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Psychiatric/Mental Health Nursing and Culturally Competent Care
Teaching Assignment

Purpose of the Assignment
The purpose of this assignment is to assist the student to understand the relevance of transcultural nursing (www.madelline-leninger.com) and its application to psychiatric/mental health nursing. This assignment will require the student to compare and contrast “mainstream” American culture with a minority, ethnically diverse culture. The following conceptual definitions are to be used to provide standardized definitions for the purpose of this assignment. Additionally, the student is advised to read Chapter: Cultural Implications found in textbook).
Culturally Competent Nursing Care
Cultural competence in health care is broadly defined as the ability of providers and organizations to understand and integrate these factors into the delivery and structure of the health care system. The goal of culturally competent health care services is to provide the highest quality of care to every patient, regardless of race, ethnicity, cultural background, English proficiency or literacy https://hpi.georgetown.edu/agingsociety/pubhtml/cultural/cultural.html.
Mainstream (i.e. dominant) Culture Defined
The majority population of a culture generally sets the dominant culture (i.e. mainstream culture). Historically, the dominant culture has often exercised control over law, communication (designated language), political processes, educational institutions, business practices and creative expression. A culture is dominant within society when that culture establishes specific behaviors or a set of rituals, values and social norms.
Characteristics of a Minority, Ethnic culture
An ethnic minority is a group of people who differ in race or color or in national, religious, or cultural origin from the dominant group — often the majority population — of the country in which they live. The different identity of an ethnic minority may be displayed in any number of ways, ranging from distinctive customs, lifestyles, language or accent, dress, and food preferences to attitudes, moral values, health beliefs, and economic or political beliefs espoused by members of the group.

Psychiatric/Mental Health Standard 4: Planning of Care
The psychiatric/mental health nurse will develop an individualized plan of care in partnership with the health care consumer (i.e. patient/client), family and others considering the healthcare consumer’s characteristics … that may include, but are not limited to values, beliefs, spiritual and health practices, preferences, choices, developmental level, coping styles, culture, and environment.  (ANA’s Psychiatric Mental Health Nursing: Scope and Standards of Practice).
Student Learning Outcomes
The student will be able to:
1. Compare and contrast the health beliefs (e.g., concept of autonomy, health practices, and coping behaviors) and/or mental health illnesses of “main-stream” American values and culture with that of a minority, ethnic culture (e.g., Hispanic, Black, Asian, Vietnamese, American Indian, Eastern Indian, Pacific Islander, etc.)

2. Use a minimum of one scholarly research article (do not rely on websites – utilize the TCC library) and nursing textbook, to support the need for transcultural competent nursing care to provide safe, effective care to a patient from a diverse, minority ethnic culture.

3. Provide a 15-minute teaching presentation, during online post-conference clinical day, focused on
a. The application of Leninger’s Transcultural Nursing and the standards of care for psychiatric/mental health nursing.
b. Discussion on how a nurse’s inability to implement culturally competent care can make a patient with a psychiatric disorder, from a diverse background, more at risk for ineffective, unsafe nursing care.
c. Professional attire worn during online presentation.

4. Complete a written paper about culturally competent care, using APA format with Headings, cover sheet and reference page.

Refer to grading rubric for presentation and written paper guidelines.

Culturally Competent Care Teaching Video and Written Assignment Rubric
The rubric will be submitted by student and completed by faculty. No rubric submitted: Arbitrarily assigned grade.
Criteria Score
Introduction
(10 points) (9-10 points)
Main topics are identified clearly and concisely.  Includes a topic sentence (8-9 points)
Main topics are clearly identified. Includes a topic sentence (4-7 points)
Main topics are identified but may not be concise.  Topic sentence not clear (0-3 points)
Main topics are not identified or are not clear and/or concise.  No topic sentence
Written Development of Topic:
(10 points)

(9-10 points)
All main topics are discussed, including clinical condition and treatment with appropriate nursing interventions/implications. Well supported with research. Adheres to 2 page limit (excluding Title and Reference page) (8-9 points)
All main topics are discussed, including clinical condition and treatment with appropriate nursing interventions/implications. (6-7 points)
All main topics are discussed; includes clinical condition and some treatment options with appropriate nursing intervention/implications. Exceeds 2 page limit (0-5 points)
Main topics are not well discussed; does not include clinical condition and treatment with appropriate nursing interventions
Online presentation of Topic:
(10 points) (9-10 points)
Professional attire worn, teaching presentation was not read from script, medical terminology used instead of slang, attitude and demeanor demonstrated nursing professionalism. (8-9 points)
Professional attire not worn, teaching presentation was partially read from script, medical terminology sometimes used instead of slang, attitude and demeanor did not always demonstrate nursing professionalism. (6-7 points)
Professional attire not worn, teaching presentation read from script, slang used instead of medical terminology, attitude and demeanor barely demonstrated nursing professionalism. (0-5 points)
Wore street clothes, read from script, used slang, attitude and demeanor lacked demonstration of nursing professionalism.
Organization & Writing Style
(20 points) (15-20 points)
Organization is clear; ideas are clear, & concise. The transition is logical and flows. (11-14 points)
Organization and purpose are clear; ideas are connected and concise (6-10 points)
Organization and purpose are clear; ideas/ sentence structure may be unclear (0-5 points)
Disorganized, ideas do not flow and/or are not connected.
Conclusion
(5 points)

(5 points)
Conclusion is clear, concise, and flows from body of the paper. States implication for nursing practice (4 points)
Conclusion is clear & contains some nursing implications (3 points)
Conclusion is clear,
No nursing implications (0-2 points)
Conclusion is unclear, no nursing implications
Reference Page
(15 points) (11-15 points)
Contains 2 or less APA errors (9-14 points)
Contains more than 3-4 types of APA errors (5-8 points)
Contains more than 5 types of APA errors (0-4 points)
Contains more than 6 types of APA errors

Sources
(5 points)
(5 points)
Contains at least one nursing text; 1 scholarly/nursing article and are less than 5 years old. (4 points)
Has 1 correct source which meet the criteria for nursing texts or articles and are less than 5 years old. (3 points)
Used nursing journals or textbooks sources >5 years old. (0-2 points)
Has two or less sources that do not meet criteria for acceptable nursing journal or textbooks.
APA Format 7th edition
Within Paper
(15 points) (11-15 points)
Contains 0-3 types of APA errors: 3 or less direct quotes; contains headings (9-14 points)
Contains 4-6 types of APA errors: 4 direct quotes (5-8 points)
Contains 7-9 types of APA errors: 5 direct quotes (0-4 points)
Contains more than 10 types of APA errors: 6 or more direct quotes
Spelling, Punctuation, & Grammar
(10 points)
(9-10 points)
Contains 0-1 grammatical, punctuation and/or
Spelling errors (8-9 points)
Contains 5-7 grammatical, punctuation, and/or spelling errors (4-7 points)
Contains 8-10 grammatical, punctuation, and/or spelling errors (0-3 points)
Contains more than 10 grammatical, punctuation, and/or spelling errors
Total Points (100)

Psychiatric/Mental Health Nursing and Culturally Competent Care

Teaching Assignment

Purpose of the Assignment

The purpose of this assignment is to assist the student to understand the relevance of transcultural nursing (www.madelline-leninger.com) and its application to psychiatric/mental health nursing. This assignment will require the student to compare and contrast “mainstream” American culture with a minority, ethnically diverse culture. The following conceptual definitions are to be used to provide standardized definitions for the purpose of this assignment. Additionally, the student is advised to read Chapter: Cultural Implications found in textbook).

Culturally Competent Nursing Care

Cultural competence in health care is broadly defined as the ability of providers and organizations to understand and integrate these factors into the delivery and structure of the health care system. The goal of culturally competent health care services is to provide the highest quality of care to every patient, regardless of race, ethnicity, cultural background, English proficiency or literacy https://hpi.georgetown.edu/agingsociety/pubhtml/cultural/cultural.html.

Mainstream (i.e. dominant) Culture Defined

The majority population of a culture generally sets the dominant culture (i.e. mainstream culture). Historically, the dominant culture has often exercised control over law, communication (designated language), political processes, educational institutions, business practices and creative expression. A culture is dominant within society when that culture establishes specific behaviors or a set of rituals, values and social norms.

Characteristics of a Minority, Ethnic culture

An ethnic minority is a group of people who differ in race or color or in national, religious, or cultural origin from the dominant group — often the majority population — of the country in which they live. The different identity of an ethnic minority may be displayed in any number of ways, ranging from distinctive customs, lifestyles, language or accent, dress, and food preferences to attitudes, moral values, health beliefs, and economic or political beliefs espoused by members of the group.

Psychiatric/Mental Health Standard 4: Planning of Care

The psychiatric/mental health nurse will develop an individualized plan of care in partnership with the health care consumer (i.e. patient/client), family and others considering the healthcare consumer’s characteristics … that may include, but are not limited to values, beliefs, spiritual and health practices, preferences, choices, developmental level, coping styles, culture, and environment.  (ANA’s Psychiatric Mental Health Nursing: Scope and Standards of Practice).

Student Learning Outcomes

The student will be able to:

1. Compare and contrast the health beliefs (e.g., concept of autonomy, health practices, and coping behaviors) and/or mental health illnesses of “main-stream” American values and culture with that of a minority, ethnic culture (e.g., Hispanic, Black, Asian, Vietnamese, American Indian, Eastern Indian, Pacific Islander, etc.)

2. Use a minimum of one scholarly research article (do not rely on websites – utilize the TCC library) and nursing textbook, to support the need for transcultural competent nursing care to provide safe, effective care to a patient from a diverse, minority ethnic culture.

3. Provide a 15-minute teaching presentation, during online post-conference clinical day, focused on
   1. The application of Leninger’s Transcultural Nursing and the standards of care for psychiatric/mental health nursing.
   2. Discussion on how a nurse’s inability to implement culturally competent care can make a patient with a psychiatric disorder, from a diverse background, more at risk for ineffective, unsafe nursing care.
   3. Professional attire worn during online presentation.

4. Complete a written paper about culturally competent care, using APA format with Headings, cover sheet and reference page.

Refer to grading rubric for presentation and written paper guidelines.