Apply The Theoretical Knowledge Gained In The First Four Wee

Apply The Theoretical Knowledge Gained In The First Four Weeks Of The

Apply the theoretical knowledge gained in the first four weeks of the course. You will plan a four-hour face-to-face class session on becoming a culturally competent nurse. Your students consist of 30 baccalaureate students at the Denver College of Nursing in the foundations of nursing course. This class should include different kinds of learning activities, including didactic, practice, and evaluation components. It should reflect a variety of learning theories and utilize culturally relevant teaching practices. To complete this assignment, please download and use the attached worksheet. Resources: You must use at least four scholarly references, three of which can include your course materials. One must be an original source from a peer-reviewed nursing journal.

Paper For Above instruction

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Introduction

Cultural competence is a fundamental aspect of modern nursing practice, essential for delivering equitable and effective care to diverse patient populations. As the U.S. demographic landscape becomes increasingly multicultural (U.S. Census Bureau, 2020), nurses must be equipped with the knowledge, skills, and attitudes necessary to provide culturally sensitive care. This paper delineates a comprehensive four-hour face-to-face educational session designed for baccalaureate nursing students at the Denver College of Nursing, focused on developing cultural competence. The session integrates diverse learning activities—didactic, experiential, and evaluative—underpinned by relevant educational theories and culturally responsive teaching practices.

Instructional Objectives

The session aims to:

1. Define cultural competence and its significance in nursing.

2. Identify common cultural beliefs and practices affecting healthcare.

3. Develop skills to deliver culturally sensitive care.

4. Reflect on personal biases and their impact on patient interactions.

5. Apply theoretical frameworks related to cultural competence in clinical scenarios.

Instructional Framework and Theoretical Foundations

The session draws upon multiple learning theories, including Bandura's Social Learning Theory (Bandura, 1977), Experiential Learning Theory by Kolb (1984), and Culturally Responsive Teaching principles. Social Learning Theory emphasizes modeling and observational learning, vital for demonstrating culturally competent behaviors. Kolb’s experiential cycle supports hands-on learning and reflection, fostering deeper understanding through concrete experience and active experimentation. Culturally Responsive Teaching ensures instruction respects students’ diverse backgrounds and promotes inclusive learning environments (Ladson-Billings, 1994).

Session Planning and Activities

1. Didactic Component (1 hour):

- Lecture and Discussion: Introduction to cultural competence, including definitions, importance, and frameworks such as Campinha-Binto’s Campinha-Binto’s Purnell Model for Cultural Competence (Purnell, 2002). Use slides, real-world examples, and formative questioning to foster engagement.

- Learning Theory Application: Grounded in constructivist principles, this direct instruction provides foundational knowledge enabling students to construct understanding through interaction and discussion (Vygotsky, 1978).

2. Practice and Experiential Learning (2 hours):

- Case Studies and Role-Playing: Students work in small groups to analyze culturally diverse patient scenarios, practicing culturally sensitive communication and care planning. Scenarios reflect common cultural beliefs affecting health behaviors, such as differing dietary practices, health literacy, or beliefs about illness.

- Cultural Immersion Activity: Using cultural artifacts or virtual reality tools, students experience simulated encounters to enhance empathy and perspective-taking.

- Reflective Journaling: After activities, students document their feelings, biases, and insights, aligning with Kolb's (1984) experiential learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation.

3. Evaluation and Feedback (1 hour):

- Formative Assessment: Quizzes on key concepts, peer feedback on role-playing, and facilitated group discussions to assess understanding.

- Self-Assessment and Reflection: Guided questionnaires encourage students to evaluate their cultural competence growth.

- Summative Assessment: A brief post-test based on case scenarios to demonstrate application skills.

Culturally Relevant Teaching Practices

To ensure inclusiveness, the session employs several culturally responsive strategies:

- Incorporating diverse cultural perspectives and content.

- Using storytelling and lived experiences of healthcare professionals from various backgrounds.

- Encouraging student-led discussions reflecting their cultural identities.

- Ensuring classroom materials and examples are free from cultural bias.

- Facilitating a safe space for sharing and reflection, aligning with Ladson-Billings’ (1994) principles of culturally relevant pedagogy.

Conclusion

This four-hour session provides a dynamic, multi-modal approach to cultivating cultural competence among nursing students. By integrating didactic instruction, experiential activities, reflection, and assessment rooted in established learning theories and culturally responsive practices, the session aims to prepare future nurses to deliver respectful, effective care to culturally diverse populations. An emphasis on self-awareness, practical application, and ongoing reflection ensures that students develop not only knowledge but also the attitudes essential for culturally competent nursing practice.

References

Bandura, A. (1977). Social learning theory. Prentice-Hall.

Campinha-Binto, C., et al. (2012). Developing cultural competence in nursing education and practice. Journal of Transcultural Nursing, 23(2), 164–171.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Purnell, L. (2002). The Purnell Model for Cultural Competence. Journal of Transcultural Nursing, 13(3), 193–196.

U.S. Census Bureau. (2020). The changing demographic landscape. https://www.census.gov

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.