Course Syllabus Session and Year: Fall 20 Course Name: HCI 225: Cultural Health Habits This is a sixteen (or eight) week course that begins on and ends on. Class will meet from (insert time of class) on (insert class meeting days; i.e. MWF; TTh; etc.). Note: Labs will be conducted ONLINE through Moodle. Instructor Information: (insert name of instructor) Office: (insert office location) Office Hours: (insert office hours) College Phone: (insert office phone number) College E-mail: (insert instructor s e-mail address) Supervisor s Information: (insert name and title of instructor s supervisor; i.e. Chair, Associate Dean, etc.) Office: (insert office location) Office Hours: (insert office hours) College Phone: (insert office phone number) College E-mail: (insert supervisor s e-mail address) Course Description: Minimum State Prerequisites: Take HCI-130; Co-requisites: None. Four credit course with lab. This course provides the student an introduction to health practices within a culture. Topics include dialectical differences, health habits, and beliefs, folk medicinal practices, the role of family and authority. Upon completion, the student should be able to apply an understanding of the influence of culture on health practices. Student Learning Outcomes: Examine health practices within a culture and increase general knowledge concerning the cultural backgrounds of patients to be served Discuss dialectical differences, health habits and beliefs, folk medicinal practices, and the role of family and authority. Apply understanding of the influence of culture on health practices by developing the ability to work with diverse cultural backgrounds and use culturally appropriate behavior. Recognize and understand language as an expression of culture: identify underlying assumptions of each party about medicine, the encounter, the illness, etc. and use this information to effectively facilitate intercultural communication between patient and provider
Nature of Course Content: Class Dates Weeks 1-2 Week 3 Weeks 4-5 Modules Module 1: Defining the Latino Patient & Dialectical Differences Review syllabus and class policies/procedures Take brief online quiz over syllabus and class policies/procedures Defining the Latino Patient Reading Assignments for Weeks 1-3: Chapter 1: Defining the Latino Patient Chapter 6: GREET: Characterizing Your Latino Patient Defining the Latino Patient Portfolio Project 1: Defining the Latino Patient Dialectical Differences Reading Assignments for Weeks 1-3: Chapter 1: Defining the Latino Patient Chapter 6: GREET: Characterizing Your Latino Patient Dialectical Differences Portfolio Project 2: Dialectical Differences. Module 2: Cultural Values of the Latino Patient Cultural Values of the Latino Patient: Reading Assignment for Weeks 3-4: Chapter 2: Cultural Values of the Latino Patient Chapter 7: LISTEN: Gaining Access to Your Patient s Clinical History In-Class Discussions and Activities: Cultural Values of the Latino Patient
Week 6 Week 7 Weeks 7-8 Week 9 Week 10 Week 11 Guest presentation(s) Invited guest speakers concerning Latino cultural values and/or other relevant topic of interest already covered in class. Portfolio Project 3: Cultural Values of the Latino Patient Midterm Exam (to be taken in class during Week 7) Module 3: Health, Attitudes, Beliefs and Practices Health, Attitudes, Beliefs and Practices Reading Assignments for Weeks 7-9: Chapter 3: Health Attitudes, Beliefs, and Practices Chapter 8: CARE: Performing a Culturally Sensitive Patient Evaluation Health Habits and Beliefs Guest presentation(s) Invited guest speakers concerning Latino health, attitudes, beliefs and practices and/or other relevant topic of interest already covered in class. Portfolio Project 4: Health, Attitudes, Beliefs and Practices. Module 4: Communicating Effectively with the Latino Patient & Folk Medicinal Practices Communicating Effectively with the Latino Patient Reading Assignments for Weeks 10-11: Chapter 4: Communicating Effectively with the Latino Patient Chapter 9: TREAT: Providing Culturally Competent Treatment Communicating Effectively with the Latino Patient Portfolio Project 5: Communicating Effectively with the Latino Patient Folk Medicinal Practices Reading Assignments for Weeks 10-11: Chapter 4: Communicating Effectively with the Latino Patient
Week 12 Week 13 Week 14 Week 15 Week 16 End of Semester Chapter 9: TREAT: Providing Culturally Competent Treatment Folk Medicinal Practices Portfolio Project 6: Folk Medicinal Practices Module 5: Achieving Cultural Competence with the Latino Patient & the Role of Family and Authority Achieving Cultural Competence with the Latino Patient Reading Assignments for Weeks 12-14: Chapter 5: Achieving Cultural Competence with the Latino Patient Chapter 10: Developing Patient Loyalty and the Effective Farewell Achieving Cultural Competence with the Latino Patient Guest presentation(s) Invited guest speakers concerning cultural competence and/or other relevant topic of interest already covered in class. Portfolio Project 7: Achieving Cultural Competence with the Latino Patient The Role of Family and Authority Reading Assignments for Weeks 12-14: Chapter 5: Achieving Cultural Competence with the Latino Patient Chapter 10: Developing Patient Loyalty and the Effective Farewell The Role of Family and Authority Portfolio Project 8: The Role of Family and Authority (note: interview with a native Spanish speaker about the role of family and authority) Final Exam (to be taken in class during Week 16) Semester Break End of Classes QUE SE DIVIERTAN EN LAS VACACIONES!
Requirements of the Course / Methods of Evaluation Text: The Latino Patient: A Cultural Guide for Health Care Providers by Nilda Chong o Note: Any additional readings/texts/online videos/handouts will be provided by instructor through Moodle. Materials: In addition to textbooks, materials appropriate for taking notes, completing classroom activities/group work, etc. are required (i.e. pens or pencils and paper and/or laptop computer). Any additional materials will be specified as needed. Computer and Software Requirements For Accessing College Resources: At a minimum, students are required to have regular access to a computer running Windows 7 or a higher version, access to broadband Internet service, Internet Explorer 9 or higher version, Firefox 15 or higher, or Google Chrome 22 or higher, and Microsoft Word. E-Mail: E-mail is an official means of communication from the College. You are required to use your e-mail address when requesting assistance or communicating with any college personnel. It is your responsibility to check your college e-mail address regularly. Starfish: Throughout the term, you may receive emails from Starfish regarding your course grades and academic performance. Please pay attention to these emails and take the recommended actions. They are sent to help you be successful. Methods of Instruction: The following instructional methodologies include the following: instructor lectures, class discussions of materials (readings, videos, etc.) posted in Moodle. Instructor may also incorporate interactive situations (such as role play activities) where appropriate to simulate real-life healthcare interpreting situations in which cultural health habits are highlighted. Other assessment will include online labs, as well as the midterm and final exams. Instructor will conduct course in English. However, bilingual (Spanish/English) interaction is encouraged wherever appropriate (i.e. class discussions, role plays, guest presentations, etc.). Assignment, Test Information, Grading Policy: Assignment: Coursework assignments and exams will consist of classroom readings/discussions (answers to be posted on discussion board in Moodle by specified due dates); online labs (Portfolio Projects 1-8); midterm exam; and final exam. Note: Assignments are due by the posted dates in the syllabus; late assignments will not receive credit. The following grade categories and weights will be used to determine your final grade: Classroom Readings/Participation in Classroom Discussions and Activities 15% of total grade Online Labs (Portfolio Projects 1-8) 40% of total grade (8 @ 5% each) Midterm Exam 20% of total grade Final Exam 25% of total grade Total Grade 100% Test Information: There will be assigned classroom readings/discussions (answers to be posted on discussion board in Moodle by specified due dates); online labs (Portfolio Projects 1-8); midterm exam; and a final exam, as indicated
above. The final exam will only include material covered in class after the midterm exam. All assessments are based on class work, online labs (as assigned), and material covered in the readings, class discussions, guest presentations, and videos posted on Moodle (as applicable). Classroom Readings/Discussions: Discussion topics will be posted in Moodle, based on the reading(s) for the corresponding topic(s). Students must answer the question(s) by the posted deadlines in Moodle in order to receive credit. Online Labs (Portfolio Projects 1-8) Although the book The Latino Patient, covers a great amount of material that fits well within this class, there is still a need for students to become knowledgeable about other research that exists concerning cultural health habits, as well as for students to fulfill the lab requirement for this course. Therefore, the online labs have been designed to allow students to conduct additional research and share what they have learned concerning cultural health habits, as well as simultaneously fulfill the lab requirement, as specified by this course. The following describes the requirements for the online labs (Portfolio Projects 1-8): Portfolio Projects: Students will evaluate and summarize relevant research articles. The language of the research article and the students evaluations can be either in Spanish or English. The portfolio projects will be developed within the context of cultural health habits. Topics include, but are not limited to, themes such as dialectical differences, health habits and beliefs, folk medicinal practices, and the role of family and authority. Selected articles can examine various Hispanic/Latino groups, as well as other cultures (i.e. indigenous peoples of the Americas, such as the Guaraní people of Paraguay, etc.) whom students may likely come in contact with in their future careers and/or for which they have a personal interest. Portfolio Project Requirements Students will evaluate and summarize one article per topic (see below), due on dates that are specified in Moodle, as well as the syllabus. Portfolio Project Topics: Defining the Latino Patient Dialectical Differences Cultural Values of the Latino Patient Health Habits and Beliefs Communicating Effectively with the Latino Patient Folk Medicinal Practices Achieving Cultural Competence with the Latino Patient The Role of Family and Authority The completed set of research articles (one per topic) should reflect students individual interests. The research articles can be obtained from a suggested list posted in Moodle by the instructor or from magazines or journals, downloaded materials, newspaper articles, books (including book chapters), etc. Note: If a student decides to select articles from another source, then it is the student s responsibility to also provide and submit a PDF copy of the original article along with the student s assignment (up to 15 pages per article; articles can be either in Spanish or English).
For each article, students should provide the following information: Title of the research article The exact source of the materials (give complete APA bibliographical citations for print and visual materials and complete URLs for Internet downloads); Justification that explains why each student considers his/her selected articles important enough or interesting enough to be included; a brief statement (one sentence is plenty) is sufficient. An executive summary must be written in each student s own words, at least 250 words per article. Thus, summarized articles will contain the following: Title: Source: Justification: Summary: Note Concerning Final Portfolio Project: The final portfolio project will consist of an interview with a native Spanish Speaker. Students will apply their new-found knowledge by interviewing a native Spanish speaker who is not a student in this class concerning the native Spanish speaker s personal views and experiences as they relate to the role of family and authority. Interviews must be conducted completely in Spanish. The project recording must be between 5-10 minutes long and must be accompanied by a transcript (written version of the dialogue). It may be recorded on audio tape, video tape or recorded digitally and can be submitted either electronically through Moodle or on a CD or DVD in MP3, WAV, or MOV file format. Midterm Exam: The midterm builds on previous information covered in the class and is comprehensive in nature. If a midterm exam is missed due to a documented excuse, the corresponding percentage will be added to the final exam weight. Students who receive any grade lower than 70% are strongly advised to come to office hours soon after receiving grade. Final Exam: The final exam will only include material covered in class after the midterm exam. The Final Exam format will be similar to that of the midterm exam. Failure to take the final exam means that you will not pass the course. Grading Policy: Course grades will be assigned as follows: A B C D F 91-100 81-90 71-80 61-70 0-60 Attendance Policy The College believes that in order for students to be academically successful in achieving their educational goals, they must participate in all scheduled class sessions, laboratories, and clinical meetings. Although the occasional absence may be unavoidable, students are responsible to demonstrate their commitment to their
educational goals by contacting their instructor to determine if arrangements can be made to make up any missed work. Class attendance is calculated from the first officially scheduled class meeting through the last scheduled class meeting. Students in face-to-face and hybrid courses must be in attendance and recorded as present at least one time on or before the census date or they will be dropped from the course. Students in on-line courses must log into each online course and participate in the required online activity before the census date or they will be dropped from the course. Students are expected to be in attendance/participate in all scheduled class hours/activities. Students will be notified in the course syllabus of the attendance policy of the course. Some programs/courses may require a more rigid attendance policy because of regulations set by state and federal licensing agencies. Excessive Consecutive Absences If a student misses 20% of class in consecutive absences in a face-to-face/hybrid course, or misses 20% of consecutive activities in an online/hybrid course and has not contacted the instructor by either email or phone, the instructor shall withdraw the student from the class. The student will be assigned a grade of WF or WR or WU (withdrawn failing) which impacts the GPA as an F and may have financial aid implications. How to Drop a Course: To drop a course, the student must fill out and turn in a Schedule Change Form. Please follow these important steps. Step 1: Obtain a Schedule Change Form from the Records Office or school website and fill it out completely. Step 2: It is the student s responsibility to get the signature of the instructor on the drop form. If you are a true distance student, then you may contact your instructor and have them send an email including the last date of attendance to your Academic Advisor in lieu of the instructor s signature. Step 3: The Schedule Change Form must then be delivered to your advisor. If you are unaware of who your advisor is, please contact the Advisement Center. Access to Academic Support Services: Upon request, the Learning Commons provides free tutoring services to currently enrolled students. Students needing specialized academic support in writing, math, accounting, or computing, can also seek out assistance from the Writing Center, Math Coaching Center, or Business and Computer Coaching Center. Assistance for Students with Disabilities: The College intends that all courses of study be fully accessible to all qualified students. Reasonable accommodations for verified disabilities are available upon request. Students must take the responsibility to make their disability known and request academic accommodations or auxiliary aids. Requests for information and assistance should be made to the Mental Health and Disabilities Counselor. Academic Integrity Policy: The faculty of the College is committed to helping students reach their full academic potential and to preparing them for success in their careers and further academic pursuits. Therefore, the College is committed to fostering a learning environment where students perform to the best of their own abilities and where academic integrity and honesty pervades. True intellectual growth is dependent upon honest work. As scholars, Davidson County Community College students are expected to demonstrate integrity in all of their academic pursuits by doing their own work,
without unauthorized assistance from others. The College will not tolerate academically dishonest acts such as, but not limited to, cheating, fabricating, plagiarizing (including multiple submissions of one s own work), and/or assisting others in academically dishonest acts. Cheating is defined by the College as gaining or receiving unauthorized help during any academic assignment including using or attempting to use unauthorized: information (e.g. notes, someone else s work, test bank information), communication (e.g. talking, writing, or signing/signaling others), electronic devices (e.g. cell phones, blackberries, mp3 players, calculators, digital recorders/cameras, or other data storage device) during any academic assignment or test. Fabricating is defined as generating false data, sources, or citations for any academic assignment. Plagiarizing includes any attempt to pass another s work off as one s own, in part or in whole, without properly acknowledging the source. This includes directly quoting, summarizing, or using ideas, images, or data from another s work without properly citing the source as well as submitting purchased or borrowed papers as one s own. Submitting one s own identical work for multiple assignments is prohibited without instructor permission. Assisting others in academically dishonest acts includes any activity that is intended to help another person cheat, fabricate, or plagiarize. These acts include but are not limited to allowing another to copy work, providing test questions or answers, unsanctioned collaboration, and completing an academic assignment for someone else. The following Academic Penalties for academic dishonesty in the classroom including, but not limited to, the following: Verbal Warning Written Warning Failing grade for the assignment involved Failing grade for the course Removal from the course Students who remain enrolled and engaged in courses beyond the review of the syllabus are considered to have read and agree to both the College s policy and the academic penalties which may be invoked. Academic penalties for violation of the policy can and may be applied differently by the faculty of the College. Assessing the academic work of students is the purview of the instructor; therefore, issues regarding academic dishonesty should be resolved between the instructor and the student. However, any unresolved issues will be referred to the appropriate Academic Dean for further review. On the rare occasion when resolution is still unreachable, the infraction may be referred to the Vice President for Academic Programs and Services. The Vice President s decision will be final. Please Note: Violation of the Academic Integrity policy is a violation of the Student Code of Conduct. As outlined in the DCCC Student Code of Conduct, academic dishonesty is strictly prohibited. Students who violate the academic integrity policy will be reported to the Dean of Student Services. Violations may also result in the Dean issuing additional sanctions, up to and including expulsion, as outlined in the Student Code of Conduct. Final Course Grade Appeal Students are encouraged to discuss their progress in the course throughout the semester and should discuss any concerns they have regarding grades on assignments with the instructor.
On occasion, circumstances may arise in which a student should have the opportunity to appeal the final course grade. If a student believes that the final course grade is inaccurate, the student should contact the faculty member who assigned the grade within five (5) business days of the posting of that semester s grade. Please refer to the Final Course Grade Appeal Process in the General Catalog and Student Handbook. NOTE: Individual assignment/test grades are not appealable. Policies regarding Technology Technology in the Classroom: The faculty at DCCC are committed to the integration of technology into the classroom. This may include but is not limited to smart rooms, laptop computers, document cameras, hand held data collection devices and use of Moodle internet technology for supplementation of classroom activity. Computer Usage Policy: Responsible ethical behavior is expected of persons using computing resources. Students are expected to adhere to guidelines published in the DCCC College Catalog. Cell phones, Pagers, and Other Electronic Devices: If/When on campus, classrooms should be free of all unnecessary distractions from the task of learning. Therefore, as a general rule, students should turn off all personal electronic devices not being used for coursework prior to entering the classroom. Instructional management is a right and a responsibility of the instructor, therefore, policy regarding the use of electronic devices in the classroom may vary depending upon the nature of the course or the guidelines of the instructor. Davidson County Community College General Education Outcomes Davidson County Community College s General Education Outcomes are broad statements that describe the competencies students should attain upon completing a degree program. Through various experiences in many different courses, students have the opportunity to acquire the knowledge, perspective, and skills necessary to make informed decisions, lead productive lives, and contribute to the global community as lifelong learners. The College has identified the following competencies as important for the success of our graduates as they pursue careers and further study. 1. Communicate effectively. 2. Think critically 3. Demonstrate information literacy. 4. Demonstrate interdependence