Deck 15: Application of Culture Care Theory to International Service-Learning Experiences in Kenya

Question 1

A U.S. nursing student is conducting a health education session with Kenyan high school students. On a flip chart, the student nurse writes a list of foods that the high school students state they typically eat. The nursing student provides teaching related to the value of continuing to eat foods on the list which have protein and iron as part of their diet. This is an example of:

A)Culture care preservation and/or maintenance.
B)Culture care accommodation and/or negotiation.
C)Culture care repatterning and/or restructuring.
D)Ethnocentrism

Answer 1

A

Question 2

A U.S. nursing student working in the child health clinic asks a Kenyan mother to explain some of the ways she was taught by her own mother to keep her baby healthy. This is an example of the nursing student assessing:

A)Professional care practices
B)Western culture care practices
C)Generic care practices
D)Culturally congruent care practices

Answer 2

C

Question 3

A Kenyan nurse observes a U.S. nursing student throwing away a barely used water bottle after break time at the hospital. The Kenyan nurse is visibly uncomfortable following the observed waste of a valuable resource. This is an example of:

A)Cultural diversity
B)Culture shock
C)Ethnocentrism
D)Cultural imposition

Answer 3

B

Question 4

Which of the following is consistent with a course being designed from a service-learning perspective?

A)U.S. nursing students are required to maintain a journal where they reflect upon their service experiences in Kenya in relation to the course learning objectives.
B)U.S. nursing faculty send a listing of required clinical experiences to Kenyan healthcare providers.
C)U.S. nursing students develop a high school health education session from their personal areas of interest and expertise without learning about the priority needs of the Kenyan students.
D)U.S. nursing students observe healthcare practices in hospitals and clinics, taking notes and photographs without interacting with staff or patients.

Question 5

Which of the following does not reflect use of the culture care theory as a framework for international educational experiences?

A)U.S. nursing students are encouraged throughout the course to focus on the ways that Kenyan health care is both similar to and different from U.S. health care.
B)Prior to traveling, U.S. nursing students develop presentations related to Kenyan cultural and social structure dimensions of the Sunrise Enabler.
C)U.S. nursing students collect healthcare supplies to bring to Kenya without assessing local needs.
D)U.S. nursing students read and prepare about the indigenous infectious diseases and chronic health problems found in Kenya.