NUR 161, 163, 169, Nursing-Block One Faculty Member: Jennifer Quinn Phone Number: (480) 423-6227 College: Scottsdale Community College Credits: 3 credits each course
OFFICIAL COURSE DESCRIPTION ABSTRACT OF DIVERSITY INFUSION WITHIN COURSE TEXTBOOK PRESENTATION OF DIVERSITY-RELATED MATERIALS CLASS SCHEDULE OF DIVERSITY-RELATED SEGMENTS SUCCESSES AND DIFFICULTIES STUDENT EVALUATIONS OF COURSES INFUSED WITH DIVERSITY RECOMMENDED RESOURCES

 OFFICIAL COURSE DESCRIPTION: TOP
NUR 163- Heritage Assessment
Application of theoretical content presented in NUR162, Geriatric Nursing Assistance. Skills essential for care of geriatric and long-term patients/residents. Self-paced instruction resulting in mastery of eleven interrelated modules. Experience in laboratory and clinical settings. Prerequisites: Admission to the Geriatric Nursing Assistance Program. Corequisites: NUR162. Course objective: Describe cultural aspects and needs of diverse groups
NUR 161-Ethnicity and Elders
Overview of nursing concepts and theories focusing on meeting basic human needs across the life span based on the wellness/illness continuum within the practical nurse scope of practice. Theoretical concepts focus on care of the well client, elder client, and clients with selected alterations in health and psychological/mental health disorders. Emphasis on the role of the practical nurse in the nursing care plan utilizing established nursing diagnoses. Focus on the development of the critical thinking process related to nursing care of clients in acute care and community settings. Prerequisites: Admission into the nursing program. Corequisites: NUR169 or permission of Nursing Department chairperson. Course objective: Describe the special considerations of care for elder client incorporating cultural diversity
NUR169-Development of clinical competency in the performance of selected nursing skills and procedures. Provides for participation in the care of clients experiencing problems of alteration in health and selected mental health disorders. Provides for clinical practice experiences with individuals and families in a variety of acute and community settings. Application of holistic nursing concepts and theories related to health promotion, disease/illness prevention, and health restoration of individuals Prerequisites: Admission into the nursing program. Corequisites: NUR161 or permission of Nursing Department chairperson. Spanish Vocabulary

ABSTRACT OF DIVERSITY INFUSION WITHIN COURSE:TOP
Some information on diversity was presented in the classroom using the didactic format.
Guest teachers came into NUR 163 to share cultural aspects of Hispanic and American Indian Health Needs.

COURSE TEXTBOOK:TOP
Fundamentals of Nursing. Taylor

PRESENTATION OF DIVERSITY-RELATED MATERIAL:TOP
The following documents were used in the classroom in Nursing Block #1
All of them were used in-group format except the Spanish vocabulary, which was used in the hospital with Spanish speaking individual in NUR 169.

Heritage Assessment Tool

1. Where was your mother born?____________
2. Where was your father born?_____________
3. Where were your grandparents born? _________
a. Your mother’s mother?____________
b. Your mother’s father?__________
c. Your father’s mother?___________
d. Your father’s father?_____________
4. How many brothers___ and sisters ______ do you have?
5. What setting did you grow up in? Urban____ Rural ____
6. What country did your parents grow up in?
Father________
Mother________
7. How old were you when you came to the United States?_________
8. How old were your parents when they came to the United States?______
9. When you were growing up, who lived with you?_______
10. Have you maintained contact with
a. Aunts, uncles, cousins? Yes_______ No_______
b. Brothers and sisters? Yes______ No________
c. Parents Yes______ No______
d. Your own children? Yes_____ No______
11. Did most of your aunts, uncles, cousins live near your home?
Yes________ No_____
12. Approximately how often did you visit family members who lived outside of your home?
Daily______ Weekly______ Monthly_____ Once a year____ Never_____
13. Was your original family name changed?
Yes____ No_____
14. What is your religious preference?____________________
15. Is your spouse the same religion as you?
Yes____ No______
16. Is your spouse the same ethnic background as you?
Yes____ No_____
17. What kind of school did you go to?
Public_____ Private______ Parochial_____
18. As an adult, do you live in a neighborhood where the neighbors are the same religion and ethnic background as yourself?
19. Do you belong to a religious institution?
Yes____ No______
20. Would you describe yourself as an active member?
Yes____ No______
21. How often do you attend your religious institution?
More than once a week__ Weekly___ Monthly____ Special Holidays_____ Never____
22. Do you practice your religion in your home

NUR 161- N. Process/Critical Thinking
Ethnicity Issues Related to the Elder Population

Match the following ethnic group with the statements below (the group may be used more than once):
A. Native Americans
B. Black Americans
C. Jewish Americans (not an ethnic group per se, but has strong sense of identity and shared beliefs).
D. Chinese Americans
E. Japanese Americans
F. Hispanic Americans

1. Children are expected to take care of their elder parents.______
2. A diet exclusive of pork and shellfish is a significant aspect of their religion._____
3. They may not express their feelings openly or challenge the health professionals._____
4. Elders are respected and viewed as leaders, teachers, and advisors to young._____
5. Hypertension is a major health problem among this group._____
6. Medals and crosses may be worn at all times to facilitate well being.______
7. The family unit is expected to take care of its elder members; thus, there may be a reluctance to use service agencies for the elderly._______
8. Stress causes a retreat to the native tongue.______
9. These elders often will remain calm and controlled, even in the most difficult circumstances._______
10. Because of a high melanin content, to assess their skin for cyanosis, examine nail beds, palms, soles, gums, and under the tongue.______
11. Sundown Friday to sundown Saturday is Sabbath and medical procedures may be opposed._____
12. Herbs and acupuncture are treatments of choice for these elders._____
13. Have a lower life expectancy, thus old age is considered a major accomplishment, a personal triumph, not a dreaded curse.______
14. May be embarrassed to receive a physical exam from a man, but disagreement or discomfort is on openly displayed._______
15. This group has a higher proportion of older widows due to men sending for young brides from their home country.______
16. View states of health and illness as the actions of God._______
17. This group has a lower rate of nursing home utilization than the general population.__
10/2/02 jquinn

NUR 169-Spanish vocabulary

Ache- dolor
All- todo
Antibiotic- antibiotico
Bad- malo
Vandage- venda
Bath- banar
Bathroom- cuarto de bnao
Bed- cama
Black- negro
Bladder- vejiga, full bladder- vejiga ileno
Blind- ciego
Bowel movement
Clean- limpeo
Cold- frio
Cough- toser
Deaf- sordo
Deep breath- profuno respiro
Denture- dantadura
Diaper- panal
Diarrhea- diarrea
Eyeglasses- gafas
Food- comida
Goodbye- adios
Gown- bata
Headache- dolor de cabeza
Heat- calor
Hot- caliente
Hungry- tengo hambre
Ice- hielo
Labor- trabajo
Milk- leche
Ointment- unguento
Pain- dalor
Pill- pildora
Priest- sacrerdote
Shot (injection)- inyession
Sick (nausea)- enfermar
Sleep- dormir
Squeeze hand- exprimir
Sugar- azucar
Sweat- sudor
Vomit- vomitar
Walk (take)- dar un paseo
Wash- lavar
Water- aqua
Wound- herida
Yes- si

OUTLINE OF CLASS SCHEDULE SHOWING DIVERSITY RELATED SEGMENTS: TOP
enter text

SUCCESSES AND DIFFICULTIES ENCOUNTERED: TOP
All in-class exercises were well received. To correspond with NUR 163 Heritage Assessment, a potluck was also held where students brought in foods from their ethnicity.
The Spanish vocabulary was helpful in clinical, however there was difficulty with pronunciation.

STUDENT EVALUATION OF COURSE INFUSED WITH DIVERSITY: TOP
The following is a custom evaluation tool that was used for NUR 161 and 163. A few examples of student responses are in quotes.

163/161 Cultural INFUSION

This evaluation is anonymous. The goal is to obtain student input and feedback regarding only the diversity component of these courses. These activities included: guest appearances of Mr. Wayne Juste (American Indian Medicine Man) and Ms. Elena Trujillo (Hispanic Medicine Woman), Heritage Lunch, Self-Assessment of Own Heritage Tool, Matching Exercise in NUR 161 on Elders and Cultural Issues.

1. In general, were the diversity activities and/or assignments enjoyable?
“ Loved them”
“ It was very educational”

2. What did you like or enjoy about the diversity activities?
“ Potluck”
‘ American Indian speaker”

3. What did you dislike or not enjoy about the diversity activities?
“ Took time away from assessment skills”

4. In general, what did you learn from the diversity elements infused into these courses?

“That there is much to be learned about different cultures”
“ Don’t make quick judgements of people”

RECOMMENDED RESOURCES:TOP