LAUSR

T his class activity is designed to increase student knowledge on the intersectionality between constructs of Islam and health care delivery. It engages students in higher-order thinking skills and advances cultural sensitivity and awareness. Preclass, each student selects an article on nursing care of members of the Islamic community. In-class, students engage in Pair/Share/Cross-Pollinate active learning. Students in triads discuss the following questions: (1) What are obstacles a Muslim patient may experience during an in-hospital experience? Why? (2) What are the Islamic cultural constructs for health versus illness?What is the potential impact on health care delivery? (3)What are potential ethical challenges when caring for aMuslim patient? What are the steps to resolution? These questions support active student learning by asking stimulating questions, creating a supportive environment that promotes social interaction, and inspiring students to ask additional questions. Students “cross-pollinate” with triad representatives sharing the lessons learned. Flip charts are placed on the classroom walls outlining the various constructs of a selected culture care model with each construct in its own color. The students note, using color-specific markers matching the color of the constructs, where their findings on care of Muslim patients relate to the theory's constructs. The class then gallery-walks from paper to paper discussing where the findings were placed, and consensus is obtained if the information is in the most applicable location. Students take pictures of the flip chart papers from which test questions are constructed.