Discussion: Different cultures for teaching

Directions

1. Based on the information presented in this case study provide answers to the statements listed below.
2. Your Assignment should be written as a 3–4 page paper observing the rules of 6th edition APA format.
3. Use each numbered task listed as a Level 1 Heading style in your paper.

Scenario

Kim, a 30 year old male Asian nursing student in an accelerated prelicensure BSN program, has arranged a meeting today with the clinical instructor for his maternal newborn nursing course, Andre, and the Dean of the School of Nursing, Sheila. Kim has charged he is failing clinical due to discrimination against his Asian ethnicity and the faculty member’s lack of preparation for clinical and indifference to student learning. Kim submitted his concerns and meeting request in an email to the Dean which stated: Discussion: Different cultures for teaching

Before the meeting with Kim and the faculty member, the Dean gathered information in preparation for the joint discussion.

1. Identify at least three types of information crucial for the Dean to review before meeting with the student and faculty member. Provide rationales with your selections including at least one scholarly peer-reviewed resource as support for your choices.Once the meeting began the Dean read the letter from Kim out loud and asked for specific examples related to his concerns of discrimination and lack of faculty preparation and student engagement. Kim responded with these examples:
   • Two weeks prior in clinical, Andre, the instructor, told Kim he was not an effective communicator due to lack of eye contact. Andre told him he was failing therapeutic communication for that day and would need to meet with the lab coordinator to arrange practice time for communication skills.
   • Kim stated, “I tried to tell him my Asian culture was careful when making direct eye contact which was viewed as disrespectful so in my mind I was showing respect to my patient while explaining his medications. He told me unless I learn how to look at my patients I will fail clinical.”
   • Mr. Andre, our clinical instructor, is always showing up on the clinical floor at least 15 minutes late and he drinks coffee standing in the hallway. When giving medications I am always late when I have to wait for him to get off the phone so we can review the medications. I feel like he doesn’t want to teach us.
2. Describe your top three concerns for the student based on comments from the meeting. Provide rationales with your selections including at least one scholarly peer-reviewed resource as support for your choices.
3. Critique what you have heard regarding Andre’s response. Compare the positive and negative aspects of each interaction listed in Kim’s email.
4. Develop an improvement plan for Andre. Include at least one strategy you would recommend for:
   • cultural sensitivity;
   • enthusiasm for teaching and;
   • student motivation.

For each strategy you must include: Discussion: Different cultures for teaching

• clear directions for Andre related to expectations for student engagement in a culturally diverse student population;
• resources for Andre to consult related to effective teaching practices and improved student engagement and;
• a plan for a follow up meeting with Andre within a month of beginning the improvement plan.
• Provide rationales with your selections including at least one scholarly peer-reviewed resource as support for your choices.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ) Discussion: Different cultures for teaching

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Discussion: Different cultures for teaching