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Nursing: Class Resources

Student Learning Outcomes / Competencies

Students will demonstrate appropriate competency related to the following knowledge and skills:               

  1. critically assess the selected communities including appropriate epidemiological principles, cultural, religious norms and health care practices of groups of varied racial and ethnic backgrounds;
  2. assess if systems meet the needs of the population(s) served and are culturally and spiritually relevant;
  3. identify the variants in health, including physiological variations, in a wide  range of cultural, spiritual, racial, ethnic, age, and gender groups that may  influence the assessment and plan of care using epidemiological, social, and environmental data to draw inferences regarding the health status of client populations, i.e., individuals, families, groups, and communities;
  4. examine how various health care delivery systems are organized, including community and population-based systems;
  5. organize comprehensive, culturally and spiritually holistic plans of care that address the health promotion and disease prevention needs of client populations;
  6. integrate theories and research in generating teaching and counseling strategies to promote and preserve health and healthy lifestyles in client populations;
  7. evaluate a multidisciplinary approach to strategies and multifaceted resources that empower client populations in attaining and maintaining maximal functional wellness while collaborating with a multicultural work force;
  8. summarize the results of policy research relevant to community health care  delivery;
  9. analyze the interaction between regulatory controls and quality control within the health care delivery system;
  10. evaluate community, local, state and national socioeconomic and health policy issues and trends by using health care research for consumers and community officials; and
  11. construct progressively the concept and elements of the professional portfolio required throughout the course of graduate study.

*Due to the varied locations & types of experiences available for this course; all outcomes may not be met.

Transcultural nursing books

  • Culture care diversity and universality: a worldwide nursing theory / Leininger, Madeleine
  • Transcultural nursing theory and models : application in nursing education, practice, and administration / Sagar
  • Transcultural caring dynamics in nursing and health care / Ray
  • Many voices : toward caring culture in healthcare and healing / Kavanagh
  • Transcultural health care: a culturally competent approach / Purnell
  • Guide to culturally competent health care / Purnell
  • Caring for patients from different cultures / Galanti
  • Transcultural concepts in nursing care / Andrews
  • Delivering culturally competent nursing care / Kersey - Matusiak
  • Cultural competencies for nurses / Dayer - Berenson
  • Cultural diversity in health and illness / Spector
  • Global health care / Holtz 
  • Transcultural nursing assessment & intervention / Giger

Journal Research Report Guidelines

A journal template is provided to facilitate your on-site windshield survey for your health topic. Your trip journal is used to record and analyze your observations as you focus on your topic area (see Windshield Survey components).

Take notes on who, what, where and add the why along with your assumptions and insights. Take pictures, make illustrations or keep maps and souvenirs to document:

o   Physical setting for your health topic observation

o   Cultural artifacts representing beliefs (values, ideas, attitudes)

o   Physical characteristics of individuals (if relevant- age, gender) and nonverbal details

The journal report presents your observations, assumptions and analysis along with pre / post trip research set within the cultural competence theories frameworks. The structure of your journal report follows APA research paper format as a clearly written, well organized paper with supporting evidence or examples. The report should meet assignment requirements for length as well as scholarly references.

Reference

Brandt, C., & Manley, T. (2002). The practice of the fieldbook: Facilitating and evaluating field-based learning. Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 113-142.  http://frontiersjournal.org/wp-content/uploads/2015/09/BRANDT-MANLEY-FrontiersVIII-ThePracticeoftheFieldbook.pdf