Watts Rosalyn J, Cuellar Norma G, O'Sullivan Ann L
School of Nursing, University of Pennsylvania, Philadelphia, PA 19104, USA.
J Prof Nurs. 2008 May-Jun;24(3):136-42. doi: 10.1016/j.profnurs.2008.01.002.
This article describes the structure, process, and outcomes of developing a blueprint for integration of cultural competence education into the curriculum at the University of Pennsylvania, School of Nursing. The overarching framework of Kotter (1995) on leading change and organizational transformation was used as a guide for evaluation of faculty efforts. Within the setting of a research-intensive university, the process consisted of implementing a series of action steps which included appointment of a Director of Diversity Affairs, selection of a Master Teachers Taskforce on Cultural Diversity as catalysts for change; conduction of intensive faculty development programs, dissemination of information about cultural competence education, and use of innovative teaching approaches and student participation in curriculum activities. In addition, a Blueprint for Integration of Cultural Competence in the Curriculum (BICCC) was developed and used as the instrument for faculty surveys for 2 consecutive academic years. Faculty survey findings showed a substantial increase in the number of courses integrating cultural competence content in the programs of study. Successful outcomes of the Penn initiative were due to administrative and faculty support, utilization of a Director of Diversity Affairs, innovative work of the Master Teachers Taskforce on Cultural Diversity, faculty development initiatives, and development of the BICCC as a guiding framework for identifying areas of needed curricular change.
本文介绍了为宾夕法尼亚大学护理学院将文化能力教育融入课程而制定蓝图的结构、过程和成果。科特（1995年）关于引领变革和组织转型的总体框架被用作评估教师工作的指南。在一所研究型大学的背景下，该过程包括实施一系列行动步骤，其中包括任命一位多元化事务主任、挑选一个文化多样性硕士教师特别工作组作为变革的催化剂；开展强化教师发展项目、传播文化能力教育信息、采用创新教学方法以及让学生参与课程活动。此外，还制定了一份《课程中文化能力整合蓝图》（BICCC），并在连续两个学年用作教师调查的工具。教师调查结果显示，在学习项目中整合文化能力内容的课程数量大幅增加。宾夕法尼亚大学这一举措的成功成果得益于行政和教师的支持、对多元化事务主任的任用、文化多样性硕士教师特别工作组的创新工作、教师发展举措以及将BICCC作为确定所需课程变革领域的指导框架的制定。
