Course Syllabus
Course Description
Number: NURS6020
Title: Societal Transitions Seminar
Credit: 2-0-2
Catalog description: This course explores the special needs of the changing segments of society. It also examines emerging ethical, social, political, cultural, and legal issues related to provision of health care for diverse groups. Using an epidemiological approach, students complete a community assessment of a vulnerable population and develop a culturally relevant plan of care.
Prerequisite(s): Admission to Graduate Nursing Program
Corequisite(s): None
Textbook Information
Required:
Giger, J. & Davidhizar, R.(2008) Transcultural Nursing: Assessment and Intervention (5th ed.) Mosby.
Kavanagh, K., & Knowlden, V. (2004). Many Voices: Toward Caring Culture in Healthcare and Healing. University of Wisconsin Press.
Selected Readings (these chapters will be available under Media Tools)
De Chesnay, M. & Anderson, B. (2008). Caring for the Vulnerable: Perspectives in Nursing Theory, Practice, and Research.
Recommended:
None
Technology Requirements
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Each CSU student is required to have ready access throughout the semester to a notebook computer that meets the ITP Choice requirements (http://itpchoice.clayton.edu/) for the student's academic program.
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Students must have access to the Internet either through the on-campus local area network or through an Internet Service Provider.
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Students must be proficient with Internet access, WebCT Vista and Microsoft Office and demonstrate competency using web browsers, website navigation, search engines and e-mail communication.
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Contact the HUB for software and connectivity issues; no excuse will be accepted for inability to access the Internet and/or technical difficulties.
Course Objectives
At the completion of the course, the student should be able to:
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Perform a community assessment utilizing appropriate epidemiological principles.
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Compare and contrast the wide range of cultural norms and health practices of groups of varied racial and ethnic backgrounds.
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Define, design, and implement culturally competent health care.
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Discuss culturally relevant ways that health care systems can meet the needs of populations served.
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Recognize variants in health, including physiological variations, in a wide range of cultural, racial, ethnic, age, and gender groups that influence the assessment and planning of care.
Methods of Instruction
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Weekly online discussions
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Critical examination of the literature
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Synthesis and reflection papers
Course Requirements
- Courses taught in an online format require students to be self-directed and responsible for meeting deadlines.
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Participation in online, asynchronous discussions is a
course requirement. Students are required to participate in
the discussions prompted by the weekly discussion questions.
To meet the online participation requirements, students must
engage in discussions 3 out of 7 days of the week and
contribute at least three substantive responses to peers’
responses in addition to answering the assigned discussion
questions. Each
discussion consists of the following:
- Post your initial thoughts/insights/ideas for your peers to consider by Wednesday.
- Read a sampling of your colleagues' postings.
- Review your initial posting and consider your peers' responses and your own learning. To simply respond to a peer’s posting with “I agree” is not considered substantial.
- All postings need to be done by Sunday at 11:59 p.m.
- Your participation in class is tracked. Points are deducted for lack of participation.
- Attendance is mandatory at scheduled on-campus meetings.
- Students are expected to use APA format for all submitted papers.
- Approval must be obtained from the University Institutional Review Board for all research studies.
- This syllabus provides a general plan for this course; the faculty reserve the right to make changes to the syllabus and/or course schedule including but not limited to assignments, time tables, examinations, projects, etc.
- This course will be taught in a module format. Within each module, students will read assigned chapters, actively participate in online discussions, and complete assignments. Guidelines for these activities are provided in separate documents.
|
Week |
Readings |
Assignments |
| 1 |
Kavanaugh & Knowlden, p. 3-20 (Introduction section) Chapter 4, p. 140-180; Spence, Deb Prejudice, paradox, and possibility: The experience of nursing people from cultures other than one’s own. In Kavanaugh & Knowlden. This book chapter is located under Media Tools De Chesnay, M. (2008). Vulnerable populations: Vulnerable people, in de Chesnay, M. & Anderson, B. (ed.) Caring for the vulnerable: Perspectives in nursing theory, practice, and research, p. 11-14. This book chapter is located under Media Tools Michaels, C. & Moffett, C. (2008). Rethinking vulnerability, in de Chesnay, M. & Anderson, B. (ed.) Caring for the vulnerable: Perspectives in nursing theory, practice, and research, p. 15-23. |
Make reflection notes to share in Week 3 discussion thread |
| 2 |
Sigma Theta Tau International (STTI): 1. Position Statement on Global Development 2. Position Statement on Global Diversity 3. Diversity Resource Paper This book chapter is located under Media Tools Erci, B. (2008). Nursing theories applied to vulnerable populations: Examples from Turkey, in de Chesnay, M. & Anderson, B. (ed.) Caring for the vulnerable: Perspectives in nursing theory, practice, and research, p. 73-89. |
STTI Position Statements online: http://www.nursingsociety.org/aboutus/PositionPapers/Pages/position_resource_papers.aspx Diversity Resource Paper online: http://www.nursingsociety.org/aboutus/GlobalInitiatives/Pages/diversity/aspx
|
| 3 |
Escoffery, C., Miner, K.& Towbridge, J. (2004). Conducting small scale community assessments. American Journal of Health Education, 35(4), 237-41. Giger & Davidhizar, Ch. 1 & 2 This book chapter is located under Media Tools Anderson, B. & Frye, A. (2008). Healthy Communities: A framework for experiential Learning in Community Health Nursing in de Chesnay, M. & Anderson, B. (ed.) Caring for the vulnerable: Perspectives in nursing theory, practice, and research, p. 461-472. |
Reflection Paper 1 Due Selection of community and vulnerable population. Respond to Discussion Question |
| 4 |
Chapter 1, p. 21-61; Estefan, A., McAllister, M., & Rowe, J. (2008). Difference, dialogue, dialectics: A study of caring and self-harm. In Kavanaugh & Knowlden. Giger & Davidhizar, Ch. 3 &4 |
Community Data Assessment Form Due Begin working on the Review of Literature on your selected vulnerable population. Respond to Discussion Question |
| 5 | Giger & Davidhizar, Ch. 5, 6, 7 | Respond to Discussion Question |
| 6 |
Giger & Davidhizar, Ch. 8 & 9 Chapter 2, p. 62-104; Gardner-Kess, J. (2008) These are the children we hold dear. In Kavanaugh & Knowlden. |
Respond to Discussion Question |
| 7 |
Giger & Davidhizar, Ch. 10 & 11 This book chapter is located under Media Tools de Chesnay, M., & Bongiorno, A. (2008). Program development for vulnerable populations. In de Chesnay, M. & Anderson, B. (ed.) Caring for the vulnerable: Perspectives in nursing theory, practice, and research, p. 461-472. |
Review of Literature Respond to Discussion Question |
| 8 |
This book chapter is located under Media Tools. Frothinger, L. (2008). Mobile care clinic: An integrated Program for the Homeless. In de Chesnay, M. & Anderson, B. (ed.) Caring for the vulnerable: Perspectives in nursing theory, practice, and research, p. 443-449. Giger & Davidhizar, Ch. 12 & 13 |
Respond to Discussion Question
|
| 9 |
This book chapter is located under Media Tools Anderson, B. & Frye, A. (2008). Program proposal for Native American/Alaskan Native Community Organization. In de Chesnay, M. & Anderson, B. (ed.) Caring for the vulnerable: Perspectives in nursing theory, practice, and research, p. 435-442. Giger & Davidhizar, 14 & 15 |
Respond to Discussion Question |
| 10 |
Chapter 3, p. 105-139; Basuray, J. (2008). Personal dialogue on connecting caring. In Kavanaugh & Knowlden. Giger & Davihizar, Ch. 16 & 17 |
Respond to Discussion Question |
| 11 | Giger & Davidhizar , Ch. 18, 19, 20 | Respond to Discussion Question |
| 12 | Giger & Davidhizar, Ch. 21, 22, 23 | No Discussion Question this week |
| 13 |
Chapter 5, p. 181-217; Severtsen, B. (2008). Cultivating stories of care. In Kavanaugh & Knowlden. Giger & Davidhizar, Ch. 24 |
Respond to Discussion Question |
| 14 | No Assigned Readings. Complete Community Assessment Synthesis Paper | Community Assessment Synthesis Paper Due |
| 15 |
Chapter 6, p. 218-261; Rummel, L. (2008). Preceptors as the Champions of the New Nurse: The context in which student nurses learn the culture of caring. In Kavanaugh & Knowlden. |
Reflection Paper 2 Due Course Wrap-up |
Evaluation
|
Reflection Paper 1 |
15% |
| Community Data Assessment Form | 10% |
|
Literature Review |
25% |
|
Community Assessment Synthesis Paper |
25% |
| Reflection Paper 2 | 15% |
| Online Discussion/Participation | 10% |
Grading Scale
| 90-100% | A |
| 80-89% | B |
| 70-79% | C |
| Below 70% | F |
Classroom Policies
- Attendance: Mandatory for scheduled on-campus meetings.
- Communication: WebCT Vista is the official tool for this course and is accessible online from any computer; students are responsible for monitoring e-mail on a regular basis and should direct all communications with faculty and other students through WebCT or Clayton State e-mail.
- Conduct: Students must abide by policies in the University Graduate Student Handbook, the Graduate Student Responsibilities, and if applicable program handbook; the code of academic integrity will be strictly enforced.
- Electronic devices: Cell phones/pagers must be turned off (or placed on vibrator mode) during class meetings. Permission from individual faculty is necessary before taping a class.
- Mid-term progress report: Mid-term grade will reflect approximately 30% of the entire course grade. Based on this grade, students may choose to withdraw from the course and receive a grade of “W”; contact the Registrar for withdrawal procedures.
- Submission: Students are responsible for completion and submission of all course requirements as scheduled in the course calendar. Make-up work is at the discretion of the faculty.
To obtain this document in an alternative format, contact the Disability Resource Center.