Development of a Study Abroad Course ROWLAND RAMDASS,DNP, RN, ANP-C

Transcription

1 Development of a Study Abroad Course ROWLAND RAMDASS,DNP, RN, ANP-C

2 Outline Definition of Study Abroad Course Adding cultural competence Present evidence supporting Study Abroad as a pedagogy for teaching cultural competence Measuring cultural competence Project completion steps Development of project components Summary

3 Foreign Travel Courses: Definition & Types 3 Trips of 1-4 weeks abroad led by a faculty member Credit-bearing or non-credit Part of a curriculum or as a stand-alone co-curricular activity of a club, honor society, etc. Typically offered during winter break, spring break, or in summer Differ from residential Study Abroad programs 1/25/16

4 Description Three credits elective nursing course 2 F2F meetings prior to departure Seven day cultural immersion in Guyana One meeting after return to complete course evaluations and submit assignments

5 Purpose of this project The purpose of this project was to add cultural content to an existing study-abroad course to increase cultural competency in nursing students.

6 Overall Goals Incorporate transcultural concepts into a study abroad course Enhance the curriculum in teaching cultural competence Cultivate a reputation of transcultural expertise making the nursing program more attractive to students Supports the school mission of cultivating students appreciation of culture and diversity

7 Definition of Cultural Competence Cultural competency is the awareness of needs specific to patients based on health and illness beliefs, religious influences in health care decision making, their primary language, and other cultural and socioeconomic factors that influence their health (Calvillo et al., 2009, p. 137).

8 Cultural diverse patients U.S. Department of Health and Human Services (2010), the percentage of total patient care hours spent with minority patients will rise from approximately 31 percent to 40 percent Patients now expect nurses to have knowledge of, and ability to cater to, cultural variations To improve the cultural competency of nursing school graduates, researchers and health care advocates have recommended incorporating cultural competency into the curriculum

9 Strategies for teaching Cultural Competence Study abroad culture immersion Threaded into curriculum Stand alone course Service learning project

10 Article Calvillo, Clark, Ballantyne, Pacquiao, Purnell, & Villarruel (2009) Braithwaite (2005) Koskien and Tossavainen (2004) Fahrenwald, Boysen, Fischer, & Maurer (2001) Types of Evidence Meta-review Assessment of student knowledge using a survey tool Qualitative Qualitative case study Overall Strength Provides a concise, well-reasoned discussion of why existing curricular models are not sufficient for nurses who strive to improve their professional skills and their rapport with patients, peers, and supervisors in an increasingly diversified workplace, and why curricular models need to integrate cultural competency. Researcher found that nurses developed cultural competency with exposure to patients from different cultural communities. Evidence for particular mechanisms that render the nursing student on a foreign program more interculturally competent Students who were exposed to a closed community (Hutterites) in the United States identified how cultural differences affected patients assumptions of care. Nursing students developed culturally competent skills which they

11 Article Types of Evidence Overall Weakness Johanson (2006) Anecdotal The evidence consists of the author s success with a particular pedagogical model applied to a nursing abroad program Kardong-Edgren and Camphina-Bacote (2008) Non-experimental comparison survey data gathered via self-reporting instruments (IARCC-R) administered as the sample left nursing school. Findings demonstrated that nursing students are exposed to models designed to improve their cultural competency during their nursing educations, but real gains in cultural competency are not achieved. Greatrex-White (2007) Saenz and Holcomb (2009) Qualitative Anecdotal Case studies of nursing students in study abroad programs captured the key mechanisms whereby a monocultural nurse acquires intercultural competence

12 Framework Campinha-Bacote model of cultural competence in the delivery of health care service Campinha-Bacote model is structured around the ASKED self-inquiry strategy.

13 Dr. Campinha-Bacote tool to measure cultural competence IAPCC-SV measures cultural competence utilizing a 25 item 4-point Likert scale Used extensively in the literature with a reliability coefficient Cronbach s alpha of 0.83 Cost for 10 tools pre and post test ($160)

14 Project Completion Steps and Due Dates Task to Complete Date Due Project presentation December 8, 2010 Meet with the Director of International Education at FSC December 15, 2010 Develop syllabus December 30, 2010 Develop lesson plans to address transcultural content January 7, 2011 First meeting with students February 8, 2011 Second meeting with students May 3, 2011 Administer cultural assessment tool May 3, 2011 Implementation of project May 17, 2011 Administer follow up cultural assessment tool May 29, 2011

15 Lesson Plan for F2F meeting Objectives Course Content Learning Experiences Time Resourc es Evaluation Methods At the end of this unit the student will be able to: Andrews & Boyle Lecture- discussion 45 min PowerPoint Question and answer Discuss the historical origins of transcultural nursing. Analyze the need for transcultural nursing in today s healthcare Examine cultural factors that influence clinical decisionmaking, nursing actions and evaluation. Explore the process needed for cultural assessment of individuals and families from diverse cultures. Video 5 min You Tube

16 Project components

17 Summary Study abroad courses are an effective pedagogy for teaching culture competence. Raise students to new levels of critical awareness & appreciation. The limitations are cost and small groups size. This project can be applied to any location by any instructor.

18 References Braithwaite, A.E.C. (2005). Evaluation of a cultural competence course. Journal of Transcultural Nursing, 16, Calvillo, E., Clark, L., Ballantyne, J.E., Pacquiao, D., Purnell, L.D., & Villarruel, A.M. (2009). Cultural competency in baccalaureate nursing education. Journal of Transcultural Nursing, 20(2), Fahrenwald, N. L., Boysen, R., Fischer, C., & Maurer, R. (2001). Developing cultural competence in the baccalaureate nursing student: a population-based project with the Hutterites. Journal of Transcultural Nursing, 12(1), Greatrex-White, S. (2007). A way of seeing study abroad: narratives from nurse education. Learning in Health and Social Care, 6(3), Johanson, L. (2006). The implementation of a study abroad course for nursing. Nurse Educator, 31, Kardong-Edgren, S., & Campinha-Bacote, J. (2008). Cultural competency of graduating US Bachelor of Science nursing students. Contemporary Nurse: A Journal for the Australian Nursing Profession, 28, Koskinen, L. & Tossavainen, K. (2004). Study abroad as a process of learning intercultural competence in nursing. International Journal of Nursing Practice, 10, Saenz, K., & Holcomb, L. (2009). Essential tools for a study abroad nursing course. Nurse Educator, 34, U.S. Department of Health and Human Services. (2010). Changing demographics and the implications for physicians, nurses, and other health workers. Health Resources and Services Administration. Retrieved from