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Strategies for Teaching Diverse Nursing Students

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Clayton State University
Clayton State University

Georgia Board of Regents Nursing Education Task Force Nurse Educator Conference September 11, 2009

Formation
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Strategies for Teaching Diverse Nursing Students Susan Sanner, Ph.D., R.N., ACNS-BC Nursing Education Conference @ Georgia College & State University Milledgeville, Ga. September 11, 2009
CSU Diversity ,[object Object]
Federal Funding to Support Nursing Student Success ,[object Object],[object Object],[object Object]
Enrollment by Ethnic Group ( CSU Fact Book 2008-2009 ) 6,074 66.2 6,043 66.4 6,081 66.4 6,212 64.6 5,954 61.7 Total Enrollment % Minority 444 287 83 Unknown 1,608 1,746 1,963 2,196 2,279 White 13 14 14 15 22 Native American 247 275 317 356 343 Multiracial 172 167 161 169 145 Hispanic 3,291 3,241 3,200 3,173 2,892 Black 299 313 343 303 273 Asian/Pacific Islander Fall ‘08 Fall ‘07 Fall ‘06 Fall ‘05 Fall ‘04
CSU SON Student Diversity 73% 64% 55% 73% % Minority BSN Enrollees 33 30 22 35 Minority BSN Enrollees 45 47 41 48 BSN Enrollees 2007 2006 2005 2004
Presentation Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Questions to Consider ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Diversity Defined ,[object Object],[object Object],[object Object],[object Object]
Diversity Statements Among Professional Nursing Organizations: International Council of Nurses (ICN) ,[object Object]
Diversity Statements Among Professional Nursing Organizations: American Association of Colleges of Nursing (AACN) ,[object Object],[object Object]
Institutional Definitions of Diversity ,[object Object],[object Object]
Who Are My Students and What Barriers Impede Their Success? ,[object Object],[object Object],[object Object],[object Object]
Student Perceptions of Barriers: Amaro et al. (2006) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Student Perceptions of Barriers: Gardner (2005) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Asking Students ,[object Object]
Open-ended Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Themes and Subthemes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Asking Students ,[object Object],[object Object]
In-depth Interview Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Themes and Subthemes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cultural Awareness ,[object Object]
Approaches To Teaching Diverse Nursing Students
What the Experts Say
(Swaminathan & Alfred, 2003) ,[object Object]
Davidhizar & Shearer (2005) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessing Student Needs: (Vasquez, 2007; Holloway-Friesen, 2008) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Implications for Nurse Educators ,[object Object],[object Object],[object Object]
Specific Teaching Strategies Recommended by the Experts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Best Practices ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Examples of Best Practices ,[object Object],[object Object]
Examples of Best Practices ,[object Object],[object Object]
Examples of Best Practices ,[object Object]
CSU School of Nursing’s Response to the Experts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Faculty Preparation: Developing Cultural Competence ,[object Object]
Competency Levels at Pre, Post, 3, 12, and 6 months 0 11 (52%) 10 (48%) 0 21 12 mo 0 10 (53%) 9 (47%) 0 19 6 mo 0 9 (56%) 7 (44%) 0 16 3 mo 0 21 (75%) 7 (25%) 0 28 Post 1 (3.6%) 23 (82%) 4 (14%) 0 28 Pre CI CA CC CP N Time
Comparison of Group Means and Levels of Significance .03 59.71 21 12 mo .03 59.89 19 6 mo .08 55.90 16 3 mo .006 55.35 28 Post 52.17 28 Pre P value compared with post Mean N Time
Faculty Preparation: Faculty Mentor Training ,[object Object],[object Object],[object Object]
Mentoring Survey ,[object Object],[object Object],[object Object]
Mentoring Survey ,[object Object],[object Object],[object Object]
Results of Faculty Surveys ,[object Object],[object Object],[object Object],[object Object],[object Object]
Mentoring Workshop ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Student Mentoring Contract ,[object Object],[object Object],[object Object],[object Object],[object Object]
Faculty Mentor Guidelines ,[object Object],[object Object]
Mentoring Resources ,[object Object],[object Object],[object Object]
Evaluation of the Mentoring Program ,[object Object]
Major Themes STUDENT MENTEE THEMES Support system Enhanced perception of the nursing profession Academic enrichment FACULTY MENTOR THEMES Role Modeling Caring Academic success
Characteristics of a Good Mentor and Mentee Student Mentee Perceptions of a Good Mentor Coach Encourager Listener Supporter Mentee Perceptions of a Good Mentee Good listener Does assignment Able to see improvement Faculty Mentor Perceptions of a Good Mentor Coach Tutor Cheerleader Facilitator Listener Faculty Mentor Perceptions of a Good Mentee Eager to learn Shares own ideas Displays a positive attitude
Summer Opportunity of Success Program (SOS) Goals ,[object Object],[object Object],[object Object],[object Object]
Three Levels of SOS ,[object Object],[object Object],[object Object]
SOS Curriculum ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SOS Curriculum ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SOS Curriculum ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Student Navigator ,[object Object]
Student Navigator Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Engaging Students through Cultural Encounters
Annual Cultural Diversity Forum ,[object Object]
“ Openness” (Pascarella, et al., 1996) ,[object Object]
Gurin, et al. (2002) ,[object Object],[object Object]
Students’ Openness to Diversity ,[object Object],[object Object]
Openness to Diversity/Challenge Scale Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Results ,[object Object],[object Object],[object Object],[object Object]
Implications ,[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object]
Thank You! Any Questions? Susan’s Contact Information: [email_address] 678-466-4962 http://nursing.clayton.edu/ssanner/ http://twitter.com/ssanner http://www.facebook.com/group.php?gid=247421575454&ref=mf

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Strategies for Teaching Diverse Nursing Students

  • 1. Strategies for Teaching Diverse Nursing Students Susan Sanner, Ph.D., R.N., ACNS-BC Nursing Education Conference @ Georgia College & State University Milledgeville, Ga. September 11, 2009
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  • 4. Enrollment by Ethnic Group ( CSU Fact Book 2008-2009 ) 6,074 66.2 6,043 66.4 6,081 66.4 6,212 64.6 5,954 61.7 Total Enrollment % Minority 444 287 83 Unknown 1,608 1,746 1,963 2,196 2,279 White 13 14 14 15 22 Native American 247 275 317 356 343 Multiracial 172 167 161 169 145 Hispanic 3,291 3,241 3,200 3,173 2,892 Black 299 313 343 303 273 Asian/Pacific Islander Fall ‘08 Fall ‘07 Fall ‘06 Fall ‘05 Fall ‘04
  • 5. CSU SON Student Diversity 73% 64% 55% 73% % Minority BSN Enrollees 33 30 22 35 Minority BSN Enrollees 45 47 41 48 BSN Enrollees 2007 2006 2005 2004
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  • 35. Competency Levels at Pre, Post, 3, 12, and 6 months 0 11 (52%) 10 (48%) 0 21 12 mo 0 10 (53%) 9 (47%) 0 19 6 mo 0 9 (56%) 7 (44%) 0 16 3 mo 0 21 (75%) 7 (25%) 0 28 Post 1 (3.6%) 23 (82%) 4 (14%) 0 28 Pre CI CA CC CP N Time
  • 36. Comparison of Group Means and Levels of Significance .03 59.71 21 12 mo .03 59.89 19 6 mo .08 55.90 16 3 mo .006 55.35 28 Post 52.17 28 Pre P value compared with post Mean N Time
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  • 46. Major Themes STUDENT MENTEE THEMES Support system Enhanced perception of the nursing profession Academic enrichment FACULTY MENTOR THEMES Role Modeling Caring Academic success
  • 47. Characteristics of a Good Mentor and Mentee Student Mentee Perceptions of a Good Mentor Coach Encourager Listener Supporter Mentee Perceptions of a Good Mentee Good listener Does assignment Able to see improvement Faculty Mentor Perceptions of a Good Mentor Coach Tutor Cheerleader Facilitator Listener Faculty Mentor Perceptions of a Good Mentee Eager to learn Shares own ideas Displays a positive attitude
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  • 55. Engaging Students through Cultural Encounters
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  • 64. Thank You! Any Questions? Susan’s Contact Information: [email_address] 678-466-4962 http://nursing.clayton.edu/ssanner/ http://twitter.com/ssanner http://www.facebook.com/group.php?gid=247421575454&ref=mf