COURSE APPROVAL DOCUMENT
Southeast Missouri State University
Department:
Modern Languages, Anthropology and Geography
Title of Course: Spanish for the Health Professions III
Course No. SN 215
Date: 10/6//2016
Please check: x New
Revision
I.
Catalog Description:
A continuation of the study of the acquisition of Spanish in the context of health care. 3 credits
II. Co- or Prerequisite(s):
SN 105 and SN 110 or consent of instructor
III. Purposes or objectives of the course:
A. Learn Spanish language structure from the beginning in the context of healthcare.
B. Improve interpersonal communication skills, whether in Spanish or English.
C. Improve students' understanding of the working of language through comparison of Spanish and English.
D. Understand basic expressions and gradually more complex sentences in Spanish.
E. Seek out information by asking questions in Spanish and understanding the responses given in the health
care setting.
F. Acquire the vocabulary that is needed in the health care context.
G. Develop the skills to improve listening, reading, speaking and writing in the Spanish language.
H. Gain an understanding of the cultural competence needed to engage latino clients in the health care setting.
IV. Course Level Outcomes:
A. Demonstrate an understanding of the vocabulary needed in the health care setting (Vocabulary quizzes)
B. Demonstrate the ability to ask and understand questions in the future and hypothetical tenses in the context
of health care. (Final exam-video presentation)
C. Demonstrate an understanding of the cultural aspect of engaging latino clients. (Cultural essay)
V. Program Level Outcomes tied to this course:
A. Demonstrate literal comprehension of a variety of formal and informal oral messages in the target language
from across the target-language-speaking world. (Workbook exercises)
B. Understand the language structures of the target language. (Workbook exercises)
C. Apply knowledge of the language structures of the target language. (Compositions)
D. In response to a prompt, demonstrate the ability to deliver coherent, well-developed discourse in the target
language that effectively communicates a message. (Compositions)
VI. Expectations of Students:
A. Attend and actively participate in all class sessions in the target language.
B. Complete assigned homework.
C. Demonstrate an awareness of the cultural aspect of working with latino clients.
D. Complete exams and quizzes as scheduled.
VII. Course Content or Outline:
A. Chapter Units: Language/vocabulary, including exams, compositions and oral interviews:
Introducción y Lección 10: En el hospital
Introduction and Lesson 10: At the Hospital
8 hours
Lección 11: ¿Adónde tengo que ir?
Lesson 11: Where do I have to go?
8 hours
Lección 12: Repaso II
13 hours
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Lesson 2: Review
Future/Conditional/Imperfect Subjunctive
7 hours
Medical translations
2 hours
Total: 38 hours
B. Cultural component:
Classroom discussions about issues and points to keep in mind regarding
the latino patient.
7 hours
Total hours: 45
(Sample syllabus attached at the end of the document)
VII. Textbook and supplementary materials
Text (rental): Rush, Patricia and Patricia Houston. Spanish for Health Care. 2nd edition. Prentice Hall
2011.
Workbook (purchase from bookstore): Workbook for Spanish for Health Care. 2nd edition. Prentice Hall
2011.
Online site to accompany the text: http://wps.prenhall.com/ml_rush_spanishforhealth_2/
All students must register with the US Department of Health and Human Services: Office on Minority
Health.
We will be using some of their resources.
https://www.thinkculturalhealth.hhs.gov/GUIs/GUI_TCHLogin.asp
Other Resources
Chong, Nilda. Latino Patient: A Cultural Guide for Health Care Providers. (2001) On Reserve at Library
Pew Hisapnic: www.pewhispanic.org
VIII. Basis of Student Evaluation:
Points
Percentage
Written exams: 4 at 100 pts each
400 points
22%
Oral exams: 4 at 50 pts each
200 points
10%
Workbook: 3 at 50 pts each
150 points
8%
Compositions: 4 at 50 pts each
200 points
11%
Vocabulary Quizzes: 7 at 20 pts each
140 points
8%
Classroom materials on grammar not covered in the textbook
50 points
3%
Translations
50 points
3%
Cultural competence papers
200 points
11%
Homework/Participation: approximately 35 at 10 each
350 points
19%
Final Exam: Video
100 points
1840 points
5%
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Signature: ________________________________________________ Date: _____________________
Chair
Signature: ________________________________________________ Date: _____________________
Dean
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Spring XXXX
Classroom: Art 301
Meeting Time: 9:00-9:50 MWF
Professor: Dr. Debbie Lee-DiStefano
Office: Art Building 306
Phone: (573)651-2146
[email protected]
Office Hours: 10:00-11:00 MWF
SN 215: Spanish for the Health Professions III
Catalog description: A continuation of the study of the acquisition of Spanish in the context of healthcare. (3)
Course description: Current demographics and provisions of the Affordable Care Act have made Spanish a
very desirable and almost required skill of health care professionals. This course is the third of a sequence of
three courses that are designed to improve students’ proficiency in Spanish in the context of the health care
setting. It is also designed to improve the students’ cultural competence when dealing with diverse populations.
Course Materials
Text (rental): Rush, Patricia and Patricia Houston. Spanish for Health Care. 2nd edition. Prentice Hall
2011.
Workbook (purchase from bookstore): Workbook for Spanish for Health Care. 2nd edition. Prentice Hall
2011.
All students must register to the US Department Health and Human Services: Office on Minority Health. We will
be using some of their resources. https://www.thinkculturalhealth.hhs.gov/GUIs/GUI_TCHLogin.asp
Other Resources
Chong, Nilda. Latino Patient: A Cultural Guide for Health Care Providers. (2001) On Reserve at Library
Pew Hispanic: www.pewhispanic.org
Objectives of the Course:
A.
B.
C.
D.
E.
Learn Spanish language structure starting from the beginning in the context of healthcare.
Improve interpersonal communication skills, whether in Spanish or English.
Improve students' understanding of the working of language through comparison of Spanish and English.
Understand basic expressions and gradually more complex sentences in Spanish.
Seek out information by asking questions in Spanish and understanding the responses given in the health
care setting.
F. Acquire the vocabulary that is needed in the health care context.
G. Develop the skills to improve listening, reading, speaking and writing in the Spanish language.
H. Gain an understanding of the cultural competence needed to engage latino clients in the healthcare setting.
Course Level Outcomes:
1.
2.
3.
Demonstrate an understanding of the vocabulary needed in the healthcare setting (Vocabulary quizzes)
Demonstrate the ability to ask and answer questions in the perfect and hypothetical tenses in the context of
healthcare. (Final exam question)
Demonstrate an understanding of the cultural aspect of engaging latino clients. (Written paper)
Program Level Outcomes tied to this course
1.
2.
3.
Demonstrate literal comprehension of a variety of formal and informal oral messages in the target language
from across the target-language-speaking world. (Workbook exercises)
Understand the language structures of the target language. (Workbook exercises)
Apply knowledge of the language structures of the target language. (Compositions)
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4.
In response to a prompt, demonstrate the ability to deliver coherent, well-developed discourse in the target
language that effectively communicates a message. (Compositions)
Academic Honesty
Academic honesty is one of the most important qualities influencing the character and vitality of an educational
institution. Academic misconduct or dishonesty is inconsistent with membership in an academic community and
cannot be accepted. Violations of academic honesty represent a serious breach of discipline and may be considered
grounds for disciplinary action, including dismissal from the University.
Academic dishonesty is defined to include those acts which would deceive, cheat, or defraud so as to promote or
enhance one’s scholastic record. Knowingly or actively assisting any person in the commission of an abovementioned act is also academic dishonesty.
Students are responsible for upholding the principles of academic honesty in accordance with the “University
Statement of Student Rights” found in the STUDENT HANDBOOK. The University requires that all assignments
submitted to faculty members by students be the work of the individual student submitting the work. An exception
would be group projects assigned by the instructor. In this situation, the work must be that of the group. Academic
dishonesty includes:
Plagiarism
In speaking or writing, plagiarism is the act of passing someone else’s work off as one’s own. In addition,
plagiarism is defined as using the essential style and manner of expression of a source as if it were one’s own. If
there is any doubt, the student should consult his/her instructor or any manual of term paper or report writing.
Violations of academic honesty include:



Presenting the exact words of a source without quotation marks;
Using a translator and presenting it as your own work.
Presenting information, judgments, ideas, or facts summarized from a source without giving credit.
Cheating includes using or relying on the work of someone else in an inappropriate manner. It includes, but is not
limited to, those activities where a student:





Obtains or attempts to obtain unauthorized knowledge of an examination’s contents prior to the time of that
examination;
Copies another student’s work or intentionally allows others to copy assignments, examinations, source
codes or designs;
Works in a group when she/he has been told to work individually;
Uses unauthorized reference material during an examination; or
Have someone else take an examination or takes the examination for another.
Penalty: A student who has committed academic dishonesty will receive a 0 for the assignment and may be referred
to the Dean of Students for further sanctions.
Accessibility
Southeast Missouri State University will take such means as are necessary to insure that no qualified disabled person
is denied the benefits of, excluded from participation in, or otherwise subject to discrimination because Southeast
Missouri State University’s facilities are physically inaccessible to, or unusable by disabled persons. The
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accessibility standard required by Federal law for ‘existing facilities’ is that the recipient’s program or activities
when viewed in its entirety, must be readily accessible to disabled persons.
Southeast Missouri State University may meet this standard through such means as reassignment of classes, or other
services to accessible locations, redesign equipment, assignment of aides, alterations of existing facilities, and
construction of new accessible facilities. Southeast Missouri State University is not required to make structural
changes in existing facilities where other methods are sufficient to comply with the accessibility standard described
above.
Because scheduling classes, coordinating accommodations, and arranging housing in accessible facilities may
require reasonable advance planning, students with disabilities accepted for admission should identify themselves
and their disability within five days of the start of the semester of enrollment and indicate the nature of
accommodation needed for their disability. For more information, see the Disability Support Services page or
contact Disability Support.
Civility in the Classroom
A major determinant of a successful educational experience is a shared sense of respect among and between the
students and their instructor. Some of the texts and issues we will discuss may cause disagreements among
members of the class. Multiple viewpoints are an essential component of any college course, and disagreeing with
someone is fine. However, rude, disrespectful, aggressive, offensive, harassing, or demeaning behavior —either
face-to-face or in an online discussion—toward anyone in the class will not be tolerated; students are expected to
abide by the Code of Student Conduct. Should a student feel someone has acted inappropriately toward them in
class, please speak with the instructor at once so the situation can be addressed. The instructor for the course
reserves the right to ask a student to leave the classroom or the online discussion for any inappropriate behavior, and
if the situation warrants, may call campus security to remove the offending student from class.
Whom to Contact with Concerns
Questions, comments or requests regarding this course or program should be taken to your instructor. Unanswered
questions or unresolved issues involving this class may be taken to Dr. Toni Alexander, chair of the Department of
Modern Languages, Anthropology and Geography. Her email is [email protected] and phone is 651-2298.
Classroom Policies
A. No late work will be accepted without documentation of the reason of the absence. I reserve the right to
determine what is acceptable. Example: A documented illness is acceptable; a vacation is not.
B. Cell phones are not permitted during class.
C. You are expected to address your professor formally in email using Dr. Lee-DiStefano. Make certain to
include your name, class section number and what the question is.
D. You are expected to participate in class. Attending is not enough. You are expected to actively engage in
the language, which means speaking and asking questions.
E. Plagiarism will not be tolerated. Using a translator, another person or any tool that essentially does your
work for you will be treated as cheating and you will receive a 0.
F. No food is allowed in class. Drinks are fine.
Grading Criteria
The grading scale for this course is: 90-100-A; 80-89-B; 70-79-C; 60-69-D; 59 and below-F
Written exams: 4 at 100 pts each
400 pts
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There will be four written exams covering grammar and vocabulary.
Oral exams: 4 at 50 pts each.
200 pts
You will have an exam with the professor after segment in which you will ask questions to get the
information needed to complete the tasks discussed in the units.
Workbook: 3 at 50 pts each
150 pts
You will be expected to complete workbook assignments. They will be graded for completeness.
Compositions: 4 at 50 pts each
200 pts
You will write 4 compositions in class that have to do with the tasks we cover in the units.
Vocabulary Quizzes: 7 at 20 pts each
140 pts.
Each Friday you will take a vocabulary quiz that covers the vocabulary of the week.
Classroom materials on grammar: 50 pts
50 pts
We will cover grammar that is not included in the text. Handouts will be given in class. This will be
combined with the textbook as a means of practicing this information in the context of healthcare.
Translations: 2 at 25 each
50 pts
We will work on translation of medical information from English to Spanish and Spanish to English
Cultural competence papers: 8 at 25 pts each
200 pts
You will be asked to read various papers that will discuss cultural competence in different contexts. You
will submit a 200 word reaction to the paper each Friday one is assigned. They will be discussed that day.
Homework/Participation: approximately 35 at 10 each
350 pts
Each day is worth 10 points for participation/preparedness for class. This means having any written assignments
complete, having studied the material and actively engaging in the class. This means raising your hand, asking and
participating in Spanish and having an attitude conducive to language learning. Grades will be posted at the end of
each chapter.
Final Exam: Video worth 100 points
100 pts
For the final exam you will work with a student who is a native speaker or strong heritage speaker. You will make a
video in which you demonstrate your ability to carry out the tasks we learned this semester in Spanish, keeping in
mind the cultural competence aspect. You will upload them to Moodle, and we will view these in class during the
final exam period.
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You may pick one medical problem and ask all the necessary questions and complete the tasks we have learned to
this point. This can’t be read. It must be natural without any prompts. Remember that some mistakes are OK.
You will be graded on accuracy, ease of conversation, ability to ask and answer basic questions and pronunciation.
The grading is holistic.
Plan de Clase
Tarea means Homework
Semana 1 (3 hours)
lunes
Introducción
miércoles
Lección 10
En el hospital
Módulo 1
Pruebas diagnósticas
viernes
Lección 10
Disscussing past
activities:
Introducción al
pretérito
Una cirugía
Tarea: Workbook
assignment
Semana 2 (3 hours)
Lección 10
Lección 10
Módulo 3
Una buena enfermera
Módulo 4
El cuidado en casa
Relating past
activities: Verbos en ir con cambios en el
pretérito
More past activities:
Usos del pretérito
Ventana cultural: La
competencia cultural
y el paciente
Quiz de vocabulario
Módulo 2
More on the preterite:
Verbos irregulares
Tarea: Workbook
assignment
Lección 5
Quiz de vocabulario
Discuss Chapters 1
and 2
Essay Due
Tarea Workbook
assignment
Tarea: Workbook
assignment
Semana 3 (3 hours)
Semana 4 (3 hours)
Algo más:
Preparación para una
Read Chapters 1 and 2 cirugía
Lección 10
Lección 10
Un repaso de todo
Examen
Lección 11
¿Adónde tengo que
ir?
Módulo 1
La farmacia
Describing past
situations: El
Lección 11
Módulo 2
La fisioterapia
More on the
imperfect: Estados
mentales, físicos y
más
Oral Exam,
Composición
Lección 11 Quiz de
vocabulario
Discuss Chapters 3
and 4
Essay due
5
imperfecto
Tarea: Workbook
assignment
Semana 5 (3 hours)
Semana 6 (3 hours)
Semana 7 (3 hours)
Tarea: Workbook
assignment
Read Chapters 3 and 4
Lección 11
Lección 11
Módulo 3
Módulo 4
El dentista
El optometrista
Narrating in the past:
El pretérito y el
imperfecto
Contrasting past
tenses: El pretérito y
el imperfecto
Tarea: Workbook
assignmente
Ventana cultural: La
Fundación Hesperian
Algo más: LASIK
Read Chapters 5 and 6
Lección 11
Lección 11
Más
Repaso I
pretérito/imperfecto
Más
pretérito/imperfecto
Tarea: Workbook
assignment
Examen oral,
Composición
Tarea:
Read Chapters 7 and 8
Lección 12
Repaso
Lección 7: La
comida y la
nutrición
Se impersonal
Acabar de +
infinitivo
Quiz de vocabulario
Discuss Chapters 5
and 6
Essay due
Tarea: Workbook
assignment
Lección 11
Examen
Lección 12
Quiz de vocbulario
Discuss Chapters 7
and 8
Essay due
Tarea: Workbook
assignment
Gustar
Los números: Cien a
millones
Semana 8 (3 hours)
Lección 12
Lección 8: La
maternidad y la
pediatría
Lección 12
Lección 9:
Problemas de salud
Introducción breve al
subjuntivo
Lección 12
Quiz de vocabulario
Discuss Chapters 9
and 10
Essay due
Los verbos reflexivos
Más sobre el
subjuntivo
Tarea: Workbook
assignment
6
Los verbos recíprocos
Saber y conocer
El objeto directo
Semana 9 (3 hours)
Semana 10 (3 hours)
Tarea: Workbook
assignment
Read Chapters 9 and
10
Lección 12
Más sobre el
subjuntivo
Lección 12
Lección 10: En el
hospital
Introducción al
pretérito
Verbos irregulares
Verbos con -ir con
cambios en el
pretérito
Usos del pretérito
El subjuntivo con
expresiones
impersonales
El subjuntivo con
expresiones de
emoción y duda
Lección 12
Más sobre el
subjuntivo
Lección 12
Más sobre el
subjuntivo
Lección 12
Lección 11: ¿Adónde
tengo que ir?
El imperfecto
Lección 12
Quiz de vocabulario
Discuss Webinar
Essay due
Estados mentales,
físicos y más
Tarea: Workbook
assignment
El pretérito y el
imperfecto
Más sobre el pretérito
y el imperfect
Tarea: Workbook
assignment
Semana 11 (3 hours)
Semana 12 (3 hours)
Semana 13 (3 hours)
Semana 14 (3 hours)
Watch Webinar from
office of Minority
Health: Assigned in
Class
Lección 12
Más sobre el
pretérito/imperfecto
Examen
Tarea: Watch
Webinar: Assigned in
class
Future/Conditional
tenses
Materials distributed
in class
Imperfect subjunctive
Lección
Un poco de todo
Lección 12
Un poco de todo
Examen
oral/composición
Discuss Webinar
Imperfect subjunctive
tense
Materials distributed
in class
Imperfect subjunctive
Imperfect subjunctive
tense
Materials distributed
in class
Examen
7
Semana 15 (3 hours)
Materials distributed
in class
Examen oral,
composición
Materials distributed
in class
Medical translation
Spanish English
Medical Translation
English Spanish
Final exam: xx date at xxx
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