Culturally competent organizations can reduce communication errors, increase patient satisfaction, improve patient outcomes, and increase health equity. Providing spiritual support increases patient satisfaction, improves patient outcomes, and is required to meet accreditation guidelines. The Western Michigan University online graduate certificate in Spirituality, Culture and Health was developed to train health and human service professionals in cultural competence and spiritual care as foundations for patient centered care. Core principles of the curriculum include: (1) patientsand providers experience culture and religion/spirituality in a dynamic manner, (2) education covering cultural competence, world religions, and spiritual care promotes a deep inter-cultural understanding of illness and health, and (3) the curriculum should promote empathetic attitudes and practical skills. Learning objectives include: (1) awareness and knowledge of spirituality, culture, and religion in relation to patient care, (2) competency in using practical tools for addressing religious, spiritual, and cultural diversity, (3) advanced understanding of the impact of religious belief, spirituality, and culture on patient and provider communication, and (4) ability to act as an organizational and community consultant. Teaching methods include: (1) narrated interactive lectures with self-reflection exercises and video interviews to help build awareness and empathy, (2) case study assignments and student led discussions requiring resolutions for each case, (3) advanced readings on the body, health, and illness in multiple religions and cultures, (4) production of a set of teaching plans for use in student's professional setting, and (5) completion of a field practicum. Our early discoveries in offering the online curriculum include: (1) interdisciplinary collaboration with health, comparative religion, and organizational leadership programs is essential to fulfill the learning objectives, (2) non-traditional and working students need significantly flexible hours for student contact and assistance, and (3) students entering graduate level courses after a gap in education enrollment need a re-orientation to learning strategies.
Conflict of Interest
The author reports no conflict of interest.