KIUS
English


NURSING (ENGLISH) PROGRAMME
COURSE DESCRIPTION
Name of the Course Unit Code Year Semester In-Class Hours (T+P) Credit ECTS Credit
TRANSCULTURAL NURSING NRS207 2 4 3+0 3.0 4.0


General Information
Language of Instruction English
Level of the Course Unit Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
Type of the Course Compulsory
Mode of Delivery of the Course Unit Face-to-face
Work Placement(s) Requirement for the Course Unit No
Coordinator of the Course Unit
Instructor(s) of the Course Unit Prof. Dr. HAYRİYE DENİZ ŞELİMEN
Assistant(s) of the Course Unit None

Prerequisites and/or co-requisities of the course unit
CATEGORY OF THE COURSE UNIT
Category of the Course Unit Degree of Contribution (%)
Fundamental Course in the field % 10
Course providing specialised skills to the main field % 20
Course providing supportive skills to the main field % 30
Course providing humanistic, communication and management skills % 20
Course providing transferable skills % 20

Objectives and Contents
Objectives of the Course Unit This course will present theories, concepts, beliefs and standards related to transcultural nursing. The purpose of this course is to prepare professional nursing students to provide culturally sensitive and culturally competent care to individuals across the lifespan, families, and communities, emphasizing the importance of understanding cultural diversity in order to promote appropriate health prevention, disease prevention activities, and teaching strategies. Includes self-evaluation, including biases and prejudices about other cultures and ethnic groups.
Contents of the Course Unit Preparing professional nursing students to provide culturally and culturally competent care to individuals, families, and communities, emphasizing the importance of understanding cultural diversity in order to promote appropriate health prevention, disease intervention activities, and teaching strategies. Includes self-evaluation, including biases and prejudices about other cultures and ethnic groups.
Contribution of the Course Intending to Provide the Professional Education This course introduces the nursing student to cultural concepts as they relate to the application of nursing care and to broaden nursing student perceptions and understanding of health care beliefs and practices of specific cultural groups. This course will foster the development of essential communication skills and techniques necessary for effective multidisciplinary teams and culturally sensitive practice.

No
 Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
1 Analyze theoretical frameworks of transcultural nursing models.
2 Utilize a theoretical framework to perform a cultural assessment.
3 Explore the influence of culture on an individual’s belief system and practices especially those surrounding concepts of health, illness, and self-care deficits.
4 Critically evaluate the concepts of health and medical care as a cultural system and caring and nursing within a cultural context.
5 Critically examine one’s and others’ cultural biases, gender biases, ethnocentrism, racism, and acceptance of cultural diversity.
6 Appraise the concept of diversity and similarities within cultures, diversity and similarities between a culture and the dominant health care model, and the potential for conflict and resolution.

Learning Activities & Teaching Methods of the Course Unit
Learning Activities & Teaching Methods of the Course Unit

Weekly Course Contents and Study Materials for Preliminary & Further Study
Week Topics (Subjects) Preparatory & Further Activities
1 Cultural Diversity No file found
2 Transcultural Nursing Theories and Models No file found
3 to be continued No file found
4 Transcultural Caring Dynamics in Nursing and Health Care No file found
5 The Essence of Caring No file found
6 Transcultural Caring Ethics No file found
7 Transcultural Context for Transcultural Nursing No file found
8 Universal Sources No file found
9 Transcultural Caring Inquiry: Awareness, Understanding, and Choice No file found
10 Transcultural Caring Competency in Transculturally Dynamic Communities No file found
11 Transcultural Care through Self-Awareness No file found
12 Case Report and Review No file found
13 Assessing and Planning Transcultural Care No file found
14 Repetition and Evaluation No file found

SOURCE MATERIALS & RECOMMENDED READING
1. Ray, M.A. (2010) Transcultural Caring Dynamics in Nursing and Healthcare, E.A. Davis Company
2. Sagar, P. (2012) Transcultural Nursing Theories and Models, Springer Publishing Company
3. Andrews, M.M. and Boyle, J.S. (2016) Transcultural Concepts in Nursing Care, PA: Wolters Kluwer
4. Giger, J. and Haddad, L. (2020) Transcultural Nursing: Assessment and Intervention, Elsevier
5. Leininger, M. and McFarland, M.R (2002) Transcultural Nursing: Concepts, Theories, Research and Practice, McGraw-Hill Professional
6. Leininger, M.M. (1970) Nursing and Anthropology: Two Worlds to Blend, John Wiley and Sons Inc.
7. Ogden, J. (2007) Health Psychology, McGraw-Hill
8. Online resources and articles as directed

MATERIAL SHARING
Course Notes No file found
Presentations No file found
Homework No file found
Exam Questions & Solutions No file found
Useful Links No file found
Video and Visual Materials No file found
Other No file found
Announcements No file found

CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
Theoretical
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will use professional knowledge and skills managing health care issues par excellence. X
2 Will provide high quality person-centered health care in clinical practices. X
SKILLS
Cognitive
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will define nursing as a scientific discipline that takes a holistic approach in a competent, ethical, and caring manner to demonstrate humanism par excellence. X
2 Will protect and enhance the health of individuals, families, and groups of all ages. X
3 Will provide high quality person-centered health care by integrating knowledge of the multiple mechanisms underlying human health and disease. X
4 Will understand that health care is a human right, whether the goal is quality of life or dignity of death and dying. X
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will determine the need for high quality patient-centered health care in accordance with the contemporary principles to apply a person-centered nursing framework. X
2 Will improve a good-quality therapeutic relationship in diverse environments. X
3 Will coordinate internal actions and promotes interdisciplinary cooperation using their leadership skills. X
Learning to Learn
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will provide essential skills needed for life-long learning. X
2 Will approach an evidence-based practice through a commitment to innovation and nursing research. X
3 Will encourage and support scholarly research and creative endeavor that seeks, creates, and explores universal values, and knowledge exchange in a professional framework. X
4 Will participate in the framework of the health policy development with national and international bodies by integrating knowledge of the multiple mechanisms. X
Communication & Social
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will fulfill the foreign language requirement at an intermediate level. X
2 Will use information and communication technologies to improve more efficiency and communicate more effectively. X
Occupational and/or Vocational
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will adhere to the codes of ethics that govern the psychological, medical, and health science professions at the provincial, national, and international levels. X
2 Will promote the fusion of critical thinking with creative thinking through a commitment to innovation and nursing research. X
*Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High

No
 Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to: 		PROGRAMME LEARNING OUTCOMES
1 Analyze theoretical frameworks of transcultural nursing models.1 (5), 2 (5), 3 (5), 4 (4), 5 (4), 6 (5), 7 (5), 8 (5), 9 (3), 10 (5), 11 (5), 12 (3), 13 (3), 14 (5), 15 (5), 16 (5), 17 (5)
2 Utilize a theoretical framework to perform a cultural assessment. 1 (5), 2 (5), 3 (5), 4 (4), 5 (4), 6 (5), 7 (5), 8 (5), 9 (3), 10 (5), 11 (4), 12 (3), 13 (4), 14 (5), 15 (5), 16 (5), 17 (5)
3 Explore the influence of culture on an individual’s belief system and practices especially those surrounding concepts of health, illness, and self-care deficits.1 (5), 2 (5), 3 (5), 4 (4), 5 (4), 6 (5), 7 (5), 8 (5), 9 (3), 10 (5), 11 (4), 12 (4), 13 (3), 14 (5), 15 (5), 16 (5), 17 (5)
4 Critically evaluate the concepts of health and medical care as a cultural system and caring and nursing within a cultural context.1 (5), 2 (5), 3 (5), 4 (4), 5 (4), 6 (5), 7 (5), 8 (5), 9 (3), 10 (5), 11 (4), 12 (3), 13 (3), 14 (5), 15 (5), 16 (5), 17 (5)
5 Critically examine one’s and others’ cultural biases, gender biases, ethnocentrism, racism, and acceptance of cultural diversity.1 (5), 2 (5), 3 (5), 4 (4), 5 (4), 6 (5), 7 (5), 8 (5), 9 (3), 10 (5), 11 (4), 12 (3), 13 (3), 14 (5), 15 (5), 16 (5), 17 (5)
6 Appraise the concept of diversity and similarities within cultures, diversity and similarities between a culture and the dominant health care model, and the potential for conflict and resolution.1 (5), 2 (5), 3 (5), 4 (4), 5 (4), 6 (5), 7 (5), 8 (5), 9 (3), 10 (5), 11 (3), 12 (3), 13 (3), 14 (5), 15 (4), 16 (5), 17 (5)

Assessment
Assessment & Grading of In-Term Activities Number of
Activities		 Degree of Contribution (%)
Mid-Term Exam 1 % 20
Computer Based Presentation 0 -
Short Exam 1 % 20
Presentation of Report 0 -
Homework Assessment 1 % 20
Oral Exam 0 -
Presentation of Thesis 0 -
Presentation of Document 0 -
Expert Assessment 0 -
Board Exam 0 -
Practice Exam 0 -
Year-End Final Exam 1 % 40
Internship Exam 0 -
TOTAL 4 %100
Contribution of In-Term Assessments to Overall Grade 4 %50
Contribution of Final Exam to Overall Grade 1 %50
TOTAL 5 %100


WORKLOAD & ECTS CREDITS OF THE COURSE UNIT
Workload for Learning & Teaching Activities
Type of the Learning Activites Learning Activities
(# of week)		 Duration
(hours, h)		 Workload (h)
Lecture & In-Class Activities 14 3 42
Preliminary & Further Study 14 3 42
Land Surveying 0 0 0
Group Work 1 3 3
Laboratory 0 0 0
Reading 2 3 6
Assignment (Homework) 1 2 2
Project Work 0 0 0
Seminar 0 0 0
Internship 0 0 0
Technical Visit 0 0 0
Web Based Learning 0 0 0
Implementation/Application/Practice 0 0 0
Practice at a workplace 0 0 0
Occupational Activity 0 0 0
Social Activity 0 0 0
Thesis Work 0 0 0
Field Study 0 0 0
Report Writing 0 0 0
Total Workload for Learning & Teaching Activities - - 95
Workload for Assessment Activities
Type of the Assessment Activites # of Assessment Activities
 Duration
(hours, h)		 Workload (h)
Final Exam 1 1 1
Preparation for the Final Exam 1 3 3
Mid-Term Exam 1 1 1
Preparation for the Mid-Term Exam 1 3 3
Short Exam 1 1 1
Preparation for the Short Exam 1 1 1
Total Workload for Assessment Activities - - 10
Total Workload of the Course Unit - - 105
Workload (h) / 25.5 4.1
ECTS Credits allocated for the Course Unit 4.0

EBS : Kıbrıs İlim Üniversitesi Eğitim Öğretim Bilgi Sistemi Kıbrıs İlim Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Cyprus Science University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.