Teaching Strategies That Promote a Culturally Sensitive Nursing Education

By Dewald, Robin J. | Nursing Education Perspectives, November/December 2012 | Go to article overview

Teaching Strategies That Promote a Culturally Sensitive Nursing Education


Dewald, Robin J., Nursing Education Perspectives


CULTURAL SENSITIVITY IS CHARACTERIZED BY OPENNESS TO DIVERSITY, WITH MUTUAL RESPECT AND TRUST FOR OTHERS. LIKE EDUCATORS IN OTHER FIELDS, nurse educators need to be prepared to teach in multicultural settings, providing equal learning opportunities for all students. Despite calls by the National League for Nursing (2008) to increase the diversity of the nursing workforce, many programs to teach educators do not prepare them to teach students from cultural backgrounds different from their own.

A culturally sensitive manner of teaching that respects the differences of all who choose to become nurses will improve recruitment and retention of students. As the Sullivan Commission (2004) pointed out, "Excellence in health professions education is difficult to achieve in a culturally limited environment" (p. 6). The commission stressed that "for minority students, institutional climate exerts a profound effect on the quality of the educational experience and directly influences a student's sense of comfort and security" (p. 83).

Methods using the Delphi technique, which calls on experts' opinions to answer research questions, a list was developed of best practices that promote cultural sensitivity in nursing education and nursing practice (Dewald, 2010). using a three-tiered format, 12 experts responded to questionnaires that evolved from their professional experiences. The experts were asked: "What teaching strategies or practices promote culturally sensitive learning environments for student nurses?" and "What teaching strategies or practices promote culturally sensitive nurses?"

The first tier of the study encompassed a qualitative analysis of teaching strategies and practices that the experts have found to promote cultural sensitivity in nursing education. Responses were coded and categorized and then used as items in the next two tiers of the study. The second questionnaire used a quantitative analysis of these items, which participants ranked in importance on a five-point Likert-type scale. The result was analyzed using central tendency statistics, specifically, means and standard deviations. After reading the responses and comments of the other panelists, the participants were asked to rethink their previous responses and again rank the items, this time using a three-point Likerttype scale (1 = not important, 2 = somewhat important, 3 = very important) to develop recommended best practices for educators.

Purposeful sampling was used for the selection of participants. Regional chairpersons of the Sigma Theta Tau International Honor Society of Nursing nominated individuals who demonstrated: expert knowledge and skills in the teaching of nursing; knowledge and skills in clinical nursing practice; continued professional interest; evidence of expertise in culturally sensitive nursing and the teaching of nursing through writing, teaching, and community service; and peer recognition or other forms of recognition in nursing.

Panelists were recruited from geographically diverse areas of the united States to use maximal variation sampling within a homogeneous sample. The purpose was to bring together a group of experts into a "virtual boardroom" to explore a variety of teaching methods found useful in promoting cultural sensitivity. The goal was to promote the sharing of ideas without bias and a potential imbalance of opinions.

Results The responses from Round 1 helped create a list of 91 strategies and practices. These were organized into categories identified and synthesized from the data and verified by an independent research consultant for accuracy. The Table lists categories in order of their rated importance according to the highest mean scores and standard deviations. under each listed category, related strategies and practices are also listed in order of rated importance.

Discussion The strategies and teaching practices recommended by the nursing education expert participants are grounded in practice. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Teaching Strategies That Promote a Culturally Sensitive Nursing Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.