Discussion Response #4 (NURS6351): Addressing Diversity To Promote Effective Learning Experiences

Discussion Response #4 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences
Respond to the discussion #4 below using the three approaches:
1. Ask a probing question, substantiated with additional background information or research.
2. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
3. Validate an idea with your own experience and additional resources.
Diversity in the educational setting can be a challenge when the educator is not well versed or life exposure has been limited. Taking the time to identify differences in the student populations will help the educator provide the most beneficial learning experience for the student. As discussed by Dr. Dorothy Powell, “Everyone begins their journey from learning from where they are”(Laureate Education, 2013). Students come into the program with an established structured core curriculum that needed to be completed prior to entrance to the nursing program. However, depending on life experiences and exposure, prior knowledge and expectations it can impact the students productivity and learning in the classroom and clinical setting.
The situation that reflects influence and significance of diversity in contemporary nursing education is the male to female nursing ratios. Nursing in general is predominantly female, and specifically to the specialized area of the maternal/newborn complex, there are virtually no males. As a clinical instructor having primarily maternal/newborn complex nursing experience, when male students are assigned to my clinical it if often an area of anxiety for the students. As a novice instructor, this also gave me a heightened anxiety; however after years of experience and exposure to this foreseen challenge, I’ve become more confident trouble shooting and handling it. From a student perspective, the male student often feels confident with the theoretical aspects of nursing, but at the bedside assessing the female reproductive areas can be somewhat uncomfortable; most male students express more anxiety and refusal if the husband or support person is in the room. It is my job as the instructor to empower the student to feel confident with their skill set. A piece of verbiage that I have utilized with male students is that other areas of nursing i.e. ICU/ER/OR, the patients are both male and female and there is a diverse population of nurses in that area. I reassure then that the patients expect to be assessed and if they go in with an assertive attitude and provide education prior to the assessment explaining why the reproductive areas are to be assessed there is often less resistance from the patients. Often, I find in maternity, modesty left the building the moment they came in to give birth, but the students do not feel this way. At the beginning of the semester, I am always in the patient’s room during student interaction so I can appropriately assess where there is a need for improvement when completing what I call the BUBBLE-HEP assessment. (Breast/Uterus/Bladder/Bowel/Lochia/Episiotomy-incision/Homans Sign/Emotions/Pain) Usually when it comes to the specific areas of breasts and perineal assessments I am right up with the student doing the assessment. This helps the student watch learn listen and then do on their own throughout the weeks of the clinical ahead.
My own values in the area are that a nurse is a competent individual who can provide excellent unbiased care. According to Bednarzet.al. (2010), the population of nurses used to be described as single women whereas todays nursing students are more likely to be older with a family and work responsibilities beyond the classroom. I believe that nurses regardless of gender are capable of providing care. I do believe however that having had my own birthing experiences it does allow me to relate to the patient in a different way but consider it as an added bonus when providing care. What I found to be the most surprising is the Project Implicit (2011) revealed that my gender assessment predominantly believed that males were to be in the workforce and women were associated with family. For this belief to be so strong from their assessment of my results, it’s no wonder I chose a profession of working individuals that would be women? Fellow students, I’d love to hear your thoughts & opinions on this topic.
Bednarz, H., Schim, S., & Dorenbos, A. (2010). Cultural diversity in nursing education: Preils, pitfalls, and pearls. Journal of Nursing Education, 49(5), 253-260.
Laureate Education (Producer). (2013d). Diversity of learners.[Video file]. Retrieved from MYMedia Player (NURS 6351)
Project Implicit (2011). Project Implicit. Retrieved from: https://implicit.harvard.edu/implicit/index.jsp
1. 1 page only
2. Put citations in APA format
3. At least 3 references (APA format)… Articles must be 2011 to 2016.
Required Readings
Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116)
This chapter focuses on the cultivation of community in education.
Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students.Creative Nursing, 16(2), 53–58.
Retrieved from the Walden Library databases.
This article describes strategies for addressing learning needs in culturally diverse nursing education settings.
Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49(5), 253–260. Retrieved from the Walden Library databases.
The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body.
Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students.Journal of Cultural Diversity, 17(4), 122–126.
Retrieved from the Walden Library databases.
The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy.
Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16(2), 40–49.
Retrieved from the Walden Library databases.
This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups.
Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19(3), 79–84.
Retrieved from the Walden Library databases.
As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue.
Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49(5), 272–275.
Retrieved from the Walden Library databases.
The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups.
Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49(4), 219–222.
Retrieved from the Walden Library databases.
This article examines problem-based learning within an online context to promote nursing students’ development of essential skills.
Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49(4), 215–218.
Retrieved from the Walden Library databases.
The authors examine the effects of gender on nursing students’ experiences.

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