Master Resource Outline

 

Course Title: NRSG 469 Culturally Responsive Care in Nursing

Credits: 1-6 (1 RD; 1-5 clinical lab)

Semesters Offered: Fall, Spring, Summer (upon demand)

Prerequisites: Enrolled in the nursing major

 

Course Description:

This course is held over a finite period of time as an immersion experience in a select partnership healthcare setting. Culturally responsive care in nursing is defined and the course content is focused on fostering a growth mindset towards health beliefs, intercultural learning, communication, and nursing applications. The experience will be preceded by analysis of cross cultural and intercultural learning principles applicable to nursing and concluded by a self-reflective analysis of the immersion experience as part of clinical participation with [specific culture] nurses and clients.

Catalog Course Description:

A healthcare immersion designed to foster a growth mindset towards health beliefs, intercultural learning, communication, and nursing applications. The experience includes analysis of cross cultural and intercultural learning principles and the immersion experience with [specific culture] nurses and clients.

 

Course Objectives:

1. Apply cultural concepts with application to nursing. (2.1a, 2.2a, 2.5b, 3.1g, 9.5c)

2. Identify common health problems of the people of the designated culture. (3.1b)

3. Conduct a cultural norms assessment with a member of the select culture, applying appropriate theoretical models. (2.2b, 2.1c, 2.3f, 3.1d, 9.2a, 9.2e, 9.6a)

4. Examine the differences of clinical nursing approaches from the designated culture and mainstream Montana culture. (3.1e, 10.2a)

5. Evaluate the differences of the health care system from the designated culture and mainstream Montana culture. (3.1e, 7.1c, 7.2f, 7.3d)

6. Apply course content as a member of an interprofessional care-delivery team (6.1c, 6.1f, 6.2c, 6.3a, 6.4b, 9.2g)

Course Learning Outcomes: Upon completing this course the student will be able to:

1. Establish productive relationships with people from diverse backgrounds with integrity and professionalism.

a. Exemplar: Students will participate in guided reflection sessions each evening with course faculty.

2. Identify opportunities for the registered nurse to facilitate high-quality primary care in the immersion setting.

a. Exemplar: Students will complete a Cultural Biography in a digital format or written twopage paper about how their background shaped the nurse-led team project.

3. Collaborate with care team members to optimize client care within the designated culture.

a. Exemplar: Complete a cultural assessment (e.g., Giger-Davidhizar Transcultural Nursing Model) with a member of the community, applying appropriate theoretical models.

 

AACN Competencies

This course will introduce/develop/advance:

Domain 2: Person-Centered Care

2.1a Demonstrate qualities of empathy. (advance)

2.1c Establish mutual respect with the individual and family. (advance)

2.2a Demonstrate relationship-centered care. (advance)

2.2b Consider individual beliefs, values, and personalized information in communications. (advance)

2.3f Apply nursing knowledge to gain a holistic perspective of the person, family, community and population. (advance)

2.5b Organize care based on mutual health goals. (advance)

Domain 3: Population Health 

3.1b Assess population heath data. (advance)

3.1d Compare and contrast local, regional, national and global benchmarks to identify health patterns across populations. (advance)

3.1e Apply an understanding of the public health system and its interfaces with clinical health care in addressing population health needs. (advance)

3.1g Participate in the implantation of sociocultural and linguistically responsive interventions. (develop)

Domain 6: Interprofessional Partnerships

6.1c Elicit the perspectives of team members to inform person-centered care decision making

6.1f Communicate as informed by legal, regulatory, and policy guidelines. (advance)

6.2c Engage in the work of the team as appropriate to one’s scope of practice and competency. (develop)

6.3a Integrate the roles and responsibilities of healthcare professionals through interprofessional collaborative practice. (develop)

6.4b Demonstrate respect for the perspectives and experiences of other professions. (advance)

Domain 7: Systems-Based Practice

7.1c Differentiate between various healthcare delivery environments across the continuum of care. (introduce)

7.2f Identify the impact of differing system structures, leadership, and workforce needs on care outcomes. (introduce)

7.3d Recognize internal and external system processes and structures that perpetuate racism and other forms of discrimination within health care. (develop)

Domain 9: Professionalism 

9.2a Employ the use of intentional presence to facilitate shared meaning of the experience between nurse and recipient of care. (advance)

9.2e Demonstrate cultural sensitivity and humility in practice. (advance)

9.2g Communicate in a professional manner. (advance)

9.5c Demonstrate sensitivity to the values of others. (advance)

9.6a Demonstrate respect for diverse individual differences and diverse communities and populations.

Domain 10: Personal, Professionalism, and Leadership Development 

10.2a Engage in guided and spontaneous reflection of one’s practice.

10.2d Expand personal knowledge to inform clinical judgment.

 

AACN Threads

  • Equity and Inclusion
  • Diversity
  • Cultural Sensitivity
  • Social Determinants of Health
  • Communication
  • Ethics
  • Clinical Judgement
  • Mental Health

 

Recommended Content and Concepts

  1. Cultural and intercultural learning concepts applied within nursing
    1. Cultural diversity
      • Personal cultural assessment
      • Comparing cultures
      • Development of cultural barriers
      • Breaking down cultural barriers
      • Approaches to other cultural groups
    2. Models of cultural assessment
    3. Cultural applications of North American Nursing Diagnosis Association's (NANDA) nursing diagnoses
  2. Cultural Applications in Nursing of the [specific culture] Client
    1. Health problems
      • Nationwide, Montana, [Designated culture]
    2. Cultural variability
      • Communication
      • Space
      • Social organization
      • Time
      • Environmental control
      • Biological variations
      • Holistic view
    3. Variations in approaches to health
      • Health beliefs
      • Childbearing, childrearing
      • Illness, death, dying
      • Healing
      • Diet and nutrition
      • Religious practices related to health
    4. Identification of nursing approaches
      1. Issues in planning approaches
        • Credibility
        • Privacy
        • Language & Speech
          • Names
          • Silence
          • Non-verbal
          • Touch
          • Eye movement
          • Posture
        • Space
        • Conveying respect
        • Content of the communication
      2. Approaching the individual for direct nursing care
        • In the hospital
        • In the clinic
        • In the home
        • In the extended care facility
      3. Approaches in health education
        • Group, community
        • Individual
        • Written materials preparation/cultural specificity
  3. Health care approaches within the designated culture
    1. Structure and function of the system in place
    2. Services provided
    3. Issues within the current system
    4. Providing care by melding health care services and values with those of the designated culture (mediation and brokerage)
    5. Provision of direct care to the client outside of the specific cultural health care system

Suggested Student Learning Activities

  • Personal cultural biography, assessment, verbal or written and/or visual. 
  • Direct participation in delivering health care within the culture: In the hospital, clinics, extended care facility, community. Assigned to a staff nurse and supervised by an on-site faculty member.
  • Presentations by health care community leaders from the designated culture. Focus on being in a variety of areas. For example: History of the People; Health and Illness Beliefs; Traditional Healing Practices and Agents; Dietary Considerations; Family Roles; Health Teaching Approaches; Common Health Problems; Religious or Spiritual Beliefs; and so forth, as relevant to the student's learning.

Additional Student Learning Activities for selection

  • Select 2-3 NANDA diagnoses, review the cultural adequacy/inadequacy of elements within one of these diagnoses. Next, review the definitions for each diagnosis and identify culturally relevant factors. Finally, present the diagnosis as a bulleted list or brief report or presentation of the diagnosis.
  • Digital, written, or verbal analysis of the immersion experience in a presentation or paper format.
  • Participation in a community health fair by preparing and presenting one defined project appropriate to the student's level.
  • Critical analysis of the most effective interactional style for nurses delivering care within this culture.
  • Prepare and present a health teaching project to individuals, groups.
  • Additional projects may be negotiated with faculty to provide for individual interests and learning 5 needs of students.
  • Preparation of identified scholarly papers after assimilation of the experience.

 

Approved by UAAC: April 14, 2014; March 27, 2020; February 14, 2022

Approved by Faculty: May 1, 2014; May 11, 2020; February 14, 2022