UNIT G: CULTURAL DIVERSITY
Unit/Competency/Objective
G
HT07.
HT07.01
HT07.02
HT07.03
Cognitive
Performance
6%
2%
2%
2%
3%
1%
CULTURAL DIVERSITY
Analyze cultural diversity in the delivery of health care.
Discuss concepts of culture, ethnicity and race.
Analyze behaviors and their cultural significance.
Evaluate cultural and spiritual beliefs regarding health care.
2%
Unit Materials
Intro
Web Resources
Content Outline
Lesson Plans
G.3
G.4 – G.5
G.6 – G.8
HT07.01
Cultural Competence Questions
Culture, Ethnicity and Race
Cultural Diversity Guest Speaker
Cultural Diversity Speaker Notes
Guest Speaker Student Instructions
Extemporaneous Writing Topic
Extemporaneous Writing Rubric
G.9
G.10
G.11
G.12
G.13
G.14
G.15
HT07.02
Group Notes: Bias, Prejudice & Stereotyping
PowerPoint: Understanding Cultural Diversity
Understanding Cultural Diversity Transparency Masters
Quiz: Culture and Behavior
Key: Culture and Behavior
My Big Fat Greek Wedding
G.16
G.17 – G.19
G.20 – G.30
G.31 – G.32
G.33
G.34
HT07.03
PowerPoint Presentation Assignment
PowerPoint Presentation Project Rubric
Teamwork Rubric
G.35
G.36
G.37
HT7210 Health Team Relations
Summer 2005
G.1
Cultural Diversity
Recommended Resources
First Edition
Author: Louise Simmers
ISBN #: 1401858090
©2004 Publish Date: 1/5/2004
Binding: Hardcover
Pages: 340
Publisher: Delmar Learning
Supplemental Resources
Third Edition
Author: Geri-Ann Galanti
ISBN #: 0812218574
©2003 Publish Date: 11/1/2003
Binding: Paperback
Pages: 256
Publisher: University of Pennsylvania Press
This book contains a rich resource for this unit by providing multiple examples of patient
and health provider interaction. It was on the HOSA Medical Reading list in 1999-2000.
HT7210 Health Team Relations
Summer 2005
G.2
Cultural Diversity
Web Resources
http://www.diversityrx.org
Diversity Rx is a clearinghouse of information on how to meet the language and cultural needs of
minorities, immigrants, refugees and other diverse populations seeking health care. Here you'll
find answers to questions like:
 how do language and culture impact the way clients use health services
 who has developed model programs, best practices, training courses, and quality
assessments
 what do civil rights law and other laws say should be done to provide equal access to
health care services
 what's the role of linguistically and culturally appropriate services in assuring quality,
improving cost-effectiveness, and responding to managed care regulations and
accreditation guidelines?
http://www.omhrc.gov/cultural/
The Office of Minority Health was mandated by the United States Congress in 1994 to develop
the capacity of health care professionals to address the cultural and linguistic barriers to health
care delivery and increase access to health care for limited English-proficient people. Additionally
this mandate directs OMH to support research, demonstrations, and evaluations to test new and
innovative models aimed at increasing knowledge and providing a clearer understanding of health
risk factors and successful prevention intervention strategies for minority populations.
The Center for Linguistic and Cultural Competence in Health Care (CLCCHC) was established in
FY 1995 as a vehicle to address the health needs of populations who speak limited English.
This website includes the National standards for culturally and linquistically appropriate services
in health care.
Center for the Study of Cultural Diversity in Health Care
http://www.med.wisc.edu/cdh/
The fundamental Mission of the Center for the Study of Cultural Diversity in Healthcare (CDH) at
the University of Wisconsin Medical School is to facilitate the design, implementation, evaluation
and replication of culturally and linguistically competent healthcare programs to improve
consumer satisfaction and health outcomes for all residents of Wisconsin.
HT7210 Health Team Relations
Summer 2005
G.3
Cultural Diversity
Content Outline
Unit G
Cultural Diversity
HT07.01
Discuss concepts of ethnicity, culture and race.
A. Concept of individual’s uniqueness
B. Culture
C. Ethnicity
1. African American
2. Asian American
3. European American
4. Hispanic American
5. Middle Eastern/Arab American
6. Native American
D. Race
E. Cultural diversity
1. Cultural assimilation
2. Acculturation
3. Sensitivity
HT07.02
Analyze behaviors and their cultural significance.
A.
B.
C.
D.
E.
F.
Bias
Ethnocentric
Prejudice
Stereotyping
Holistic care
Family organization
1. Nuclear family
2. Extended family
3. Patriarchal
4. Matriarchal
5. Health care implications
G. Language
1. Languages used in America
2. Techniques for non-English speaking patients
H. Personal space and touch
1. Close contact and distant contact cultures
2. Arabs
3. French and Latin Americans
4. Hispanic Americans
5. Gender
6. European and African Americans
7. Asian Americans
8. Cambodia
9. Vietnamese
10. Middle Eastern countries
11. Native Americans
I. Eye contact
J. Gestures
HT7210 Health Team Relations
Summer 2005
G.4
Cultural Diversity
HT07.03
Evaluate cultural and spiritual beliefs regarding health
care.
A. United States uses biomedical or “Western” system
1. Encouraging patients to learn about their illness
2. Informing patients about terminal illness
3. Teaching self-care
4. Using medications and technology to cure or treat
disease
5. Teaching preventive care
B. Beliefs vary greatly among cultures – although not all
individuals in a culture believe and follow all the customs
C. In United States, increasing use of alternative therapies
D. Individuals have a right to choose their method of health
care
E. Beliefs in certain cultures:
1. South African
a. Maintain harmony of body, mind and spirit
b. Cause: Spirits, demons or punishment from God
c. Treatment: Prayer or religious rituals
2. Asian
a. Health is balance of yin and yang
b. Treatment: Herbal remedies, acupuncture
c. Believe pain must be endured silently
3. European
a. Illness caused by outside sources
b. Treat with medication, surgery, diet, exercise
4. Hispanic
a. Health is a reward from God, good luck
b. Heat and cold remedies to restore balance, prayers,
massage
5. Middle Eastern
a. Health is spiritual, cleanliness essential
b. Males dominate and make decisions on health care
c. Spiritual causes of illness, evil eye
6. Native American
a. Health is harmony with nature
b. Illness caused by supernatural forces and evil spirits
c. Healer: Medicine man
d. Tolerance of pain signifies strength and power
F. Spiritual Beliefs
1. Spirituality
2. Religion
3. Atheist
4. Agnostic
G. Health care workers determine a patient’s spiritual needs by
talking to the patient
H. Show respect for a patient’s spiritual beliefs and practices:
1. Willing listener
2. Support for spiritual and religious practices
3. Respect of symbols and books
4. Privacy during clergy visits
5. Refrain from imposing your beliefs on the patient
HT7210 Health Team Relations
Summer 2005
G.5
Cultural Diversity
Name _____________________________________
Date ___________________
CULTURAL COMPETENCE QUESTIONS
1.
Culturally competent health care is defined as health care services that are
respectful of and responsive to the cultural and linguistic needs of the patient. In
your own words, what does this tell you that YOU need to do in your chosen health
career?
2.
The National Standards for Culturally Appropriate Health Care require that patients
receive care that is compatible with their cultural health beliefs. Can you think
of an example when this might be a challenge?
3.
Imagine you are a health care professional and have been assigned to care for
someone who used to bully you as a child. You still have strong, negative feelings
about this person. What would you do?
4.
You are caring for a patient of the Hindu faith. The patient tells you that her
diagnosis of breast cancer is punishment for her sins and that she believes in faith
healing. How would you respond?
5.
Is it fair to say that our culture, religion, and the environment in which we are raised
contribute to our belief in our bodies and our health? If so, how does that impact
the decisions we make about our health care as adults?
6.
In our study of cultural diversity in health care, what do you hope to learn?
HT7210 Health Team Relations
Summer 2005
G.6
Cultural Diversity
Name _____________________________________
Date ___________________
CULTURE, ETHNICITY, AND RACE
There are three important terms that we use in understanding cultural diversity. Those
terms are culture, ethnicity, and race. Using chapter 6 in Health Science Career
Exploration, study the information about these terms and then, using your own words
and understanding, fill in the chart below.
How are they alike?
How are they different?
Culture
Ethnicity
Race
How do you prefer to describe your own culture, ethnicity and race?
HT7210 Health Team Relations
Summer 2005
G.7
Cultural Diversity
CULTURAL DIVERSITY GUEST SPEAKER
When guest speakers are invited to the classroom, students take an active role in
facilitating the process.
Student Objectives:
1)
Demonstrate professionalism.
2)
Hear examples of cultural diversity concepts.
3)
Begin the process of understanding individual differences.
Materials Needed:

Contact information for guest speaker, including topic, date, etc.

Speaker’s resume (for introduction)

Digital camera

Media contact information

Thank you notes
Steps:
1)
The teacher makes the initial contact for a guest speaker(s) for this topic. You may
invite students, faculty, health professionals or parents who represent a diverse
culture. You will also provide the speaker(s) with the “Cultural Diversity Speaker
Notes” form.
2)
Once the professional agrees to speak, the instructor explains that students will
extend a formal invitation (phone call or personal visit), follow up in writing, ask for
a resume (for the introduction), etc.
3)
Assign all leadership roles related to the guest speaker to students in the class. Be
sure students understand the importance of professional behavior in hosting a
guest speaker.
4)
Assure that students understand and carry out their roles as assigned.
5)
Have students take notes during the speaker’s presentation.
6)
The day after the speaker, ask students questions to assess their understanding of
the presentation.
7)
Praise/recognize students for their successful completion of leadership roles.
Assessment:
Verbally or in writing, provide each student with feedback on his/her performance. Did
the student meet professional standards in carrying out his/her assignment related to the
guest speaker?
Additional Instructions:
 BE SURE the students involved can pronounce the speaker’s name, topic and
profession correctly.
 An “Assignment Sheet” is provided that explains the expectations for each role in
facilitating the guest speaker.
 Different students should be selected to perform different roles with each speaker.
Most CTE classrooms invite at least 4 guest speakers a year.
HT7210 Health Team Relations
Summer 2005
G.8
Cultural Diversity
CULTURAL DIVERSITY SPEAKER NOTES
Thank you for agreeing to speak with students enrolled in Health Team Relations about
Cultural Diversity. In this unit of instruction, these students will:



Discuss concepts of culture, ethnicity and race.
Analyze behaviors and their cultural significance.
Evaluate cultural and spiritual beliefs regarding health care.
We are hopeful that you can share real examples for the concepts students are learning
in this unit. Here are a few sample topics to address. Please use the terms in bold
when talking about each area of understanding.
1. Culture - Talk briefly about your cultural experiences as a child. How were you
educated, what occupational choices were you encouraged to pursue, what were
the rules for social interaction, what types of food did you eat, and what were the
health beliefs of your family?
2. Ethnicity – Students have been taught that members of an ethnic group share a
common heritage, but may not practice all the beliefs of the group. Can you give
some personal examples of your ethnic heritage?
3. Cultural Assimilation – With “cultural assimilation,” members of newly arrived
cultural group alter their unique beliefs and adopt the ways of the dominant
culture. Today, the United States is trying to change from a “melting pot” to a
“salad bowl” where cultural differences are appreciated and respected. Can you
help students understand why cultural differences should be appreciated and
respected?
4. Acculturation – This is the process of learning the beliefs and behaviors of the
dominant culture. What experiences have you had with acculturation?
5. Sensitivity – Students have been taught that sensitivity is the ability to recognize
and appreciate the personal characteristics of others, which is essential in health
care. Can you help students understand how they can be sensitive when caring
for someone from your culture?
Thank you for your willingness to help our students learn more about cultural diversity!
HT7210 Health Team Relations
Summer 2005
G.9
Cultural Diversity
Name _____________________________________
Date ___________________
GUEST SPEAKER STUDENT INSTRUCTIONS
Speaker
Topic
Date
________________________________________________________________
Student
Assignment
Invitation – Obtain contact information from the teacher. Place the
phone call, introduce yourself, and invite the speaker. Offer to answer
any questions. Ask if any equipment is needed. Explain that written
confirmation will follow via E-mail or mail.
Written Confirmation – Write a letter or E-mail that confirms date, time
and topic. Explain that a student will meet the speaker in the school office
at a specified time to escort the speaker to the classroom. Include details
like the number of students in the class, any equipment that will be
available, etc.
Media Contact – Call or E-mail local newspaper. Inform education
reporter of speaker and invite media coverage. Provide all appropriate
details (date, time, location, etc.) If possible, call 2-3 hours before the
speaker to determine if a reporter will be present. Greet/host reporter.
Host – Be sure you know about the speaker, his/her profession,
employer, and scheduled topic. You will need to carry on a conversation
with the speaker on the way to the classroom. Go to the office 15 minutes
prior to the scheduled arrival of the speaker and wait. Introduce self and
provide assistance as necessary. On the way to the classroom, explain
WHY the class is eager to hear what the speaker has to say. Introduce
the speaker to the student making the introduction. When the speaker is
finished, walk the speaker back to his/her vehicle.
Introduction – Obtain the speaker’s resume from the teacher and write
an introduction. Greet the speaker upon arrival to the classroom, help
with the speaker’s equipment/materials, and make the introduction when
the speaker is ready.
Reporter – Bring a digital camera and take a picture of the speaker.
Make notes of the speech. Write a news article about the speaker and
key points made during the speech. Submit the news article to the HOSA
Newsletter, school newspaper, PTA newsletter, and/or school website for
publication.
Thank you – Write and mail a handwritten thank you note on behalf of
the entire class.
HT7210 Health Team Relations
Summer 2005
G.10
Cultural Diversity
EXTEMPORANEOUS WRITING TOPIC
Instructions to the teacher:
As a follow-up to the Cultural Diversity guest speaker(s), assign students to write
an essay following the Extemporaneous Essay guidelines and rating sheet. This
can be done as part of a class period or homework assignment.

Use the event rating sheet as a rubric for grading the essays.

Allow students to use the notes they took during the guest speaker’s
presentation.

The Extemporaneous Writing guidelines in pdf format can be found at
http://www.hosa.org/natorg/sectb/cat-iii/ew.pdf

An adapted rating sheet can be found on the following page. It includes
minor changes to align with this assignment.
-----------------------------------------------------------------------------------------------------------The topic for the essay is:
Respecting Cultural Diversity Begins at School
Note: You must use the following five terms at least once in your essay:





Culture
Ethnicity
Cultural Assimilation
Acculturation
Sensitivity
HT7210 Health Team Relations
Summer 2005
G.11
Cultural Diversity
Name _____________________________________
Date ___________________
EXTEMPORANEOUS WRITING
Rubric
Items Evaluated
1.
2.
Points Possible
Superior Excellent Good
Fair
Content:
Coverage of
Topic Assigned
Poor
10
8
6
4
2
Accurate use of the 5
key terms
10
8
6
4
2
Creativity/
Originality
10
8
6
4
2
5
4
3
2
1
Body of Essay
5
4
3
2
1
Closing
5
4
3
2
1
Organization:
Opening Statement
3.
Coherence of Thought
15
12
9
6
3
4.
Structure:
Grammar
15
12
9
6
3
Spelling
10
8
6
4
2
Punctuation
5
4
3
2
1
Neatness and legibility
10
8
6
4
2
100
80
60
40
Total Points

Points
Allocated
20
Reprinted with permission from National HOSA.
Comments:
HT7210 Health Team Relations
Summer 2005
G.12
Cultural Diversity
Name _____________________________________
Date ___________________
GROUP NOTES: BIAS, PREJUDICE & STEREOTYPING
Instructions: Write your answers on a separate sheet of paper. Be sure to discuss and
answer each question. Be sure all group members have a chance to participate.
Record your examples but not the name of the person sharing the example.
1.
A bias is a preference that prevents impartial judgment. For example, if a coach
assumes an overweight student is a poor basketball player - that’s a bias. Why?
Have each member in the group share an example of bias they have seen or
experienced. Have each group member determine if the example is indeed “bias.”
(Does it fit the definition of “preference that prevents impartial judgment?”)
Why is impartial judgment important in health care?
2.
Individuals who believe their culture or ethnicity is superior to other cultures and
ethic groups is called ethnocentric. Have each member of the group share an
example of ethnocentricity they have seen or experienced.
If a person is ethnocentric, how might he/she treat people from different cultures or
ethnicities?
3.
Prejudice means to pre-judge without reviewing the facts or information. What are
some of the negative consequences of prejudice?
Do you agree with the statement “Every individual is prejudiced to some degree.”?
How can we learn to be aware of our prejudices?
4.
A stereotype is a belief that everyone in a particular group is the same. Are all
stereotypes negative?
Have each member in the group share an example of stereotype they have seen or
experienced. Have each group member determine if the example is indeed a
“stereotype.” (Does it fit the definition of “believing that everyone in a particular
group is the same?”)
In health care we strive to avoid stereotyping. Why?
5.
It seems to be acceptable for us to use biased, prejudiced and stereotyped
comments when we are talking about ourselves and our ethnic group. Can you
think of any examples where that is true? Why does such behavior seem to be
acceptable? Is such behavior acceptable in the health care community?
6.
Do you clearly understand the concepts: bias, ethnocentric, prejudice and
stereotype?
HT7210 Health Team Relations
Summer 2005
G.13
Cultural Diversity
POWERPOINT:
UNDERSTANDING CULTURAL DIVERSITY
TEACHER INFORMATION:
A 12-slide PowerPoint presentation with animation and transitions can be found on the
course CD in PowerPower format. You will need access to PowerPoint software on your
computer in order to open and show the presentation.
The PowerPoint includes notes pages with teacher notes for the presentation. If using
the PowerPoint, be sure to use the notes pages within the PowerPoint and not the ones
listed below, which have been adapted for use with transparencies.
Another option is to create transparencies. Transparency masters are printed in this
unit. Teacher note pages follow below:
Slide #
Slide #1
Teacher Notes
NOTE TO TEACHERS:
These transparencies are designed to stimulate interaction and discussion from
students. Students will be able to contribute to the discussion from personal
knowledge and experiences.
A key point throughout the discussion is to recognize why “understanding” is
important to health care workers, and the fact that ALL people within a culture do not
act and feel in the same way. ALL INDIVIDUALS are unique, and it is essential for
the health care worker to seek to understand an individual’s needs.
Slide #2
TEACHER ASKS: Note the aspects of a person’s well-being we are concerned with
in health care. Is that true for all professions?
RESPONSE: Students should recognize that health care workers must be aware of
cultural and ethnic beliefs in order to treat the whole person and provide holistic care.
This is not a requirement for all professions, but it is in health care.
Slide #3
TEACHER ASKS: What is a nuclear family? What is an extended family.
RESPONSE: Students should recognize that a nuclear family is parent(s) and
child(ren) and an extended family is parents, children, aunts, uncles, cousins and
grandparents.
Slide #4
TEACHER ASKS: What is usually the basic family unit in the following cultures?
RESPONSE:
1. Hispanic American = extended
2. Native American = extended
3. Polish American = nuclear
4. Italian American = nuclear
5. African American = extended
6. British American = nuclear
HT7210 Health Team Relations
Summer 2005
G.14
Cultural Diversity
Slide #5
TEACHER ASKS: The authority figure in the families of the patients you care for will
vary. Who is the authority figure in your family?
RESPONSE: Should have a variety of answers, including “both.” Help students
understand that some cultures have strong patriarchal authority.
TEACHER ASKS: How would you respond if a man of Middle Eastern culture
wanted to make all the decisions for his hospitalized wife?
RESPONSE: Recognition and acceptance of family organization is essential for
health care providers. Help students discuss and explore this concept.
TEACHER ASKS: To determine a patient’s family structure, what questions might
you ask?
RESPONSE: There are sample questions in the textbook. See if students can
generate their own answers.
Slide #6
TEACHER ASKS: What kinds of questions could you ask to determine the patient’s
ability to communicate?
RESPONSE: Questions are given on page 138 of the textbook. Let students try to
formulate their own questions. Help them understand the importance of finding out
what language the patient speaks and reads, and to not make assumptions.
Slide #7
TEACHER ASKS: Imagine you were to care for a patient from Russia. How would
you learn a few essential words and phrases?
RESPONSE: To generate some fun discussion and thinking….see what ideas they
can generate. Answers might include “the Internet”, family members, in the hospital
library, Barnes and Noble, etc.
Slide #8
TEACHER ASKS: What does it mean to be a close contact or distant contact
culture?
RESPONSE: Should talk about territorial space, and the distance people need to
feel comfortable when interacting.
Slide #9
TEACHER: We can discuss examples of how people from these cultures often react
to person space and touch. Keep in mind that these are just examples, and not
everyone from a specific culture or ethnic groups responds in exactly the same way.
QUESTION TO STUDENTS: If that’s true, then why bother to learn about personal
space and touch?
RESPONSE: Should realize that understanding differences is a good starting point
for understanding behavior, etc.
The answers are on pages 139-140 in the textbook.
Slide
#10
TEACHER ASKS: Do you agree that this is how European Americans feel about eye
contact?
HT7210 Health Team Relations
Summer 2005
G.15
Cultural Diversity
Slide
#11
TEACHER ASKS: What are some examples of how people from different cultures
typically react to eye contact?
RESPONSES:
• Some Asian Americans consider direct eye contact to be rude.
• Native Americans – use peripheral vision and avoid direct eye contact, may
regard direct stares as hostile and threatening
• Hispanic and African American – may use brief eye contact but then look
away to indicate respect and attentiveness
• Muslim women avoid eye contact as a sign of modesty
• India – people of different socioeconomic classes may avoid eye contact with
each other
TEACHER NOTES: The goal here is not to memorize the different examples, but
rather to understand that when someone from a culture other than our own does not
maintain eye contact, it could be for cultural reasons.
Slide
#12
TEACHER: Stimulate classroom instruction on examples of gestures that mean
different things in different cultures.
Examples in book include:
• U.S. nodding head up and down is “yes” and back and forth is “no.” In India,
it’s the exact opposite.
• In U.S. pointing is OK, but to many Asians and Native Americans, could
represent a strong threat
• Hand gesture for OK can be insulting to some Asians
HT7210 Health Team Relations
Summer 2005
G.16
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Understanding Cultural
Diversity
Holistic Care
Definition: Care for the well-being of
the whole person.
 Physical
 Mental
 Emotional
 Social
HT7210 Health Team Relations
Summer 2005
G.17
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Family Organization
 Nuclear
 Extended
HT7210 Health Team Relations
Summer 2005
G.18
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Nuclear or Extended
•
•
•
•
•
•
Hispanic American
Native American
Polish American
Italian American
African American
British American
HT7210 Health Team Relations
Summer 2005
G.19
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Family Organization
 Patriarchal
 Matriarchal
HT7210 Health Team Relations
Summer 2005
G.20
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Language
• Dominant language in U.S. is
ENGLISH
• What percent of U.S. population
speaks a language other than
English at home?
• 20%
• Health care workers must ask
questions to determine the
patient’s ability to
communicate.
• When possible, find a
translator.
HT7210 Health Team Relations
Summer 2005
G.21
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Techniques for Non-English
Speaking Patients
• Speak slowly and use simple
words
• Use gestures or pictures
• Use non-verbal – smile and touch
• DON’T speak louder
• Learn a few essential words and
phrases
HT7210 Health Team Relations
Summer 2005
G.22
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Personal Space and Touch
Close contact vs. distant contact
cultures
Stay out of
my space!
HT7210 Health Team Relations
Summer 2005
G.23
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Personal Space and Touch
• Arab
• French & Latin Americans
• Hispanic Americans
• Gender
• European & African Americans
• Asian Americans
• Cambodia
• Vietnamese
• Middle Eastern
• Native American
HT7210 Health Team Relations
Summer 2005
G.24
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Eye Contact
• European Americans
• Maintaining eye contact sign of
interest and trustworthiness
HT7210 Health Team Relations
Summer 2005
G.25
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Eye Contact
• What about other cultures?
HT7210 Health Team Relations
Summer 2005
G.26
Cultural Diversity
Understanding Cultural Diversity – Transparency Masters
Gestures
• Hand
gestures
mean
different
things in
different
countries.
• Health
care
workers
must be
sensitive when using hand
gestures
HT7210 Health Team Relations
Summer 2005
G.27
Cultural Diversity
Name _____________________________________
Date ___________________
QUIZ: CULTURE AND BEHAVIOR
Instructions: Write your answers in the space provided.
1.
Maggie is a nursing supervisor. The last four Registered Nurses she hired were
UNC Chapel Hill graduates. Is Maggie biased? _________ What questions
would you need to determine if this is an example of bias? __________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2.
Give an example of something an ethnocentric person might say: ____________
________________________________________________________________
Can you think of an example on an ethnocentric leader in world history?
________________________________________________________________
3.
Jones is a pharmacist from the Virgin Islands. He treats Trevor, his African
American colleague, very badly. Jones is rude to Trevor and does not trust him.
Why? ___________________________________________________________
________________________________________________________________
________________________________________________________________
4.
For each characteristic given, list a common stereotype and a personal example
of a person you know who does NOT fit the stereotype.
Characteristic Stereotype
Jock
Personal Example
Nerd
Short people
Old people
5.
Belinda is attempting to be friendly to a fellow dental assistant and says, “I love
Chinese food! You’re lucky you get to eat it all the time.” Her colleague
responds, “That’s nice, but I’m Japanese.” What should Belinda say next?
________________________________________________________________
________________________________________________________________
________________________________________________________________
HT7210 Health Team Relations
Summer 2005
G.28
Cultural Diversity
6.
Health care providers must be aware of the well-being of the whole person in
order to provide ________________________ care.
7.
What is the difference between a nuclear family and extended family? _______
________________________________________________________________
________________________________________________________________
8.
A family in which the oldest male is the authority figure is considered to be
_____________________________________. In a ______________________
family, the mother is the boss.
9.
A new patient arrives at a doctor’s office. The patient has a very strong ethnic
accent that is unfamiliar to the receptionist. What should the receptionist ask the
patient? _________________________________________________________
________________________________________________________________
10.
List three techniques you would use when communicating with a patient who has
limited English-speaking ability?
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
11.
Match the culture with a preference regarding touch and personal space.
Preferences may be used more than once.
Culture
____ A.
____ B.
____ C.
____ D.
____ E.
European Americans
Asian Americans
African Americans
Hispanic Americans
Cambodians
Preference
1. Comfortable with touch and close
contact during conversation.
2. Prefer space during interactions.
3. Kissing and hugging almost never done
in public
12.
A Muslim woman avoids eye-contact with you during a conversation. What would
you think if the reason for this behavior? _______________________________
________________________________________________________________
13.
Attendants on an airplane point with two fingers rather than one. Disney
employees point with two fingers. Why do you think these are corporate
policies?
________________________________________________________________
________________________________________________________________
________________________________________________________________
HT7210 Health Team Relations
Summer 2005
G.29
Cultural Diversity
KEY: CULTURE AND BEHAVIOR

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Note to Teacher: This quiz is designed to assess student understanding of the
concepts in this objective and to provide feedback to the teacher and student about
mastery of this objective. Correct answers will vary. Discussion of the answers is
important.
Maybe – need to ask more questions to find out why Maggie only hired UNC
Chapel Hill graduates.
Ethnocentric person would make a statement that indicates superiority over other
races or cultures. Example – Adolph Hitler (there may be others)
Students should answer that they need more information to determine the reason
– we don’t want them to jump to the conclusion that the cause is prejudice, but at
the same time, they need to be aware that sometimes prejudice does exist.
Answers will vary
Answer should contain an apology
holistic
nuclear – parent(s) and child(ren), extended is that plus grandparents, uncles,
aunts and cousins
patriarchal, matriarchal
What language do you speak at home? Do you read English?
Should write three of the following:
A. Speak slowly and use simple words
B. Use gestures or pictures to clarify meaning
C. Nonverbal communication – smile or gentle touch if culturally appropriate
D. Do NOT speak louder
E. Try to learn a few words in the patient’s language
A – 2, B – 3, C – 2, D – 1, E - 3
Normal behavior for her culture, showing respect
Pointing gesture a threat in some cultures, two fingers used to be more culturally
sensitive
HT7210 Health Team Relations
Summer 2005
G.30
Cultural Diversity
MY BIG FAT GREEK WEDDING
This is an optional assignment to be administered as determined appropriate by the
teacher, and in agreement with local Board of Education policies.
Description:
This is a tale of Greek-American Toula (whose family
sees her as over the hill at 30), who falls for a WASPy
guy named Ian and then has to endure the outrage,
doubt, and ultimate acceptance of her deeply ethnically
centered family. The actors invest their wildly
stereotypical portrayals with sincerity and compassion,
giving the movie an honest warmth instead of
Hollywood schmaltz. But My Big Fat Greek Wedding
ultimately succeeds because of Vardalos; her intelligent,
down-to-earth presence and charm carry the film.
Instructional Applications:
Many of the terms and examples presented in this objective are clearly illustrated in My
Big Fat Greek Wedding. Most students will see the movie differently as a result of the
learning they experienced in this unit.
One suggestion would be to have students rent and watch this movie at home, then
discuss in small groups or as a class. Students should be able to find examples of bias,
stereotype, ethnocentrism, family structure, personal space and touch, etc. – in this film.
It will also be significant to determine if students recognize that the movie is an
exaggeration based on fact, and if they suggest that NOT ALL Greeks act like those in
the movie.
HT7210 Health Team Relations
Summer 2005
G.31
Cultural Diversity
Name _____________________________________
Date ___________________
POWERPOINT PRESENTATION ASSIGNMENT
Instructions: You are to work in small groups to develop a PowerPoint presentation to
share with the class on the topic assigned. Your group will be evaluated using the
PowerPoint Presentation Project rubric, and the Teamwork rubric.
In this assignment, you are to research the health care and religious beliefs of an
assigned culture.
Culture Assigned _____________________________________________________
Date of Classroom Presentation _________________________________________
Group Members ______________________________________________________
____________________________________________________________________
Your presentation will have a maximum of 10 slides and must address the following
areas of content:








Introductory information about the culture
Health concepts
Cause of illness
Traditional healers
Methods of treatment
Response to pain
Religion
Other important health care considerations
Your primary resource will be your textbook. In addition, you may use the Internet,
reference books or interviews as additional resources. Create a separate resource page
to turn in that clearly identifies the resources you used. Your teacher will want to check
your resources.
You will conclude this project by presenting your completed PowerPoint project to the
class. You will have 10 minutes for your presentation. All group members should be
actively involved.
Your goal for the presentation will be
to help class members LEARN
about the culture you researched.
HT7210 Health Team Relations
Summer 2005
G.32
Cultural Diversity
Name ___________________________________ Date ___________________
POWERPOINT PRESENTATION PROJECT
Rubric
1
Resources
2
Spelling and
Grammar
3
Presentation
Design
4
Enhancements
5
Organization
6
Originality
7
Objectives
8
Higher Level
Thinking
9
Content
10 Presentation
3 points
2 points
Resource list
submitted. Resources
properly cited.
All words spelled
correctly. Used correct
grammar.
Well styled and neat.
Good use of color,
balance and space.
Eye-catching and
appealing.
Graphics, video, and
sound used effectively
if present. Transitions
and animation livened
up the presentation.
Resource list submitted
but incomplete.
Resource list not
submitted.
Two or fewer spelling
and two or fewer
grammatical errors.
Some elements of
balance and
proportion. Adequate
use of color. Most
elements neatly done.
Most enhancements
added to the
effectiveness of the
presentation.
Transitions, animation,
and multimedia too
long or too short.
Sequence logical with
one or two
weaknesses.
Greater than five
errors in spelling
and/or grammar.
Not well balanced.
Margins off or
inconsistent. Cluttered
appearance or much
wasted space.
Graphics, video and
sound poorly used.
Transitions and
animation poorly used
or not used at all.
Presentation
ineffective.
Sequence is not
logical. No clear flow
of ideas.
5 points
3 points
0 points
Evidence of originality
and inventiveness.
Majority of content or
composition is fresh
and original.
Project content clearly
supports objectives
and aligns with the
facts and concepts in
the curriculum. Users
will learn from this
project.
Clear evidence that
higher level thinking
skills were used in the
creation of this project.
All information is clear,
appropriate and
correct.
All members involved
and well-prepared.
Presentation lively and
powerful.
Shows some evidence
of originality and
inventiveness.
No evidence of new
thought. The project
is a collection of other
people’s ideas.
Some evidence that
the project supports the
objectives and
curriculum. Users are
likely to learn from this
project.
No evidence that the
project supports the
objectives and
curriculum. Users not
likely to learn from this
project.
Some evidence that
higher level thinking
skills were used in the
creation of this project.
Most information is
clear, appropriate and
correct.
All members involved
and prepared.
Presentation clear and
satisfactory.
No evidence that
higher level thinking
skills were used in the
creation of this project.
Content lacks clarity,
appropriateness and
accuracy.
Half the group
members involved.
Presentation choppy
and weak.
Sequence logical and
meaningful.
0 points
Points
Awarded
Points
Awarded
Total Points (Out of a possible 40 points)
HT7210 Health Team Relations
Summer 2005
G.33
Cultural Diversity
Name ___________________________________ Date ___________________
TEAMWORK
Rubric
4 points
3 points
2 points
0 points
1
Contribution
Clearly
contributes to
the success of
the project
Contribution
equal to that of
other team
members
Contribution
fair but without
impact
Did not
contribute to
the research
for this
project
2
Cooperation
Always
cooperative,
positive and
encourages
others
Usually
cooperates
Occasionally
cooperates
Never
cooperates
3
Team
behavior
Balances
listening and
speaking as a
team member
Talks too little,
usually a good
listener
Talks too
much, doesn’t
consider all
viewpoints
Tries to
dominate
discussion or
does not
participate at
all
4
Responsibility
Always does
assigned work
by the deadline
Usually does
assigned work
by the deadline
Rarely does
work, needs
reminding
Always relies
on others to
do the work
5
Focus
Stays on task
and effectively
uses group
work time
Mostly stays on
task and
effectively uses
group time
Often off task
during group
time
Does not
contribute to
the group
process
Points
Awarded
Total Points (Out of a possible 20 points)
Comments:
HT7210 Health Team Relations
Summer 2005
G.34
Cultural Diversity