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HCR 230: Culture and Health

Course Calendar & Objectives

Schedule may be adjusted to meet the specific needs of the class.  Changes to this schedule will be announced in class.  Please be sure to update your syllabus accordingly.

 

Objectives and Assignments

Date

Topics and Objectives:

Upon completion of the assigned learning activities the student will have had the opportunity to:

Required Readings/Assignment

Class #1

January 19

Introduction to course, assignments and culture
Class #2

January 21

General concepts of health and illness; introduction to health assessment tool; health diary analysis guideline sheet:

1. Identify and summarize historical events of the 1900’s and other factors related to health care in North America.

2. Considering class readings and class discussions determine if health care is a right or privilege.

3. Describe fundamental differences between health care provider’s and consumer’s belief systems.

4. Discuss the relationship among an individual’s definition of health, health beliefs and cultural influences and identify how these factors may affect an individual’s perception of health.

  1. Explain and examine health belief model, health traditions, and cultural phenomena affecting health from the health care provider perspective and consumer perspective.
  2. Explore various definitions of health and conclude with personal definition of health.
  3. Explore various definitions of illness and conclude with personal definition of illness.
  4. Explain preventive care and health maintenance.
  5. Compare and contrast preventive care and health maintenance.
  6. List the three broad goals of Healthy People 2000.
  7. Explain the role of public health statistics in determining the health status of the nation.
  8. Complete the Heritage Assessment Tool.
Text: Chapters 1 & 2
Class #3

January 26

Culture defined and described (Culture as more than ethnicity):
  1. Considering the completed Heritage Assessment Tool, decide how closely you identify with your traditional heritage.
  2. Create a 30 day health diary.
  3. Define natural folk medicine and magicoreligious folk medicine.
  4. Interview a familial female older adult and collect information regarding health maintenance, protection, and restoration.
  5. Compare and contrast familial health practices with personal health maintenance, protection, and restoration.
  6. Reanalyze the concepts of health and illness considering familial health practices.
  7. Identify and explain similarities and differences in health practice across cultures.
Complete the Heritage Tool on self; start health diary (Text pp. 29-30); Chapters 3 &4
Class #4

January 28

Culture: Its effect on the perception of health and illness
  1. List the four basic characteristics of culture.
  2. Define and describe culture in terms of personal experience and expectation.
  3. Analyze theories relating to the Americanization of health and illness beliefs.
  4. Define and discuss socialization, acculturation, assimilation, and heritage consistency.
  5. List and explain the three major components of heritage consistency.
  6. Define and explain the health-care provider’s culture.
  7. Define epidemiology.
  8. Explain epidemiology’s relationship to illness and disease.
  9. Explain the role culture has on an individual's response to pain.
 
Class #5

February 2

Introduction to the Purnell Model:
  1. Define, and identify the components of cultural competence
  2. Describe the progression from unconscious incompetence to unconscious competence in relation to culture.
  3. Define: worldview, subculture, acculturate, assimilate, transcultural,
  4. Identify the macroaspects and microaspects of the Purnell Model for Cultural Competence.

Describe the twelve domains of the Purnell model.

 
Class #6

February 4

Purnell Model (Cont.)  
Class #7

February 9

Purnell Model (Cont.)
  1. Identify cultural subcultures that are not based on ethnicity.
  2. Form groups to study selected subcultures.
  3. Using the Purnell model, develop questions for interviews with cultural subgroups.
 
Class #8

February 11

Health care delivery in the United States:
  1. Compare the United States to other countries in relation to health care expenditures, infant mortality rate, national health insurance
  2. Describe the historical trends of the health care system in the United States
  3. Discuss the health care reform efforts of the Clinton administration.
  4. Describe common problems in the US health care delivery system
  5. Describe the role of medicine as an institution of social control
  6. Compare the role of high technology and primary preventive care
Text: Chapter 5
Class #9

February16

Barriers to health care delivery:
  1. Describe barriers to health care
  2. Identify barriers to healthcare related to the health care providers, including the status of the providers
  3. Identify strengths and barriers for selected cultural groups in relation to health care
Text: Chapter 5
Class #10

February 18

Class time for group work  
Class #11

February 23

Values
  1. Define values and describe how values influence our health behaviors.
  2. Define norms.
  3. Define ethnicity.
  4. List six functions of values.
  5. Analyze how values serve to influence health care providers.
  6. Analyze how values serve to influence health care consumers.
  7. Compare and contrast the values of health care consumers with the values of health care providers.
  8. Define subculture and minority group.
  9. Compare and contrast subculture and minority group.
  10. Explain major value orientations in the United States.
  11. Debate the statement: The United States is a "melting pot" culture.
  12. Define worldview.
  13. Identify and explain your personal worldview.
  14. Explain how worldviews relate directly to culture and health.
  15. Describe the process of moving from tolerance/intolerance, and acceptance/rejection to dialogue, understanding and change
 
Class #12

February25

Values (Cont.)  
Class #13

March 2

Presentations on non-ethnic culture  
Class #14

March 4

Presentations on non-ethnic culture  
Class #15

March 9

Discuss ethnic group projects Text: Chapter 8
Class #16

March 11

Exam  
March 15-19 Spring Break (No class)  
Class #17

March 23

Healing: Natural traditions (Guest speakers):
  1. Define healing.
  2. Identify and describe modern healing practices.
  3. Identify and describe traditional healing practices derived from one’s heritage.
  4. Compare and contrast modern healing practices and traditional healing practices.
  5. Discuss and describe common health beliefs and practices prior to World War II.
  6. Define and give an example of homeopathic medicine.
  7. Define and give an example of osteopathic medicine.
  8. Define and give an example of chiropractic healing.
  9. Define and give an example of eclectic medicine, hydrotherapy, mesmerism, hypnotism, mind cure, and Christian Science.
  10. Determine the role of natural remedies and alternative health care in today’s health care arena.
  11. Explain how natural healing is associated with nursing.
Text: Chapter 6

**Health Diary due (with analysis)

Class #18

March 25

Healing: Magicoreligious traditions (Guest speakers):
  1. Distinguish between spiritual and religion
  2. Describe rituals which were used by ancient human beings
  3. Describe the extension of ancient rituals to today's health practices
  4. Describe objects and substances that are used to protect health
  5. Describe religious practices that are used to protect health
  6. Describe the following forms of healing: herbalists, bone setters, midwives, leeching, witchcraft, religious beliefs, prayers, incantations
  7. Identify healing practices that persist today.
  8. Compare and contrast the following types of healing: spiritual healing, inner healing, physical healing, deliverance or exorcism, auric healing, pilgrimages,
Text: Chapter 7
Class #19

March 30

Cultural relativism:
  1. Define cultural relativism and cultural imposition
  2. Distinguish between cultural relativism and ethnocentrism
  3. Describe examples of situations in which cultural relativism may become an issue for health care providers.
Optional Text: Winkelman p. 95.
Class #20

April 1

African (Black) Americans:
  1. Explain why socio-economic status may influence the culture of African (Black) Americans.
  2. Describe the role of historic problems on the African (Black) community.
  3. Define African (Black) American's traditional definitions of health and illness, including how they view death.
  4. Define and describe traditional methods of healing among African (Black) Americans--voodoo, healers, eating of starch or clay, religious beliefs and other methods of healing.
  5. Define and give examples of current health practices employed by Black Americans to prevent illness by maintaining and protecting health.
  6. Define and give examples of current health practices by Black Americans that focus on treating illness and restoring health.
  7. List the leading causes of death of African (Black) Americans.
  8. Compare current health-care problems of African (Black) Americans with White Americans, conclude why there are differences.
  9. Identify Healthy People 2000 objectives that target African (Black) Americans.
  10. List and describe physiological problems, skin problems, and hair-care needs that need to be considered when assessing an African (Black) American.
  11. Choose appropriate guidelines that can be followed in caring for African (Black) Americans.
  12. Explain why an appreciation of African (Black) American culture perception and meaning of health and illness are needed by the nurse.
  13. Explain why there is a low number of African (Black) Americans enrolled in health programs or practicing in the health care field.
Text: Chapter 9
Class #21

April 6

American Indian, Aleut and Eskimo:
  1. Describe traditional American Indian definitions of health and illness
  2. Describe traditional American Indian beliefs about health, wellness and death.
  3. Describe various healing techniques used by traditional American Indian healers.
  4. Discuss issues related to morbidity and mortality in the American Indian population.
  5. Describe the role of Indian Health Service.
  6. Identify Healthy People 2000 objectives that target American Indians.
  7. Describe cultural and communication issues that may be problematic in health care interactions
  8. Discuss issues related to the number of American Indian health care providers.
Text: Chapter 10
Class #22

April 8

Asian:
  1. Describe the historical aspects of the Chinese-American experience.
  2. Describe the concepts of Taoism, the five elements, the holistic concept, and yin and yang, and explain how they relate to the Chinese philosophy of health and illness.
  3. Compare the Asian religious teachings of Buddhism, Confucianism, Taoism and Shamanism, and describe how these cultural values may affect the health care experience.
  4. Describe traditional methods of prevention and health maintenance.
  5. Describe traditional methods of healing and health restoration, including traditional healers, pediatrics, acupuncture, Moxibustion, and herbal remedies.
  6. Identify the major health problems of the Asian/Pacific Islander American population in the United States.
  7. Identify Healthy People 2000 objectives that target the Asian/Pacific Islander Americans.
  8. Discuss issues related to the number of Asian/Pacific Islander American health care providers.
  9. Explain why environmental conditions may affect the health of a person migrating or immigrating to the United States from Asian countries.

European:

  1. Describe the demographics of the European American population in the United States.
  2. Describe the history of migration for Italian Americans
  3. Identify traditional beliefs of Italian Americans related to health and illness.
  4. Identify the two genetic diseases commonly seen in Italian Americans.
  5. Describe the potential effects of communication and time in the health care environment.
  6. Compare and contrast the health and illness beliefs of the German and Polish Americans.
  7. Explain why environmental conditions may affect the health of a person migrating or immigrating to the United States from European countries.
Text: Chapters 11 & 12
Class #23

April 13

Hispanic:
  1. Define the term Hispanic Americans.
  2. Define Chicanos.
  3. Define Chicanos traditional definitions of health and illness.
  4. Identify and explain the five major categories of the causes of illness among Chicanos.
  5. Describe the role religious rituals and folk healers play in the health of Chicanos.
  6. Compare and contrast a curandero and physician.
  7. Distinguish differences and similarities between factors explaining the continuing belief in curanderismos and your personal health beliefs.
  8. Compare and contrast Chicano and Puerto Ricans perceptions of health and illness and use of folk healers and remedies.
  9. Explain why environmental conditions may affect the health of a person migrating or immigrating to the United States from Puerto Rico, Cuba or Mexico.
  10. Compare and contrast similarities and differences between a Puerto Rican's general progression of seeking health care and your personal progression of seeking health care.
  11. Identify barriers experienced by Hispanics seeking health care and develop solutions to minimize these barriers.
  12. Identify Healthy People 2000 objectives that target Hispanic Americans.
  13. Explain why there is a low number of Americans of Hispanic origin enrolled in health programs or practicing in the health care field.
  14. Explain why an appreciation of Americans of Hispanic origin perception and meaning of health and illness is needed by the nurse.
  15. Discuss the pros and cons of the use of a midwife.
  16. Explain the paradoxical view the medical and public health professions take of the practicing lay midwife.
Text: Chapters 13 & 14
Class #24

April 15

Group work  
Class #25

April 20

Panel of speakers  
Class #26

April 22

Role of culture with health care providers

1. Identify strategies for delivery of culture-specific care.

 
Class #27

April 27

Ethnic presentations  
Class #28

April 29

Ethnic presentations  
Class #29

May 4

Exam  

 

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Barbara White
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Phone:  (602) 965-5406