Things They Didn’t Teach in Nursing School:

Preparing for Missionary NursingGrace J. Tazelaar MS, RN

Missions Director

Nurses Christian Fellowship

Topics for Missionary Nursing

I. Cultures/Worldview

II. Spiritual Care

III. How to teach

Culture/Worldview

Worldview – “culturally agreed upon perception of reality, in other words worldview bridges the gap between objective reality and a person’s perception of it”

Lane, Patty. A Beginners Guide to Crossing Cultures. Downers Grove, IL.: InterVarsity Press. 2002.

Culture/Worldview

What we do or Practice

Values and Beliefs

Worldview

Culture/Worldview

I. HEALTH AND ILLNESS

Nursing grew out of a Christian worldview

Historically nursing practice is based in the scientific/medical understanding of health and illness

•Germ theory

•Systems theory

•Evidence based practice

HEALTH AND ILLNESS

Host cultures may have a different understanding of health and illness

Illness may be:• Considered normal – everyone suffers from this

problem

• Caused by a broken relationship

• Related to a curse

John 9:1- 71 As he went along, he saw a man blind from birth.2 His disciples asked him, "Rabbi, who sinned, this man or his

parents, that he was born blind?"3 "Neither this man nor his parents sinned," said Jesus, "but this

happened so that the work of God might be displayed in his life.4 As long as it is day, we must do the work of him who sent me.

Night is coming, when no one can work.5 While I am in the world, I am the light of the world."6 Having said this, he spit on the ground, made some mud with the

saliva, and put it on the man's eyes.7 "Go," he told him, "wash in the Pool of Siloam" (this word means

Sent). So the man went and washed, and came home seeing.

HEALTH AND ILLNESS

Culture/Worldview

II. Understanding of the Gospel message

Cultural tensionsLingenfelter, Sherwood G. & Mayers, Marvin K. Ministering Cross-Culturally: An Incarnational Model for Personal Relationships. Grand Rapids, MI.: Baker Books. 1997

Tensions about TimeTensions in JudgmentTensions in Handling CrisisTensions over GoalsTensions about Self-WorthTensions regarding Vulnerability

II. Spiritual Care

Assessing Spiritual Needs Personal Relationship with God

• View of God• View of Man• View of Jesus

Meaning and Purpose Love and Belonging Forgiveness

The Person Providing Spiritual Assistance

Should have their own spiritual needs met Not get ahead of God and do in our own

strength Not get behind and miss opportunities In tune with God

The Person Providing Spiritual Assistance

Motivation Meet the spiritual need of the person for

whom you are caring? Meet your need to share the gospel?

The Person Providing Spiritual Assistance

Be obedient Do only the work God has given us to do Don’t try to do the work of the Holy Spirit God often uses our weak areas

Glory goes to God

The Ministry of PresenceBeing Christ in a person’s life.

Comfortable in silence

Therapeutic communication skills

Meeting Spiritual NeedsThrough Scripture

Personal study of the Bible prerequisite

Using scripture Meet the identified spiritual need Person is agreeable to the idea

Not using scripture Inappropriate application Persons with acute mental illness

Meeting Spiritual NeedsThrough PrayerNot magic

Personal prayer

For others With their permission Apart from the person on their behalf

Meeting Spiritual NeedsThrough the Church

The Body of Christ Each has unique gifts to bring to

the table Each person is a work in progress

– in need of grace Everyone is needed

Meeting Spiritual NeedsThrough the ChurchUnity – the message of the gospel

Can’t be jealous of others gifts By the love we have for one another,

others will see Christ. Don’t neglect the Church in our priorities.

How to Teach

Most educators Aim at the cognitive domain Focus on providing information Tend to teach the way we have been

taught.

How to teach

Health education should Aim at the practice domain Focus on changed behavior Use methodology appropriate for adult

learners

Adult EducationTheory Implications

1. Adults are capable of learning throughout their lives

1. Everyone should be given opportunity

2. Adults are the agents of their own education

2. Emphasis is on learning; not teaching

3. Adults have a wide experience and have learned much from life

3. Begin with what they know

4. As adults grow older their memories may get weaker but their powers of observation and reasoning often grow stronger

4. Don’t emphasize facts as much as present concepts

5. Adults have a sense of personal dignity

5. Treat them with respect

Adult Education

People Remember:

20% of what they hear

40% of what they hear and see

80% of what they discover for themselves

Adult Education

Problem Posing method Presents a problem (without offering a

solution)

Starters/CodesSongs

Pictures

Dramas

Stories

Games/Riddles

Presenting the Problem

Adult Education

Qualities of Good Starters/Codes (5 Ss)

Adult Education

Short

Simple

Specific

Sensitive

Solvable

See What did you see or hear?

Happening What is happening?

Our Does this happen in our community?Give examples

Why Why does it happen?

e

Do

What can we do about it?

How? Who? When? Where?

SHOWeD

Adult Education

Curriculum Development

Professional Body of knowledge Regulated practice – License Built on foundation of arts and sciences

Curriculum Development

Competency/Mastery Prepares person for a task/job Focus is on skill/job performance Information is limited to what is necessary to

learn the skill

Develop a list of skillsWhat knowledge does the health worker

need to do this task?

What would be nice to know

What would be good to know

What is essential to know

Develop a list of skillsWhat attitude does the health worker need

to do this task well?

Develop a list of skillsWhat practical skills does the health worker need

to do this task?

Communication

Problem solving

Manual

Knowledge, Attitude, PracticeLearning has not taken place until it is put

into practice

Head knowledge passes through values/beliefs before being acted upon Smokers continue to smoke even though

they know it is detrimental to their health Distance between heaven and hell is

distance between head and heart

Adult Education

What we do or Practice

Values and Beliefs

Worldview