Addressing Diversity to Promote Effective Learning Experiences

Respond to the discussion #4 below using the three approaches:

Table of Contents

Ask a probing question, substantiated with additional background information or research.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
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

Reminders:

1 page only
Put citations in APA format
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.