Reflections from common ground…cultural awareness in healthcare pdf download

How will I get there? How to invest in myself. Career Standards Applies appropriate academic and technical skills Communicates effectively and appropriately Contributes to employer and community success Models ethical leadership and effective management Utilizes technology Manages personal career development Attends to personal and financial well-being.

My Career Plan Poster. Students will create a visual representation of goals they want to accomplish during high school. Career Standards Applies appropriate academic and technical skills Communicates effectively and appropriately Demonstrates innovation and creativity Manages personal career development Attends to personal and financial well-being.

Writing My First Resume. Students will outline essential information needed on a resume. Students will create a resume. Career Standards Applies appropriate academic and technical skills Communicates effectively and appropriately Contributes to employer and community success Makes sense of problems and perseveres in solving them Uses critical thinking Demonstrates innovation and creativity Models ethical leadership and effective management Utilizes technology Manages personal career development.

Be On Time. Grade s 7. Students will appraise their attitudes toward punctuality. Students will analyze the importance of being on time and showing up to work.

Career Standards Communicates effectively and appropriately Contributes to employer and community success Manages personal career development Attends to personal and financial well-being. Conflict Resolution. Students will use conflict resolution strategies to mediate interpersonal conflict.

Students will use conflict resolution strategies at school and during workplace experiences. Career Standards Communicates effectively and appropriately Works productively in teams and demonstrates cultural competency Manages personal career development Attends to personal and financial well-being. Deep Breathing. Students will use an effective relaxation technique to cope with stress. Students will recognize and document their own indicators of stress.

Career Standards Makes sense of problems and perseveres in solving them Manages personal career development Attends to personal and financial well-being.

Exploring Career through Photography. Students will examine how individual priorities and purposes influence career choices career values. Students will synthesize how careers choices may represent different things to different people to achieve career values. Career Standards Applies appropriate academic and technical skills Uses critical thinking Demonstrates innovation and creativity Utilizes technology Manages personal career development. Peer Pressure.

Students will recognize the impact of peer pressure. Student will identify strategies to resist negative peer pressure. Stress Management.

Students will demonstrate effective stress management techniques. Students will learn how to identify different kinds of stress and how to cope while at school and in the workplace. Career Standards Manages personal career development Attends to personal and financial well-being. The Soundtrack of My Life. Students will creatively express themselves through music and art activities.

Students will make tangible connections between their favorite songs and their own personality traits or life events. Students will orally present their soundtracks to the class and explain these connections. Career Standards Communicates effectively and appropriately Demonstrates innovation and creativity Manages personal career development. A Letter to Myself. Grade s 8. Students will plan future goals through self-reflective writing. Career Standards Communicates effectively and appropriately Uses critical thinking Manages personal career development Attends to personal and financial well-being.

Blue Collar and Proud of It. Students will assess the opportunities and advantages of these types of occupations as viable careers in the current labor market. Students will investigate labor market information and demand for occupations. Career Standards Applies appropriate academic and technical skills Manages personal career development. Career Family Tree. Coat of Arms. Students will use creativity to express self-awareness. Student will present a visual product to the class. Career Standards Communicates effectively and appropriately Demonstrates innovation and creativity Manages personal career development Attends to personal and financial well-being.

Communication Skills. Students will demonstrate verbal communication consistent with their nonverbal communication. Students will predict potential communication problems when verbal and nonverbal communication does not align.

Students will evaluate the relationship between the verbal and nonverbal communication of others. Grade s 8 9 Be a pain — in a good way. Ask adults to help guide you to college — and keep asking until you find someone who will. Push yourself. Take tough courses in high school — and get involved in extracurricular activities.

Find the right fit. Explore careers that fit your interests and skills — and then research colleges that are a good fit for you! Put your hands on some cash. Money is available to help you pay for college, but you have to apply! Career Standards Applies appropriate academic and technical skills Communicates effectively and appropriately Contributes to employer and community success Makes sense of problems and perseveres in solving them Uses critical thinking Demonstrates innovation and creativity Utilizes technology Manages personal career development Attends to personal and financial well-being.

Reflective Listening. Students will use reflective listening techniques to improve their communication skills. Students will demonstrate awareness of the potential effects of social class. Students will evaluate the impact of cultural knowledge, cultural awareness and tolerance on career success. Career Standards Works productively in teams and demonstrates cultural competency Manages personal career development Attends to personal and financial well-being.

Students will outline different categories of stereotypes. Career Standards Contributes to employer and community success Works productively in teams and demonstrates cultural competency Manages personal career development Attends to personal and financial well-being. Stress and Coping. Students will identify the sources of stress in their lives. Students will identify the ways that they can cope with stress. Students will increase college and career readiness by expanding their strategies to cope with stress in school and work.

Career Standards Communicates effectively and appropriately Makes sense of problems and perseveres in solving them Works productively in teams and demonstrates cultural competency Manages personal career development Attends to personal and financial well-being. In this book, readers will take a personal journey towards cultural competence in healthcare delivery. Ray, M. Philadelphia: F. Davis Company.

Download Flyer Here. There is also a faculty teaching manual. Marianne R. It offers a systematic approach featuring ready-to-use materials for planning, implementing, and evaluating cultural competence education strategies and programs. A wealth of practical information on all aspects of culturally competent communication and treatment—in both classroom and workplace settings--is supplemented with an assessment and evaluation toolkit that can be adapted for all educational levels.

Transcultural Nursing Education Strategies: Priscilla Limbo Sagar, EdD, RN, ACNS-BC, CTN-A Editor : The text provides a variety of creative strategies for integrating TCN into academia and practice as a separate course or across existing courses Pedagogical tools include cultural assessment instruments, self-learning modules, role plays, unfolding case scenarios, continuing education, lesson plans, course syllabi, critical thinking exercises, and evidence-based practice information.

The book will be of value to nursing students, faculty, educators in staff development settings, and all other professional nurses who wish to provide culturally competent care for their patients. Jones and Bartlett Publishers is based in Sudbury, Massachusetts, and the website is www. A direct link to the online catalog page for the book authored by Madeleine M.

The use of the CCT with new research methodologies such as meta-ethno-nursing as well as other established qualitative methods is also covered. The theoretical framework of the culture care theory is used to inform research, teaching, and practice.

It is a holistic and comprehensive nursing theory focused on discovering relationships among and between care and health phenomena related to wellness, health, disabilities, and death for people from diverse cultures. Marilyn R. McFarland and Dr. Hiba B. Wehbe-Alamah offers theoretical and practical guidance on the provision of client-focused care by integrating cultural values, beliefs, and lifeways into an individualized plan of care. He argued this because practical reason addresses questions about social and ethical practices, and how our social relations and ethical practices are formed, accounted for and assessed.

Habermas does not consider the possible ways in which, within any complex human institution or social interaction, all three Knowledge-Constitutive Interests might operate.

He also gave insufficient attention to the actual sites of practice and to the possibility that there are not always clear distinctions between our interests, and the knowledge forms we use. In other words, there is reason for caution in reading Habermas in a structuralist way ie. Care is needed about such thinking because we cannot realistically assume that in bureaucratically organized workplaces only instrumental rational practices exist.

It encourages us to ask whether our interest is in control and domination, or a hermeneutic interest in understanding and practical consensus? An argument against risk-based practice An epistemology of practice reliant on instruments, techniques and procedures that are products of risk-based research is problematic for several reasons. Firstly the knowledge inherent in these practices informs a technical rationality and imagines the practitioner as a perfunctory instrumental problem solver whose primary role is to select and apply from a specified range of technical methods, the most suitable for the particular case.

Moreover, it entails a particular framing of the problem that precludes debates involving conflicting problem setting activities. Firstly, it is informed by an interest in management. Not surprisingly this is important for governments and professionals whose officially declared objective is to govern.

Secondly it relies on a model of a empiricist analytical science that presuppose values of freedom or ethical neutrality. This is significant because it permits, if not promotes, a duplicity where under the guise of science.

In other words, an epistemology is used that is informed by values and prejudices about specific populations groups and issues, but which presents itself as scientific and value- free. Risk based practice is appealing to many workers and government because it promises a degree of certainty. On a practical day to day level, it difficult not to engage in risk-based practice because it is currently so much part of the human service workplace culture.

Official talk is all about risk and risk management, to the point where risk is a standard part of most funding applications and evaluation processes. After-all risk technologies entail an uncomplicated process of questions, answers and a little arithmetic. Risk instruments, procedures and practices generally are misapplied in the human services.

This promotes a rule-obedient work culture, and undermines the confidence of many practitioners to use on their own knowledge, skill base and good judgments that are informed by the peculiarities of the case. Effective professional practice entails an ability to recognize evidence, and make assessments. If it is, does it also allow for any other kinds of interests I suggest that the dominance of risk-based practice inhibits and prevents an alternate epistemology of practice?

This is because risk assessment technologies require workers to simply follow procedures that draw on the thoughts, assessment and judgments made in time and places far removed from the immediate reality in which workers finds themselves.

The professionals engagement in problem setting activities is significant because how the situation is framed or how an individual or population groups are identified prescribes the response. This is not to suggest that human service practice be devoid of guidelines and regulations, but simply that there be a greater awareness of the interests informs practice and the value of worker-client relationships. Yet realising reflective practice requires a major reform of human service cultures and practice.

This point about listening is particularly important for groups like young people, whose voices are typically muted and who have traditionally been ignored. From the perspective of those inclined towards technical rationality is the long-standing idea that professional practitioners are specialized technical problem-solvers who simply selects the means and the theoretical preferred scientific knowledge best suited to particular purposes.

For those skeptical of this approach is recognition that much practice, especially in the human services is not amenable to technical responses. References Austin, J. Aristotle, , The Politics, Trans. Rieu , Penguin, Harmondsworth. Y, pp. Best, S. Bourdieu, P. Considine, M. Cooper, A. Dewey, J. Habermas, J. Lawrence , Polity Press, Cambridge. Hacking, I,.