Syllabus for the module: Health in the Nordic Countries – Lifestyle and Environment
Autumn 2014
Course 4
Syllabus
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Syllabus for the module: Health in the Nordic Countries – Lifestyle and Environment
Autumn 2014
Course 4: Transcultural Nursing
Objective:
 The student will demonstrate knowledge of ethnonursing theory and research.
Learning outcome – upon completion of the course the student will be able to:
 Reflect on the cultural encounter between health professionals/nurses and patients with
another cultural background
 Reflect on and demonstrate knowledge of Madeleine M. Leininger’s Culture Care Theory
and Athur Kleinmans cultural care and the concepts disease and illness
 Recognize how cultural care is influenced by diversity and universality
Teaching methods:
1. Presentation by lecturer (powerpoints available at Fronter)
2. Case based teaching
3. Class and group discussions
4. Roleplay
Nursing Culture Theory:
Madeleine Leiniger: 3 lessons (Dorthe Nielsen)
Content:
 Transcultural nursing – an introduction to the ideas and methods of culturally congruent
nursing from nursing theorist Madeleine Leininger
 Different concepts of culture, from the classical understanding of culture as a word
Prescribed literature:
 Leininger, Madeleine (2002): Culture Care Theory: A Major Contribution to Advanced
Transcultural Nursing Knowledge and Practices. I: Journal of transcultural nursing, Vol. 13
no. 3, p. 189- 192, (4 pages).
Supplementary literature:
 Campinha-Bacote, Josepha: A Culturally Consciously Model of Care.
http://www.transculturalcare.net/Cultural_Competence_Model.htm (6 pages)
 Holliday, Adrian and John Kullman, Martin Hyde (2010): Intercultural Communication.
Routledge
 Giger J. N., Davidhizar R. (2002): The Giger and Davidhizar Transcultural Assessment Model,
Journal of Transcultural Nursing, Vol 13, pp 185-8 (4 pages)
Student activities:
1.
Student presentations of s
2.
elected cultural theory and opportunities for intervention
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Syllabus for the module: Health in the Nordic Countries – Lifestyle and Environment
Autumn 2014
Islam & Nursing
Introduction:
Islam & Nursing is a course divided into 2 sessions where the participant will be introduced to
Islam and its impact on health practices.
Session 1
Objective:
The student will obtain a basic understanding of Islam
Learning outcome - upon completion of the course the student will be able to:
 Describe the basic principles of Islam
 Participate in addressing bias
Content:
 Exploring Islam: What do Muslims believe and do healthcare providers need to address their
own biases?
Prescribed literature:
 See the welcome letter from the lecturer. This letter will be sent to the participant via email
in the beginning of September 2014.
Supplementary literature:
 http://www.health.qld.gov.au/multicultural/default.asp (accessed 3/6/2014)
 http://www.health.qld.gov.au/multicultural/health_workers/hbook-muslim.asp (accessed
3/6/2014)
 British Muslims with diabetes need more healthcare support during Ramadan (accessed 3/6/2014
on http://www.manchester.ac.uk/discover/news/article/?id=11410)
 Mebrouk, J. (2008) Perception of Nursing Care: View of Saudi Arabian Female Nurses.
Contemporary Nurse vol 28, April, 1-2 Advances in Contemporary Transcultural Nursing (2nd
edn), pp 149-161
 Lovering, S (2008) Arab Muslim nurses’ experiences of the meaning of caring, PhD
Dissertation, Sidney University – (accessed 3/6/2014 on
http://prijipati.library.usyd.edu.au/bitstream/2123/3764/1/sr_lovering_2008_thesis.pdf )
Teaching methods:
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Instruction through welcome letter
Introduction to debate through presentation by lecturer
Guided class and group discussions
Motivated additional exploration of topic
Student activities:
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Contact with lecturer via email
Reflection
Pre-class reading and note-taking
Active participation in class and group discussions
Journaling
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Syllabus for the module: Health in the Nordic Countries – Lifestyle and Environment
Autumn 2014
Cultural Research: 3 lessons (Tina Vestphal Jensen)
Content:
 Transcultural research – basic research based on Madeleine Leininger’s theoretical thinking
Prescribed literature:
Aga, Fekadu et al. (2009): The conceptions of care among family caregivers of persons living
with HIV/AIDS in Addis Ababa, Ethiopia. In: Journal of cultural nursing, Vol. 20 no.1, p. 3748 (11 pages).
Gibson, Elisabeth A. (2008): Caring for a critically ill Amish newborn: An application of
Leininger’s Theory of culture care diversity and universality. In: Journal of transcultural
nursing, Vol.19 no. 4, p.371-374 (4 pages).
Student activities:
1.
Reflections and discussions about the research and the relevance for nursing practice.
Cultural Understanding: 3 lessons (Dorthe Nielsen)
Athur Kleinmann: 3 lessons (Dorthe Nielsen)
Content:
 Culture, Illness, and Care: Clinical Lessons From Anthropologic and Cross-Cultural
Research
 Cultural understanding
Prescribed literature:
 Kleinman et al. Culture, Illness, and Care: Clinical Lessons From Anthropologic and CrossCultural Research FOCUS, The Journal of Lifelong Learning in Psychiatry, Vol. Iv, No. 1
2006 (6 pages)
Student activities:
1. Reflections on the impact of the different understandings of culture
2. Roleplay
3. Groupdiscussions
Islam & Nursing
Session 2
Objective:
The student will obtain a basic understanding of Islam’s impact on health belief and practices
Learning outcome - upon completion of the course the student will be able to:
 Outline health care practices that supports Muslim patients
 Discuss the values of cultural competent care for Muslim patients
 Impact the future health care in provision of appropriate nursing care to Muslim patient
Content:
 Islam’s impact on health belief and practices: What can healthcare providers do to bridge
potential gaps?
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Syllabus for the module: Health in the Nordic Countries – Lifestyle and Environment
Autumn 2014
Prescribed literature:
 Health care providers’ handbook on Muslim patients – (accessed 3/6/2014 on
http://www.health.qld.gov.au/multicultural/support_tools/islamgde2ed.pdf)
Supplementary literature:
 http://www.health.qld.gov.au/multicultural/default.asp (accessed 3/6/2014)
 http://www.health.qld.gov.au/multicultural/health_workers/hbook-muslim.asp (accessed
3/6/2014)
 British Muslims with diabetes need more healthcare support during Ramadan (accessed 3/6/2014
on http://www.manchester.ac.uk/discover/news/article/?id=11410)
 Mebrouk, J. (2008) Perception of Nursing Care: View of Saudi Arabian Female Nurses.
Contemporary Nurse vol 28, April, 1-2 Advances in Contemporary Transcultural Nursing (2nd
edn), pp 149-161
 Lovering, S (2008) Arab Muslim nurses’ experiences of the meaning of caring, PhD
Dissertation, Sidney University – (accessed 3/6/2014 on
http://prijipati.library.usyd.edu.au/bitstream/2123/3764/1/sr_lovering_2008_thesis.pdf )
Teaching methods:
 Case study
 Mind mapping
 Motivated additional exploration of topic
Student activities:
 Pre-class reading and note-taking
 Active participation in class discussions
 Reflection
 Journaling
Study visit to Nursing History Museum in Kolding (Sygeplejehistorisk Museum) by Susanne
Dahl
Explore Danish Nursing history and cultural background by visiting the Nursing History Museum
in Kolding.
Compare your own cultural nursing profession background with the Danish development of nursing
history.
Maybe you can find differences and similarities that can help you understand past, present and
future challenges concerning patients from other cultures than the Danish and their network?
Suggestions for study day activities:
1.
Literature studies
2.
Portfolio work
3.
Reflection on topics introduced in the class room
Student´s presentations: 3 lessons (Dorthe Nielsen)
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Syllabus for the module: Health in the Nordic Countries – Lifestyle and Environment
Autumn 2014
In the presentations the students will demonstrate knowledge of ethnonursing theory and research
through
 Reflection on the cultural encounter between health professionals/nurses and patients with
another cultural background
 Reflection on and demonstration of knowledge of a cultural assessment model
Practical advice and inspiration
You can choose between 1 of the following ideas:
1. Critically assess health pamphlets, brochures and other media using the framework of
cultural competence
2. Share cultural symbols, food, and nursing stories with other students and explain by
using a cultural assessment model
3. Perform your own cultural self-assessment
a. Present own cultural backgrounds; family origin; advantages and disadvantages of
belonging to own ethnic/racial group; prejudices and stereotypes about own group
and others; similarities and differences between own group and others using a
cultural assessment model OR
b. Construct an role play to better understand stereotyping and cultural conflicts
4. Extract cultural patterns affecting nursing care from your own country’s nursing
history
a. using the framework of cultural competence OR
b. using a cultural assessment model
5. Find case studies/journal articles/ethnographies/novels or videos
a. extract and discuss examples of cultural patterns affecting nursing care
Spiritual Nursing 2 Lessons (Kath Baum from Worcester, UK)
Literature will be announced later.
Exchange to UK as a student nurse 1 lesson (Kath Baum from Worcester, UK)
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