Hcr230: Culture and Health

Course Syllabus

ARIZONA STATE UNIVERSITY
College of Nursing

COURSE NUMBER: HCR 230

COURSE TITLE: Culture and Health

CREDITS:           3 Credit Hours

PRE REQUISITE: ASB 202 Ethnic Relations in US

PLACEMENT IN CURRICULUM: Sophomore Year

FACULTY:

CATALOG DESCRIPTION: Relation between cultures of diverse groups and health/illness. Emphasis on cross-cultural communication, including awareness of own cultural influences and indigenous and complementary healing practices.

COURSE OVERVIEW: This course explores the relationship between various components of culture and the dynamics of health and illness, and focuses on concepts of health and illness in non-U.S. countries (e.g. Mexico, China, Latin American countries) as well as cultures within the U.S. (immigrants, Native Americans, African Americans, etc.). The contributions of traditional systems of medicine (e.g. Mexico, China) to the Western health care delivery system are examined along with the reasons why Western health care providers often do not meet minority culture consumers= health care expectations. Students analyze their own feelings, beliefs and values in relation to their own culture and will utilize a generic framework to deliver culture-specific care to diverse groups. Ways to overcome intercultural communication barriers are also explored. This course has been approved by the ASU General Studies Council, and fulfills the global awareness (G) requirement.

COURSE OBJECTIVES:

At the completion of this course the student will be able to:

1.    Evaluate the importance of the role culture plays in determining how different people perceive and shape their world.

2. Identify cultural influences on one=s own beliefs and values.  

3.    Describe the impact of US and non-U.S. cultural definitions of health, illness and disease causation on an individual=s health maintenance practices and response to healers.

4. Compare and contrast healing and treatment methods of various cultures with those of the Western health care delivery system and assess their influence upon that system.

5. Identify cultural strengths and barriers that influence utilization of health care services.

6. Explore variations in family structure and dynamics across U.S. and non-U.S. cultures.

7. Explore cultural components of the aging process, and dying and death across cultures.

8. Apply models for assessing client cultural orientations, health care expectations, psychosocial structures, language, and communication patterns to individuals from different ethnic groups.

9. Identify strategies for delivery of culture-specific care based on the evaluation of cultural assessment data.

 

METHODS OF INSTRUCTION:

2 units classroom lecture/discussion

1 unit seminar/community project

Various strategies will be employed, including:
Lecture
Small group discussion/exercises
Community interaction / interviews
Student oral presentations (group)
Poster presentation (group)

 

COURSE REQUIREMENTS:

1. Self-Assessment: Students will complete self-assessment exercises, including the Heritage Assessment, a health diary, values assessments, and others.

2. Oral presentation: Students will work in groups (5 students each), and do an oral presentation on a group which represents a non-ethnic subculture. The presentations will be 10 minutes, followed by a 5 minute question and answer session. Peer review will be used as part of the evaluation for this assignment.

3. Poster and oral presentation: Students will work in small groups (5 students), and give a poster presentation that is the culmination of their semester work with an ethnic group. The presentation will focus on historical perspectives of the ethnic group, and immigration, and will consider the 12 domains of Purnell's model for cultural competency. Peer review will be used as part of the evaluation for this assignment.

4.    In class participation: Preparation for class is expected, and students will actively participate in classroom discussions.

                5.     Random quizzes will be given on assigned readings.

6.    Students will be required to interview individuals from different subcultures, using an assessment guide, and discuss their experience and findings. Students will be expected to show respect for diverse values and preferences of other individuals and groups during the interview process.

7.    Students will participate in interactive learning strategies to become sensitive to, and respectful of the mores and preferences of one=s own culture and those of others, the richness of cultural variations, and the influence of cultural variables on personal and professional interactions.

GRADING FOR COURSE:

Self assessments (Individual)                                                                 10%

Heritage Assessment 5%

Health Diary 5%

Oral presentation: Non-ethnic subculture group (Group)                         20%

Poster and oral presentation on ethnic group (Group)                                 20%

Random quizzes and homework assignments                                                 10%

Exam #1                                                                                                 20%

Exam #2                                                                                                 20%

Grading Scale for HCR courses:

             A                    90-100
             B                     80-89
             C                     70-79
             D                     60-69
             E                      59 and below 

TEXTBOOKS:

Required:

Spector, R. E. (1996). Cultural diversity in health and illness. Stamford, CT: Appleton & Lange.

Purnell, L. D., & Paulanka, B. J. (1998). (Chapter 2) Purnell’s model for cultural competence. In Transcultural health care: A culturally competent approach. Philadelphia: F. A. Davis.

Optional Text:

Winkelman, M. (1998). Ethnic relations in the U.S.: A sociohistorical cultural systems approach. Dubuque, IA: eddie bowers publishing, inc.

TOPICAL OUTLINE:

I.    The role culture plays in determining how different people across the globe
       perceive and shape their world.

A.    Influence of value orientations

B.    Identification of differences and similarities across-cultures

       II.     The role of cultural relativism in health care

A.    Exploration of concepts of health and illness among cultures within and outside of the United States

B.    International migration, acculturation, and assimilation

       C.      Making cross cultural judgements in a culturally diverse environment

       D.     Ethnocentrism and cultural imposition

E. Moving from tolerance/intolerance, and acceptance/rejection to dialogue, understanding, and change

 

III.    Cultural definitions of health, illness and disease causation, including how they affect an individual=s health maintenance practices and response to healers.
                A.    Relationship between culture and definitions of health and illness

                B.    Influence of immigration on physical and mental health problems in                      minority groups

IV. Healing and treatment methods of various cultures; how do they compare with those of the Western health care delivery system; how do they influence the US health care system.

         V. The role of cultural strengths and barriers in utilization of health care services

        A. Cultural attitudes toward time and their affect on the individuals                   health maintenance practice and interaction with the dominant health                  care system

B.    Ways health care professionals= own prejudices, stereotypes, cultural          assumptions and communication patterns can interfere with effective         health care delivery in a culturally pluralistic society

C.    Exploring the health care providers culture and the effect it has on          relationships with multi cultural clients

D. Communication: interaction styles, utilization of interpreters,                recognizing who is involved in communication and decision making

Influence of language and communication

VI. Variations in family structure and dynamics across cultures.

Assessing how one=s own assumptions about family structure and family dynamics have been culturally-conditioned

Factors which determine the value of children to a society

VII. Cultural components of the aging process, dying, and death across cultures.

Cultural components in the aging process

Cultural attitudes toward death and how they affect the health care of the terminally ill

VIII.    Models for assessing client cultural orientations, health care expectations, psychosocial structures, language, and communication patterns to individuals from different ethnic groups

IX. Assessing the extent to which one=s own beliefs and values have been culturally determined.

Assessing the extent to which one=s own concepts of health and illness have been culturally determined

Definition of self and non-self (control/non-control) and how these definitions compare across cultures

X. Strategies for delivery of culture-specific care based on the evaluation of cultural assessment data.

Developing interpersonal skills in cross-cultural encounters

XI. Showing respect for diverse values and preferences of other individuals and groups.

XII. Participating in interactive learning strategies to become sensitive to, and respectful of the mores and preferences of one=s own culture and those of others, the richness of cultural variations, and the influence of cultural variables on personal and professional interactions.

 

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