2.50
Hdl Handle:
http://hdl.handle.net/10755/157901
Type:
Presentation
Title:
Cultural Competence in the BS Curriculum at University of Colorado, Denver
Abstract:
Cultural Competence in the BS Curriculum at University of Colorado, Denver
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Baker, Victoria L., CNM, MSPH
P.I. Institution Name:University of Colorado Denver, College of Nursing
Title:Senior Instructor
Contact Address:C288, Education 2 North, 13120 East 19th Avenue, PO Box 6511, Aurora, CO, 80045, USA
Contact Telephone:303-724-8536
Purpose: I will present the education in cultural competency provided at the University of Colorado Denver College of Nursing (UCDCON) baccalaureate program in light of new AACN competencies. Specifically, I will review how we currently implement cultural competence in the curriculum, review current evaluation methods, consider what remains to be done in light of new AACN cultural competencies, and propose possible improvements in our curricular efforts in this area. Background: Cultural competency has been a focus within nursing practice and education, as well as the health professions more generally, for more than a generation now. The UCDCON has made consistent efforts to integrate cultural competence experiences and discussion across all baccalaureate clinical courses using a variety of approaches, including guest lectures, a shared text with successive readings, and an oversight committee of faculty invested in cultural competence education. Recently, the American Association of Colleges of Nursing (AACN) issued new guidelines for the "Cultural Competency in Baccalaureate Nursing Education" against which we compare our efforts. Description: Cultural competency has been a long-standing curricular thread in the UCDCON curriculum. One of ten professional competencies adopted in 1999 and leveled for each educational program in the College states that all UCDCON students will learn to advocate for social justice initiatives that enhance access, quality, and socio-cultural acceptability of health care for all. In addition, our college diversity plan calls for outcome competencies on cultural competency and human diversity and in social justice and health disparities in our curriculum. Outcomes: Faculty-led innovations in the BS program to implement this competency and enact the diversity plan include clinical placements in diverse settings with expert pre- and post-conference facilitation to address cultural competence, readings from a pre-selected text throughout the program, and guest lectures. Evaluation of these efforts is conducted in course evaluations and surveys of both recent graduates and other alumnae. Conclusions: The new guidelines offer the UCDCON an opportunity to re-assess our efforts to date and their implications for educational practice. The UCDCON is taking stock of program successes, engaging in improved outcomes measurement in this area, and planning for additional experiences modeled after the AACN Toolkit resources to upgrade student competencies. Like many competencies needed for professional nursing, measurement of attainment and program completion has proven difficult. Faculty have begun to identify options for future action and evaluation in light of newly formalized national expectations. Conclusions from the UCDCON experience indicate that faculty ownership of cultural competency content is one aspect of our success.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCultural Competence in the BS Curriculum at University of Colorado, Denveren_GB
dc.identifier.urihttp://hdl.handle.net/10755/157901-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Cultural Competence in the BS Curriculum at University of Colorado, Denver</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Baker, Victoria L., CNM, MSPH</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Colorado Denver, College of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Senior Instructor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">C288, Education 2 North, 13120 East 19th Avenue, PO Box 6511, Aurora, CO, 80045, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">303-724-8536</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">victoria.baker@ucdenver.edu</td></tr><tr><td colspan="2" class="item-abstract">Purpose: I will present the education in cultural competency provided at the University of Colorado Denver College of Nursing (UCDCON) baccalaureate program in light of new AACN competencies. Specifically, I will review how we currently implement cultural competence in the curriculum, review current evaluation methods, consider what remains to be done in light of new AACN cultural competencies, and propose possible improvements in our curricular efforts in this area. Background: Cultural competency has been a focus within nursing practice and education, as well as the health professions more generally, for more than a generation now. The UCDCON has made consistent efforts to integrate cultural competence experiences and discussion across all baccalaureate clinical courses using a variety of approaches, including guest lectures, a shared text with successive readings, and an oversight committee of faculty invested in cultural competence education. Recently, the American Association of Colleges of Nursing (AACN) issued new guidelines for the &quot;Cultural Competency in Baccalaureate Nursing Education&quot; against which we compare our efforts. Description: Cultural competency has been a long-standing curricular thread in the UCDCON curriculum. One of ten professional competencies adopted in 1999 and leveled for each educational program in the College states that all UCDCON students will learn to advocate for social justice initiatives that enhance access, quality, and socio-cultural acceptability of health care for all. In addition, our college diversity plan calls for outcome competencies on cultural competency and human diversity and in social justice and health disparities in our curriculum. Outcomes: Faculty-led innovations in the BS program to implement this competency and enact the diversity plan include clinical placements in diverse settings with expert pre- and post-conference facilitation to address cultural competence, readings from a pre-selected text throughout the program, and guest lectures. Evaluation of these efforts is conducted in course evaluations and surveys of both recent graduates and other alumnae. Conclusions: The new guidelines offer the UCDCON an opportunity to re-assess our efforts to date and their implications for educational practice. The UCDCON is taking stock of program successes, engaging in improved outcomes measurement in this area, and planning for additional experiences modeled after the AACN Toolkit resources to upgrade student competencies. Like many competencies needed for professional nursing, measurement of attainment and program completion has proven difficult. Faculty have begun to identify options for future action and evaluation in light of newly formalized national expectations. Conclusions from the UCDCON experience indicate that faculty ownership of cultural competency content is one aspect of our success.</td></tr></table>en_GB
dc.date.available2011-10-26T20:18:51Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:18:51Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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