Spanish 108: Spanish for Health Care II

Span 108 Spanish for Health Care II Spring 2013

The Catholic University of America

Professor Jennifer Maxwell, Director of Spanish for Health Care Program

Contact [email protected] information The Catholic University of America Department of Modern Languages & Literatures 208 McMahon Hall Office: (202) 319-5240 Fax: (202) 319-6077

http://modernlanguages.cua.edu/undergrad/SpanishHeathCare.cfm 7

Spanish 108: Spanish for Health Care II (3 Credits) This course is a continuation of SPAN 107 Spanish for Health Care I, with intensive practice of communication, interview, and examination skills of practical medical situations. Students will improve their Spanish language skills, familiarize themselves with medical contexts and engage in a service learning project. Students will also develop an understanding and appreciation of Hispanic cultural attitudes as they relate to health care. Also included are role-playing exercises, video and audio assignments, and a service learning project. Prerequisite: Span 107 or consent of instructor. Native or advanced speakers should enroll in SPAN 208 or 308.

If you study Spanish regularly outside of class and participate actively in class, you can expect to be able to communicate at an intermediate level with patients and their families, fill out forms, describe past and future situations, take health and family histories, have a better understanding of the cultural issues regarding family, health and illness.

Optional Spring Break Clinical Practicum Trip to Nicaragua (SPAN 108P). During spring break, students can travel to Nicaragua to volunteer their nursing and Spanish skills acquired at Catholic University at the Roberto Clement Health Clinic in Limon 1, Nicaragua, teach public health education classes at local schools, and attend cultural awareness sessions. There is also an excursion to historic and colonial Granada, Masaya and the Island of Ometepe.

COURSE REQUIREMENTS AND POLICIES Placement Proper course placement is important to your success in this course. There are two tracts in Spanish for Health Care: basic Spanish proficiency and advanced Spanish proficiency. Whether you enrolled in this course based on your language skills, or placed yourself in it, take responsibility to make sure that this course is indeed appropriate for you. Please talk to me and I will help you transfer to another section or class if necessary.

Text and Workbook Spanish for Health Care . 2nd edition. Patricia Rush. Patricia Houston. Prentice Hall.

The Catholic University of America Spanish 108 Spring 2014 English/Spanish Medical Dictionary. 3rd edition. Glenn Rogers. McGraw Hill.

Course requirements and grading Your final grade will be calculated according to the following percentages:

40% Class work, quizzes, homework, oral 20% Chapter Tests

20% Service learning Project 20% Final Exam

Class work and Chapter Tests During the semester there will be 4 written chapter tests and a written Final Exam. No make-ups are allowed for tests and final exams. In the event of a medical or other extreme emergency, if you receive the permission of the Course Supervisor, the percentage assigned to the missed test may be added to the final exam. In all cases, you must notify your instructor in advance. There will be at least two graded oral exercises during the semester. The final exam is administered in accordance with the 7 University calendar (see below) so plan your travel accordingly.

Oral proficiency Your class participation will be evaluated in part on your progress in speaking and your sincere efforts to make yourself understood in Spanish without falling back into English.

Homework and Testes You will have homework due for almost every class. Any work to be handed in for a grade must be submitted at the beginning of the class. If you miss a class, make arrangements to turn in the homework early. No make-up work is allowed; however, one low homework grade will be dropped when calculating your final grade.

Service-Learning Project This class requires a service-learning experience at a bilingual clinic, hospital, organization, or school in the METRO DC AREA. Your service learning project will focus on public health education. You are required to give a public health education class or lesson at either your service learning location or to our class. Your goal is to educate a bilingual audience based on a public health issue related to your service learning experience. Your final project grade will be evaluated by successful completion of four (4) service-learning hours, signed contract, preparation and execution of a public health lesson, and an academic reflection paper. Rubrics will be available on Blackboard.

Final Project (20% of final grade)

By the end of the semester, you will be able to articulate what you have learned about various public health education topics through service-learning within the Hispanic community. Through a variety of readings, in-service activities, class lectures and reflections, you will be able to better understand how you can help speakers of Spanish navigate within the health care community in which they live. I have posted on Blackboard an in-depth list of service-learning contacts in the Metro DC area. Please plan ahead for each component of the project. You should participate for a minimum of four (4) hours of service, keep a journal of your experiences, and you will be graded on the following:

The Catholic University of America Spanish 108 Spring 2014 1) Two-page written contract of your planned service (supervisor contact information, address, email, telephone, including a description and history of the organization, proposed service, etc.). (The first page is due before you volunteer and the second page which will be submitted at the end of the semester with your reflection paper.) (See BlackBoard); 2) One-minute in–class oral explanation of your planned service (please do not read your proposal, this is to be free flowing); 3) Successful completion of 4 (four) hours of service which includes: a written contract/agreement of service, signed by your supervisor; 4) Reflection paper (in Spanish) of your experience. A one-page, double-spaced, written reflection paper of your experience by addressing a) personal development b) academic connection to the course content c) how you made a difference and the connection you made with the Hispanic community; 5) Public Health Education Class. Your team should give a public health education class that lasts approximately 15-20 minutes (depending on group size and location) in Spanish. You may use visual and audio aids. Topics may include: nutrition, hygiene, anatomy, dental health, diabetes, depression, prevention, vaccines, first aid,

CPR, exercise, tobacco, drugs, and alcohol, etc. During the last two weeks of class 7 you will present in class your public health education lesson.

All work (written and oral) will be conducted in Spanish.

Attendance policy In a course such as this, which stresses effective oral communication, regular and prompt attendance is necessarily MANDATORY and will be reflected in your final grade.  0-3 absences, no penalty (but your class work grade will be affected by any absences).  Above 3 absences, your final grade will drop 2 points per absence.  6 or more absences result in a failing grade.

Classroom behavior All students are expected to come to class fully prepared to participate in all activities. Failure to come to class prepared can adversely affect the success of your classmates since pair work and group interaction is necessary for successful development of your conversational skills. In cases when you are absent from class, check Blackboard, and contact a classmate to ensure that you have the most up-to-date assignments.

Disability Support Services If you have a documented disability (learning, physical, psychiatric, etc. as per the Americans with Disabilities Act) and wish to arrange reasonable accommodations with your professor, please do so at the beginning of the semester. If you have not already contacted the Disability Support Services office (207E Pryzbyla Center, 202-319-5211), you will need to obtain a letter authorizing the accommodation you need. Your professor cannot make such accommodations without authorization.

Policy on Academic Dishonesty You are responsible for familiarizing yourself with the University Student Academic Dishonesty Policy at: http://policies.cua.edu/academicundergrad//integrityfull.cfm. Academic dishonesty includes cheating on exams, quizzes, and other graded work, as well as plagiarism (see below).

Writing in a Foreign Language with Integrity

The Catholic University of America Spanish 108 Spring 2014 It is important to understand that when learning to compose in a foreign language, the same principles of academic honesty apply as when composing in English. When you either intentionally or inadvertently use someone else’s writing or ideas without giving due credit, you have committed plagiarism.

Plagiarism, like other forms of academic dishonesty, is a serious offense. Failure for the course is the normal sanction. Repeat offenders are subject to expulsion from the University. Academic dishonesty and plagiarism can take many forms when composing in a foreign language, including: “Borrowing” ideas from other sources (books, articles, Internet, radio, TV, etc.) without giving due credit or using passages from these sources without enclosing them in quotation marks is considered plagiarism. Having someone else, including a native speaker or tutor, compose or correct an assignment for you. A tutor can give you general guidance but should not rewrite an assignment.

Awareness is important. An important rule to keep in mind is that if one thinks something might be plagiarism, it likely is. If you have any questions, please consult

with your professor. 7

Office Hours: I will be available outside of class for several hours each week to answer questions (in English or Spanish), provide suggestions for refining your approach to studying for the class or dealing with any other issues you might have pertaining to our class. If you require tutoring (rather than just resolving some limited questions), The Center for Academic Success offers such services, please visit to 202 Pryzbyla Center, call (202) 319-5655, or send an e-mail to [email protected].

Very important: Cell phones and other electronic devices are to be turned off and may not used in the classroom. Likewise, food and drink is not permitted in the classroom.

Please note that I may amend any portion of this syllabus in order to benefit the class as a whole. In such event, the class will be notified accordingly and in a timely manner.

Instructor and students’ goals: 1. Students will better understand how to communicate in real situations in medical settings, understand basic Spanish vocabulary related to healthcare, master grammar structures and functional basics, and have a better understanding of Hispanic culture in a health care setting. 2. As a result of taking this class students will improve their ability to express themselves orally and in writing in Spanish. 3. Maximum use of Spanish will be used in class. 4. Each class will be well prepared and interactive. 5. Instructor will provide useful feedback and assessment on work presented and submitted. 6. Instructor will be readily available to assist students outside of class.

The Catholic University of America Spanish 108 Spring 2014 7

ESPAÑOL 108

Texto: Spanish for Health Care, 2nd Edition, Rush P., Prentice Hall, 2011.

Lección 7  La comida y la nutrición  Estar en forma  La voz pasiva, se impersonal  Vitaminas  Hacer ejercicio  Gustar  Una vida sana  Los números 100- millones  Los números ordinales

Cultura  Su dieta  Vitaminas y minerales  Té y las hierbas medicinales  Hay que hacer ejercicio  Recomendaciones para la prevención del cáncer  El hambre infantil

Lección 8  La maternidad y la pediatría  El embarazo  Los verbos reflexivos  El parto  El cuidado postnatal  Saber y conocer  Una visita al/a la pediatra  Los pronombres objetos directos

The Catholic University of America Spanish 108 Spring 2014 Cultura  El cuidado prenatal  Braxton-Hicks  El alimento ideal  Síndrome de Muerte Infantil Repentina (SIDS)  La enfermera partera diplomada de hoy

Lección 9  Problemas de salud  La depresión  Las sugerencias y los consejos: el presente de subjuntivo  El alcohol  Las drogas  Las recomendaciones: el presente de subjuntivo

 Fumar 7  Expresiones de emoción y de duda: el presente de subjuntivo

Cultura  La depresión habla todos los idiomas  Cómo controlar el hábito de ingerir alcohol  La marihuana  La adición de fumar  El abuso de drogas entre hispanos

Lección 10  En el hospital  Pruebas diagnosticas  En la sala de emergencias  El pretérito: -ar, -er, -ir  Hacer + tiempo+ que…  Una cirugía  Los verbos irregulares del pretérito  Una buena enfermera  Derrame cerebral  El cuidado en la casa

Cultura  Imágenes de Resonancia Magnética (MRI)  La ortoscopia  Rehabilitación de un derrame cerebral  Aprenda a alimentar al enfermo en casa  La competencia cultural y el paciente hispano

Lección 11  ¿Adónde tengo que ir?  La farmacia  El imperfecto  La fisioterapia

The Catholic University of America Spanish 108 Spring 2014  El dentista  El pretérito y el imperfecto: la narración y el contraste  El optometrista

Cultura  Precauciones para el reemplazo de cadera  Cuidad sus dientes  LASIK  Un ajuste de la columna vertebral  La Fundación Hesperian

Lección 12 Repaso de los capítulos 7-11

The Catholic University of America Spanish 108 Spring 2014