NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. CULTURAL DIVERSITY AMONG NURSING STUDENTS In Relation to Program Evaluation Presented by UTMB SON MSN students - Kim Abraham, Annie Bandela, Debra Mulkey-Mott, and Caroline Wesonga

Topic Background With expanding immigration, increasing globalization, and minority population growth, there is a need to enrich the diversity within the nursing profession to better meet the needs of our changing society (Bednarz, Schim, and Doorenbos, 2010).

Nursing Workforce and Nursing Student Diversity on the Rise  Nursing’s leaders recognize a strong connection between a culturally diverse nursing workforce and the ability to provide quality, culturally-sensitive patient care (AACN, 2014)  According to the U.S. Census Bureau, individuals from ethnic and racial minority groups account for more than one-third of the U.S. population (ANCC, 2014)

National Calls for Enhancing Diversity  The Institute of Medicine (IOM) has long recognized the importance of a diverse healthcare workforce.  The IOM’s seminal 2010 report The Future of Nursing: Leading Change, Advancing Health also called for:  Increasing the diversity of the nation’s nursing workforce.  Renewed focus on diversity in nursing education as the nation looks to enhancing the workforce to meet future care challenges.

Ten Year Trend Data  The number of minority students in baccalaureate and graduate nursing programs continues to increase (ANCC, 2014)  Current statistics show this upward trend at the baccalaureate, master’s, and doctoral levels over the past decade (ANCC, 2014)

Barriers to Student Success  Confounding racial, ethnic, language, gender, age, and other aspects of cultural diversity among nursing students is the observed shift in preparation for rigorous academic work.  The usual complaint whenever educators gather is that today's students are not prepared for the “three Rs” of nursing education: reading, (w)riting, and research (Bednarz, Doorenbos, Schim, 2010).

Relevance and Justification of Cultural Diversity  Student population in America’s classrooms have changed  43% of students are racially and ethnically diverse (Billings, 2009)  Less than 10% of faculty identify themselves as minority (Billings, 2009)  Cultural sensitivity among faculty is essential to successful recruitment and retention of minority students (Billings, 2009)

Student Perceived Barriers to Cultural Diversity  Personal - lack of finances, time, communication with teachers and classmates  Academic- required preparation for advanced work load  Language -difficulty reading and understanding the teacher and assignments  Cultural--lack of diverse role models in leadership positions

Cultural Relevance Requires: Instructors to do the following:  Develop competence in teaching skills to students from different cultures  Embrace cultural differences  Acknowledge and face their own cultural assumptions  Assess and adapt to learning styles and preferences

Cultural Relevance Requires, cont. Instructors to do the following:  Empower each student to relate course content to his or her cultural context  Facilitate each student’s ability to maintain cultural integrity while succeeding academically  Recruit more minority instructors to function as role models  Use available resources to foster a diverse learning environment

Characteristics of Culturally Relevant Teaching  Validating and affirming  Comprehensive  Multidimensional  Liberating  Empowering  Transformative

Cultural Diversity in Nursing Education Increasing diversity in the classroom challenges nursing educators to:  IDENTIFY issues that complicate teaching  ANALAZE barriers for themselves and their students  CREATE new strategies for working with non-traditional, culturally diverse students

Why is Increasing Diversity So Important IN NURSING SCHOOLS?  Different cultures and ethnicities have varying views on what is culturally acceptable. A more diverse workforce gives a greater chance for culturally competent care (Lee, A., 2014)  Many minority patients may feel more comfortable receiving care from healthcare workers with whom they can personally identify (Coolen, P.R., 2012)  Cultural differences between faculty and students may hamper the success of minority students (Bednarz, et al., 2010), leading to a nursing workforce lacking in ethnic diversity

Impact of Cultural Diversity TO Nursing Program Evaluation Nursing program evaluation is significantly impacted by an increasing cultural diversity among nursing students with a considerable effect on nursing program’s  Curriculum  Instructional strategies  Classroom dynamics  Faculty  Environment

Impact of Cultural Diversity to Nursing Program Evaluation Curriculum  Should be reviewed for its responsiveness to student diversity (Billings, Halstead 2012).  Should be made inclusive adding alternate perspective to traditional views to facilitate active learning (Morey and Kitano 1997).  Should have structure change to facilitate inclusion of concepts, issues and content from a variety of ethnic cultural perspectives (Byrne, Weddle, Davis, Mcginnis, 2003).  Should integrate diverse cultural content throughout the program (Billings, Halstead 2012).

Impact of Cultural Diversity to Nursing Program Evaluation Instructional Strategies  Text books  Simulations  Articles  Role-play  Panels  Reflection  Group work  Media  Games  Discussion  Journals  Guest speakers

 Ethnographies Immersion experiences in the culture could be provided by ethnographic analysis. Ethnography refers to a written presentation of qualitative descriptions of human social information based on fieldwork. (Billings, Halstead 2012). Impact of Cultural Diversity to Nursing Program Evaluation Instructional Strategies

Impact on Cultural Diversity TO Program Evaluation Classroom Dynamics Learning activities in a Classroom:  Should be planned to facilitate knowledge acquisition, interaction and collaboration of diverse groups of students (Billings and Halstead, 2012)  Should promote equality among students  Should promote respect for and among all students  Should allow student more responsibility and choices for learning.

Impact on Cultural Diversity to Program Evaluation Faculty  Performs knowledge assessment on cultural background.  Acknowledges alternative non-western perspectives  Ensures instructional material are free of bias  Facilitates use of extracurricular activities.  Uses multiple ways of conveying information  Continuously observes student engagement  Eliminates subconscious bias and micro-aggressions

Impact on Cultural Diversity to Program Evaluation: Environmental Support  Advertising materials like brochures, leaflets should be diversity friendly.  Provision of student services like mentors, peer tutors, writing centers, study areas, libraries and equipment.  Language used in policies should be culturally appropriate.  Socialization Events planned should focus on bringing diverse students together.

Benefits of a More Culturally Diverse Educational Environment  A more diverse educational environment assists students and faculty to learn some of the most important attributes of a good nurse:  Patience  Acceptance  Adaptability  Teamwork  Appreciation for differences  Ability to look beyond face value  Creativity  Collaboration

Conclusion  Due to the changing face of the American population, cultural diversity in nursing programs is not only a requirement, but also a necessity, so that we may more adequately care for society’s healthcare needs  While change can be frightening, cultural diversity demands that instructors and nursing program planners require more of both themselves and their students – to be especially creative in teaching styles, to embrace and encourage learning of different lifestyles and backgrounds, and to facilitate cooperation among those of different mindsets

Conclusion, cont.  Nursing Programs that are culturally diverse will be more well rounded and most likely will produce the types of students that can best serve today’s changing population. Students from these programs will be able to work more effectively with those from varying backgrounds, allowing them to provide the best care – which is our true goal as nurses, is it not?

References  AACN (2014) Policy Brief: The Changing Landscape: Nursing Student Diversity on the Rise. Retrieved from:  Bednarz, H., Doorenbos, A., Schim, S. (2010). Cultural Diversity in Nursing Education: Perils, Pitfalls, and Pearls. J Nurse Education, 49(5):  Billings, D., M. & Halstead, J., A. (2009). Teaching in Nursing: A Guide for Faculty (3 rd Ed.). Saunders: Elsevier. Page:  Byrne, M., Weddle,C., Davis,E., & McGinnis,P.,(2003). The Byrne guide for inclusionary cultural content. Journal of Nursing Education, 42(6),  Coolen, P. (2012). Cultural Relevance in End of Life Care. EthnoMed. Retrieved from: life-carehttps://ethnomed.org/clinical/end-of-life/cultural-relevance-in-end-of-

References, cont.  Konan N’Dri, P., Chatard, A., Selembegovic, L. & Mugny, G. (2010). Cultural Diversity in the classroom and its effect on Academic Performance: A Cross-National Perspective. Social Psychology. Vol. 41(4) pgs  Lee, A. (2014). Talking to Korean Parents About the HPV Vaccine. MinorityNurse.com. Retrieved from: vaccine  Morey, A. I., Kitano, M.K. (1997). Multicultural course transformation in higher education: A broader truth. MA : Allyn and Bacon.  Omeri, A., Malcolm, P., Ahern, M. & Wellington, B. (2003). Meeting the Challenges of Cultural Diversity in the Academic Setting. Nurse Education in Practice. Vol. 3(3), pgs  Pictures :Retrieved from Google images