Department
Of Health And Community Services
MULTICULTURAL HEALTH
HCSV
& MCGS 178-02 SPRING 2005
(
Professor: Dr. Lyndall Ellingson Office
Hours:
Office: 637
Office Phone: 898-6310
Mailbox: 607
This course will focus on the impact of cultural
variables on health and illness.
Further, this course will focus on those problems that affect African
Americans, Latinos, American Indians, and Asian Americans. The effects of history, health beliefs and
practices, and socioeconomic status on the health of different ethnic
populations will be addressed. The
emphasis in the reading collections is on changing perceptions, giving voice,
and addressing issues of racial discrimination. Current and potential
strategies to improve health care delivery to these groups will be explored. We
will often discuss topics that are sensitive, but critical, to cogent
discussions about race, ethnicity and health. Each of you is asked to be
mindful that we are a diverse group and that each person deserves your respect.
Required Text: Huff, R. M. & Kline, M. V. (1999). Promoting Health in
Multicultural Populations: A Handbook for Practitioners. Sage Publications
Required Course Packet: Available at Mr. Kopy;
A. The student will discuss the effects of history, cultural assimilation
patterns, and health beliefs and practices upon the health status of
underrepresented ethnic groups in the
B. The student will evaluate the effectiveness of the health delivery
system in meeting the health needs of major ethnic groups in the
C. The student will describe the nature and extent of health disparities
between U.S. Whites and non-Whites.
D. The student will examine health agencies and organizations that are
responsive to the needs of multicultural groups in the
E. The student will analyze the various cultural, social, political,
environmental and economic forces with impact the health of
F. The student will compare the effects of several major health concerns
common to ethnic groups in the U.S: infant mortality, AIDS, heart disease,
cancer, drug abuse, etc.
G. The student will assess the effect of prejudice and discrimination upon
the health and the delivery of health care services to underrepresented groups
in the
H. The student will identify personal stereotypical thinking, common
prejudices, and ethnocentrism and its negative impact upon the health and
delivery of services to ethnic groups in the
I. The student will examine one's own cultural backgrounds and world view
as related to communication with others.
J. The student will identify assets and strengths within
K. The student will develop cultural sensitivity (awareness of differences)
and become culturally competent (skillfully interact with other ethnic/cultural
groups). The student will articulate a
personal vision for improving or enhancing the health status of communities of
color in the
A. Attendance
Attend
each class, contribute to class discussions, and participate in planned
activities. Attendance will be
recorded. More than 2 absences will
result in a penalty of a reduction of 1/3 letter grade for each class period
missed. For example, if you earned a B
for the course and missed 3 class periods your final grade will be reduced to a
B- (3rd absence = B>B-). Also, your attendance is required at ALL group
meetings.
Prepare for classroom discussion by reading, answering questions and
reflecting on weekly article assignments. Article answers and
reflections are due at the beginning of the class period noted in the
syllabus. Each submission should
include:
·
Your name, article #,
& title
·
the review questions.
These are available electronically on the online course syllabus – go to the
HCSV webpage, then to course syllabi
·
Your opinion or discussion
regarding ONE reading per assignment (especially how it affects your
previous opinions or professional life).
a) Assignments must be submitted at the beginning of the class session in
which they are due. All papers must
be received within 24 hours of the due date & time. NO EXCEPTIONS.
b) Papers submitted outside
of class must be turned into
c)
You
are allowed ONE email
submission and ONE hand-written
paper. After that that 5 points will be deducted for each subsequent email or
handwritten submission.
IMPORTANT: You are NOT required to submit the article responses on the day
your panel is due. Please submit them
the next class period.
C. Exams (3 @ 100 pts each)
Participate in 3 exams at the appointed
time. The examinations will be
multiple choice and/or essay. Make up exams will only be given under dire
emergencies with prior approval and with
documentation and are administered during finals week at your professor’s
convenience.
D. Cultural Activity (15 points)
Attend a non-western cultural/ethnic public event in the
E.
Panel Project (120 pts)
Students will be assigned to panel groups to understand peoples of
diverse cultures and to find ways health educators/administrators/health care
professionals can most effectively serve their clients. Panel groups will present a 60 minute
presentation on one or more assigned ethnic groups. Everyone must participate equally to the
overall presentation. The panel should
consider itself as a whole and not as segmented parts to insure completeness
and avoid duplication in the oral presentation.
The focus of your research relates to health professionals and how we
may best serve. Consequently, what information
makes this culture different from the dominant culture? What are the experiences and assets of this
culture relative to the dominant culture? Determine what exceptional data we
need to know. The groups follow:
African Americans South
East Asian Americans
Latino/Mexican Americans
Filipino Americans or
Native Hawaiians
American Indians &/or Alaskan Natives Japanese
Americans
Asian Indian Americans Chinese Americans
Day |
TOPIC
|
READINGS/ASSIGNMENTS |
|
1/24 |
||
|
1/26 |
||
|
1/31 |
||
|
2/2 |
||
|
2/7 |
||
|
2/9 |
||
|
2/14 |
RP 7-9 |
|
|
2/16 |
||
|
2/21 |
T2 (pgs 23-27); RP 10-12
|
|
|
2/23 |
|
|
|
2/28 |
T26; RP 13-15
|
|
|
3/2 |
|
|
|
3/7 |
Cultural Competency
|
RP
16 |
|
3/9 |
Exam 1
|
|
3/14
|
SPRING
BREAK
|
|
3/16
|
||
3/21
|
Indigenous
People and substance use
|
Exam review in class |
3/23
|
American
Indian health issues panel
|
T14; RP 17-20 |
3/28
|
Native Hawaiian health issues panel
|
T 22 |
3/30
|
No class: Cesar
Chavez Day
|
|
4/4
|
African-American women’s health issues panel
|
T
10; RP 21-23 |
4/6
|
African-American men’s health issues panel
|
|
4/11
|
Hispanic/Latino
health issues panel
|
T
6; RP 24-26 |
4/13
|
Religious Minorities
|
|
4/18
|
Exam 2
|
|
4/20
|
Religious
Minorities
|
Exam review in class
|
4/25
|
Japanese American health
issues panel
|
T 18; RP 27-30 |
4/27
|
Chinese American health issues panel
|
|
5/2
|
Asian Indian health issues panel
|
Cultural Activity Due
|
5/4
|
Southeast Asian health issues panel
|
|
5/9
|
Gender
& Sexual Minorities
|
RP 31-33 |
5/11
|
Empowerment & Health
Promotion |
|
5/16
|
Final Exam: Monday
|
|
Course Evaluation
Panel project 120
Articles (33 x 5 pts each) 165
Exam #1 100
Exam
#2
100
Exam
#3 100
Cultural Activity 15
Total 600
B+ = 88
- 89% C+ = 78
- 79% D+ = 67
- 69%
A = 94
- 100% B = 84
- 87% C = 74
- 77% D = 64
- 66%
A- = 90
- 93% B- = 80
- 83% C - = 70
- 73% F = 63%
or less
Student Outcome Assessment (based on the Competency-Based Framework for
the Professional Development of Certified Health Education Specialists, The
National Commission for Health Education Certification, Inc.)
1. Assess individual and community needs for health education (Resp I).
-Research health of
selected ethnic group by completing a panel project.
-Interview member of
selected ethnic group and complete a summary.
2. Implement health education programs (Resp III).
-Present a group panel
project and exhibit competence.
3. Act as a resource person in health education (Resp VI).
-Use the computer and
data bases effectively to meet research requirements.
-Establish a
consultative relationship with a health agency and prepare a culturally
relevant brochure/pamphlet for that
agency and their clients.
4. Communicate health education needs, concerns, and resources (Resp VII).
-Present effectively to a group using multiple audio-visual aids and culturally relevant tools or icons.
-Be prepared to discuss
the selected readings by preparing notecards.
-Identify local, regional, and national agencies that serve communities
of color to be presented on your brochure/pamphlet.
-Evaluate effective ways to bridge services and
communication between providers and consumers of health care.
5. Have knowledge, skills, and beliefs related to the heath care delivery
system.
-Discuss, describe, and analyze the impact of politics and economics on the health care delivery system and be able to participate in influencing political decisions. Emphasis will be on undocumented immigrants, the impact of current demographics, and the historical discontent of communities of color.
-Be able to apply laws and regulations that impact health
care organizations.
-Discuss the major ethical issues that are affecting
health care and be able to articulate your own beliefs.
6. Describe the roles, responsibilities and functions of various services
within healthcare organizations and their quality of services.
-Identify creative
ways to provide services to underserved populations.
-Identify effective
health services.
7. Be able to develop program plans, including defining problems in
appropriate terms, setting goals and objectives, using statistical data,
interpreting published data, researching issues, developing alternatives, and
evaluating results and impacts. Describe research limitations and biases of
ethnic data.
Be able to work in a team
and conduct peer evaluations.
1. Culturally relevant pamphlet/brochure
2. Interview summary
3. Panel project
EXAM
1
1. Understand the concept of “culture” in general – what is it, how does it develop, what is it composed of, how does it act on individuals, what institutions comprise culture, what is the relationship between the individual, institutions, and ‘culture’.
2. Know Slonim’s 5 basic criteria for defining a culture.
3. Understand the concepts of “ethnicity” and its relationship to culture and what has been known as “race” and “minority”.
4. Understand the concepts of acculturation, bicultural, assimilation. Understand the relationship between acculturation and assimilation.
5. Understand “ethnocentrism” and how it affects health promotion.
6. Know the differences between cultural awareness, cultural knowledge, cultural skill, cultural encounter.
7. Understand the concepts related to ethnosensitivity, including cultural relativism.
8. Undertand the differences in communication styles and how they impact interpersonal communication.
9. What process do Kreps and Kunimoto recommend?
Understand the western bio-medical model of disease and be able to compare (in general) other models of disease. This includes concepts of explanatory models, what causes disease (Illness causality), different (general) methods of healing