outlines
unacceptable behaviors in academic matters. It is the student’s and faculty’s responsibility to uphold the
principles of Academic Integrity. Academic Integrity is required of you the student and myself (us) as
23701syllabus_sp2014
4
your instructor (s). Academic Integrity should be used in preparation for this course, in class time,
clinical time, regarding exams and with regard to written assignments. In certain circumstances (such as
cheating or plagiarism, faculty may be required to refer a student (s) to Student Dispute Resolution
Services for a violation of I.S.U.’s Code of Conduct.
Disability Concerns:
If you need a special accommodation to fully participate in this class, please contact Disability Concerns at 4385853 (voice), 438-8620 (TDD).
Students with disabilities are encouraged to contact the office of Disability Concerns at Illinois State
University for assistance. Please follow the guidelines for these concerns.
Nursing is a strenuous and physical occupation requiring physical lifting of more than 10 pounds, twisting,
and bending. If you have any visual, auditory or lifting challenges, you are encouraged to discuss these
with your clinical instructor for both your safety and the safety of your client. Some clinical sites do not
allow braces, casts or crutches.
A learner who is having difficulty completing an assignment by the due date is expected to discuss this
matter with the faculty member IN ADVANCE. If the learner does not address the matter with the
faculty member in advance, an assignment turned in late will receive a zero. In addition, learners who
receive an extended due date for completing an assignment and do not submit the assignment on the
extended date will receive a zero for the assignment.
EVALUATION METHODS:
Graded Components of Course
Percent
ReggieNet Quizzes
Assignments entered in ReggieNet--
25%
1. Initial self-assessment of culture
2. discussion and written reaction to
Three Cups of Tea by Greg Mortenson OR
Monique and the Mango Rains by Chris Holloway—
6%
12%
Cultural/Spiritual Handout and Case Study—Group Project
25%
Class attendance & Participation in Case Studies
Cultural/Spiritual Assessment (Culturalogical Assessment)
12%
20%
TOTAL
100%
TEXTBOOKS:
Required:
D’Avanzo, C. E. & Geissler, E.M. (2008). Pocket guide to cultural health assessment (4th ed.). St. Louis, MO:
Mosby.
Purnell, L. D., & Paulanka, B. J. (2008). Transcultural health care: A culturally competent approach (3rd ed.).
Philadelphia, PA: F.A. Davis
Either of the following books:
Holloway, C. (2007). Monique and the mango rains. Long Grove, IL.: Waveland Press
Mortenson, G. & Relin, D.O. (2009). Three cups of tea: young readers’ edition .Penguin books.
Supplementary:
Andrews, M. M., & Boyle, J. S. (2008). Transcultural concepts in nursing care (5th ed.).
Philadelphia, PA: J.B. Lippincott.
23701syllabus_sp2014
5
Campinha-Bacote, J. (2003). The process of cultural competence in the delivery of
healthcare services—a culturally competent model of care. Transcultural
C.A.R.E. Associates, Josepha Campinha-Bacote, PhD, APRN, BC, CNS, CTN, FAAN.
Giger, J.N., & Davidhizar, R.E. (Eds.). (2008). Transcultural nursing: assessment and
Intervention (5th ed.). St. Louis, MO: Mosby.
Jarvis, C. (2012). Transcultural Consideration in Assessment. In Physical Examination
and Health Assessment (6th ed.). St. Louis, MO: Saunders.
Kemp, C. & Rasbridge, L. (2004). Refugee and immigrant health: A handbook for health professionals.
New York: Cambridge University Press.
Leininger, M. M., & McFarland, M. R. (2002). Transcultural nursing: concepts, theories,research, & practice (3rd
ed.). New York: McGraw-Hill Medical Publishing Division.
Spector, R. E. (2004). Cultural diversity in health and illness (6th ed.). Upper Saddle River, NJ.:Pearson, PrenticeHall.
23701syllabus_sp2014
6