Mennonite College of Nursing At Illinois State University

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Mennonite College of Nursing


Illinois State University
COURSE TITLE: Cultural and Spiritual Dimensions in Healthcare
FACULTY: Lynn S. Kennell, MS, RN

Office Phone #: 309-438-2365

Home Phone #: 309-467-2407


Role of nurse as culturally sensitive caregiver explored while learning about health attitudes, beliefs, and practices of culturally and spiritually diverse populations.
This course focuses on the health attitudes, beliefs, and practices of culturally and spiritually diverse populations. The role of the nurse as a culturally sensitive caregiver is explored. Key content includes transcultural nursing theories, spirituality perspectives, and their application in various health care situations. Selected strategies to facilitate understanding of intergroup dynamics and intercultural communication in health care settings are introduced.

  1. Relate one’s own cultural and spiritual background to professional nursing identity.

  2. Discuss the influence of various cultural theories in guiding the provision of culturally and spiritually sensitive care throughout the lifecycle.

  3. Explore various modes of communication in providing culturally and spiritually sensitive nursing care.

  4. Identify the uniqueness of selected cultural/religious traditions and complementary therapies and their effects on health practices.

  5. Relate legal and ethical issues to the provision of culturally and spiritually sensitive professional, evidence-based nursing care.

  6. Develop a holistic awareness of spirituality while differentiating it from religion.

I. Introduction to Transcultural Nursing
A. Historical development of transcultural nursing

B. Importance of transcultural nursing

C. Students’ views of transcultural nursing

D. Transcultural nursing as a subspecialty within the nursing profession

E. Terminology used in Transcultural Nursing

F. Transcultural Nursing Theories

G. Mapping

1. Geographical

2. Geocultural

3. Georeligious

II. Subculture of Health care
A. Implications for healthcare providers

B. Implications for healthcare recipients

C. Implications of healthcare environments
III. Health and Illness in Various Cultures (Selected cultures will be introduced)
A. Euro-American Community

1. Northern European-American

2. Southern European-American

3. Eastern European-American

4. Western European-American

B. Hispanic Community

1. Mexican

2. Puerto Rican

3. Cuban

4. Central American

5. South American

C. Native American Community

1. American Indian

2. Eskimo

3. Aleut

D. Asian/Pacific Islander Community

1. Chinese

2. Filipino

3. Japanese

4. Asian Indian

5. Korean

6. Vietnamese

7. Cambodian

8. Hmong

9. Laotian

10. Thai

11. Hawaiian

12. Pacific Islanders

E. Middle Eastern Community

1. Arabian

2. Israeli

3. Palestinian

4. Turkish

F. Black Community

1. African

2. Haitian

3. Jamaican

4. West Indian

5. Dominican Republic
IV. Health and Illness in Various Religious/Spiritual Traditions (Selected Religious/Spiritual Traditions will be introduced.)
A. Spirituality
B. Religious Traditions

1. Chrisitianity

2. Judaism

3. Islam

4. Hindu

5. Buddhism

V. Complementary Healing Practices

A. Natural Remedies

B. Familial Remedies
VI. Nursing Implications
A. Self-evaluation

B. Client advocacy

C. Impact on care delivery

D. Legal and ethical considerations

E. Identification of community resources
PowerPoint Presentations

Discussion/lecture in class and online

Student presentations

Literature Searches

Web Searches

ReggieNet quizzes and discussion board

Case Studies

Annotated narratives

COURSE REQUIREMENTS: The learner is expected to:

  1. Complete reading assignments and take online quizzes as directed in ReggieNet.

  2. Participate in assigned class discussions on ReggieNet using discussion board or assignments tab.

  3. Prepare a specific culture or religious tradition ‘handout’ for the classroom following the Purnell Model for Cultural Competence (Purnell & Paulanka, 2008, chapter 2). Include one nursing research article that evaluates the efficacy and effectiveness of a complementary therapy used in this culture on patient outcomes.

  4. Identify culturally competent approaches based on the culture investigated with the culturalogical ‘handout’ using Leininger’s model of Culture Care Preservation/Maintenance, Culture Care Accommodation/Negotiation, and Culture Care Repatterning/Restructuring (Leininger & McFarland, 2002, p.80).

  5. Complete a Culturalogical/Spiritual Assessment. Please turn in the typed assessment in class or online in ReggieNet under “Assignments” on the assigned due date.

  6. Read Three Cups of Tea by Greg Mortenson and David Relin OR Monique and the Mango Rains by Kris Holloway to gain greater sensitivity to the Muslim culture or the Mali culture and reflect on ways to learn about another culture.

  7. Type all written assignments.

  8. Absence due to bereavement must follow the policy listed in the Student Handbook.

  9. Adhere to College Policies and Procedures as outlined in MCN Student Handbook and Illinois State University Undergraduate Catalog.

Faculty ResponsibilitiesAs a College of Nursing faculty member, we will

  1. Remain current in our field and in the general nursing and healthcare environment.

  2. Stay up-to-date with learning theory and pedagogy, applying appropriate innovations.

  3. Present course materials in an organized, coherent manner.

  4. Be on time for class and avoid canceling classes unnecessarily.

  5. Encourage appropriate discussion and question from students.

  6. Respect the opinions and responses of students.

  7. Encourage feedback and, when appropriate, make changes based on it.

  8. Develop meaningful assignments that contribute to student mastery of course and program competencies.

  9. Write exams that fairly reflect the course content and coverage.

  10. Use due care and thought in grading all assignments and exams.

  11. Provide appropriate and timely feedback for all assignments and exams, recognizing that the time frame for returning graded material will vary.

  12. Provide students with a reasonable opportunity to discuss assignments and grades without reprisal

  13. Assign final grades with care and fairness.

  14. Set and enforce standards for academic integrity so students who behave with honesty are not disadvantaged.

  15. Conduct ourselves ethically, honestly, and with integrity in all situations.

  16. Treat students, fellow faculty, staff, and administrators fairly and impartially.

  17. Make every effort to prevent discrimination and harassment.

  18. Behave and speak professionally, respectfully, and courteously at all times.

  19. Safeguard any confidential information.

  20. Be accessible and maintain adequate office hours.

  21. Respectfully and appropriately use resources in cyberspace to enhance learning and/or communication.

Adapted with permission from the ISU College of Business Standards of Professional Behavior and Ethical Conduct
Academic Integrity: Academic Integrity is expected in all educational endeavors. Students who have questions regarding issues of academic dishonesty should refer to the University regulation which outlines unacceptable behaviors in academic matters. It is the student’s and faculty’s responsibility to uphold the principles of Academic Integrity. Academic Integrity is required of you the student and myself (us) as your instructor (s). Academic Integrity should be used in preparation for this course, in class time, clinical time, regarding exams and with regard to written assignments. In certain circumstances (such as cheating or plagiarism, faculty may be required to refer a student (s) to Student Dispute Resolution Services for a violation of I.S.U.’s Code of Conduct.
Disability Concerns:

If you need a special accommodation to fully participate in this class, please contact Disability Concerns at 438-5853 (voice), 438-8620 (TDD).

Students with disabilities are encouraged to contact the office of Disability Concerns at Illinois State University for assistance. Please follow the guidelines for these concerns.

Nursing is a strenuous and physical occupation requiring physical lifting of more than 10 pounds, twisting, and bending. If you have any visual, auditory or lifting challenges, you are encouraged to discuss these with your clinical instructor for both your safety and the safety of your client. Some clinical sites do not allow braces, casts or crutches.

A learner who is having difficulty completing an assignment by the due date is expected to discuss this matter with the faculty member IN ADVANCE. If the learner does not address the matter with the faculty member in advance, an assignment turned in late will receive a zero. In addition, learners who receive an extended due date for completing an assignment and do not submit the assignment on the extended date will receive a zero for the assignment.

Graded Components of Course


ReggieNet Quizzes


Assignments entered in ReggieNet--

1. Initial self-assessment of culture

2. discussion and written reaction to

Three Cups of Tea by Greg Mortenson OR
Monique and the Mango Rains by Chris Holloway—



Cultural/Spiritual Handout and Case Study—Group Project
Class attendance & Participation in Case Studies


Cultural/Spiritual Assessment (Culturalogical Assessment)






D’Avanzo, C. E. & Geissler, E.M. (2008). Pocket guide to cultural health assessment (4th ed.). St. Louis, MO:


Purnell, L. D., & Paulanka, B. J. (2008). Transcultural health care: A culturally competent approach (3rd ed.).

Philadelphia, PA: F.A. Davis

Either of the following books:

Holloway, C. (2007). Monique and the mango rains. Long Grove, IL.: Waveland Press

Mortenson, G. & Relin, D.O. (2009). Three cups of tea: young readers’ edition .Penguin books.

Andrews, M. M., & Boyle, J. S. (2008). Transcultural concepts in nursing care (5th ed.).

Philadelphia, PA: J.B. Lippincott.

Campinha-Bacote, J. (2003). The process of cultural competence in the delivery of

healthcare services—a culturally competent model of care. Transcultural

C.A.R.E. Associates, Josepha Campinha-Bacote, PhD, APRN, BC, CNS, CTN, FAAN.

Giger, J.N., & Davidhizar, R.E. (Eds.). (2008). Transcultural nursing: assessment and

Intervention (5th ed.). St. Louis, MO: Mosby.

Jarvis, C. (2012). Transcultural Consideration in Assessment. In Physical Examination

and Health Assessment (6th ed.). St. Louis, MO: Saunders.

Kemp, C. & Rasbridge, L. (2004). Refugee and immigrant health: A handbook for health professionals.

New York: Cambridge University Press.

Leininger, M. M., & McFarland, M. R. (2002). Transcultural nursing: concepts, theories,research, & practice (3rd

ed.). New York: McGraw-Hill Medical Publishing Division.

Spector, R. E. (2004). Cultural diversity in health and illness (6th ed.). Upper Saddle River, NJ.:Pearson, Prentice-



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