| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | UNI368 | ||||
| Course Name: | Health Services in Multicultural Societies | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | University Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Dr. Öğr. Üy. EMİNE NUR KAHRAMAN | ||||
| Course Lecturer(s): | Asst.Prof..Emine Nur Kahraman | ||||
| Course Assistants: |
| Course Objectives: | The aim of the course on healthcare services in multicultural societies is to educate healthcare professionals and service providers on effectively communicating with individuals from different cultures, understanding cultural diversity, and coping with this diversity. |
| Course Content: | This course focuses on developing the skills of healthcare professionals to provide effective healthcare services in multicultural societies. Its content covers cultural awareness, communication skills, coping strategies for cultural diversity, cultural competence, and interaction with patients. Students gain practical skills in establishing healthy communication with individuals from different cultures, respecting cultural norms, tailoring healthcare services to cultural needs, and collaborating in a cross-cultural team. Additionally, the course provides practical opportunities for students to apply these skills through real-life scenarios with the aim of reducing cultural errors in healthcare delivery and enhancing patient satisfaction. |
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The students who have succeeded in this course;
1) Cultural Awareness: Acquiring the ability to identify and understand the cultural characteristics of patients from different cultures. 2) Communication Skills: Developing the ability to understand different languages and communication styles, communicate effectively, and overcome language barriers. 3) Cross-Cultural Communication: Gaining the skill of cultural sensitivity and respect when interacting with individuals from different cultures. 4) Adaptation to Cultural Norms: Developing the ability to tailor healthcare services to the norms and expectations of different cultures. 5) Patient Safety: Acquiring the ability to recognize potential errors in cross-cultural interactions and reduce these errors to enhance patient safety. 6) Teamwork in Cultural Diversity: Improving collaboration skills with healthcare professionals and team members from different cultures. 7) Sensitivity to Health Disparities: Understanding the impact of cultural diversity on health inequalities and developing sensitivity to these disparities. 8) Cultural Adaptation Strategies: Developing the ability to manage cultural differences and implement strategies to enhance cultural adaptation. 9) Empathy Development: Enhancing the ability to understand the emotional and cultural context of individuals from different cultures and building empathy. 10) Knowledge of Various Cultures: Establishing a broad knowledge base about the health beliefs, practices, and illness perceptions of different cultures. |
| Week | Subject | Related Preparation |
| 1) | Introduction and Overview of the Program Introduction to the program's objectives and content. Impacts of multicultural communities on healthcare services. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 2) | Cultural Awareness and Health Concept of cultural awareness and its importance. Role of cultural awareness in healthcare services. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 3) | Communication Skills and Intercultural Communication Developing communication skills. Strategies for effective communication with individuals from different cultures. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 4) | Language Barriers and Solutions Challenges of communication in different languages. Strategies for overcoming language barriers. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 5) | Cultural Diversity and Its Impact on Healthcare Impacts of different cultures on the healthcare system. Strategies for coping with cultural diversity. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 6) | Adapting to Cultural Norms in Healthcare Services Ability to provide healthcare services in accordance with cultural norms. Adapting healthcare services to cultural norms | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 7) | Patient Safety and Cultural Errors Impact of cultural interactions on patient safety. Identifying and reducing potential cultural errors. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 8) | Teamwork in Cultural Diversity Effective teamwork with healthcare professionals from different cultures. Communication skills in cross-cultural teamwork. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 9) | Conflict Management and Resolving Cultural Conflicts Identifying and resolving conflicts in a cross-cultural context. Conflict management in the context of healthcare services. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 10) | Health Inequalities and Cultural Sensitivity Impact of cultural differences on health inequalities. Importance of cultural sensitivity in healthcare services. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 11) | Sensitivity and Developing Empathy Developing sensitivity to cultural differences. Strengthening empathy-building skills. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 12) | Cultural Adaptation Strategies Adapting healthcare services to different cultures. Implementation of cultural adaptation strategies. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| 13) | Program Evaluation and Progress General evaluation of the program. Assessment of participants' achievements. Future developments and recommendations. | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| Course Notes / Textbooks: | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| References: | Olthuis, G., & van Heteren, G. (2003). Multicultural health care in practice. Health Care Analysis, 11, 199-206. |
| Course Learning Outcomes | 1 |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | |||||||||||||||
| 2) Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | |||||||||||||||
| 3) To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | |||||||||||||||
| 4) To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | |||||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | |||||||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | |||||||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | |||||||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | |||||||||||||||
| 9) Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | |||||||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | |||||||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | |||||||||||||||
| 12) Participate the society and other professional groups about child development. | |||||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 15) They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 1 |
| 2) | Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 1 |
| 3) | To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 1 |
| 4) | To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 1 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 1 |
| 6) | Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 1 |
| 7) | Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 1 |
| 8) | Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 1 |
| 9) | Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | 1 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 1 |
| 11) | Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 1 |
| 12) | Participate the society and other professional groups about child development. | 1 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 1 |
| 14) | Have the ability to use advanced computer skills in terms of European computer use license. | 1 |
| 15) | They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 1 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Presentations / Seminar | 1 | 0 | 0 | ||||
| Final | 1 | 0 | 0 | ||||
| Total Workload | 0 | ||||||