Teaching Diverse Nursing Students
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This document summarizes strategies for teaching diverse nursing students. It discusses defining diversity and recognizing the complexity in preparing to teach students from diverse backgrounds. It provides examples of assessing student needs, implications for educators, and specific teaching strategies recommended by experts, such as using varied teaching methods, connecting to students' experiences, and providing academic and social support. The document also describes one nursing program's response, including faculty training, a mentoring program, and academic support programs.
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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
- 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
- 22. Approaches To Teaching Diverse Nursing Students
- 23. What the Experts Say
- 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
- 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
- 55. Engaging Students through Cultural Encounters
- 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
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- Read slide.
- We combined this concept of openness with what Gurin says about the importance of providing students opportunities to interact informally with diverse peers. Informal interactional diversity involves the frequency and quality of inter-group interaction as essential to students having meaningful diversity experiences during college. So, we wanted the participants in the diversity forum to be open to the experience and we wanted the forum itself to be a meaningful diversity experience.
- We did a pre test using Pascarella’s openness to diversity and challenge scale prior to the forum. After the pre-test, students attended a presentation on a diversity related topic that was delivered by a key note speaker considered to be a diversity expert. Following the keynote address, students and faculty (we had university faculty participants from other disciplines), we all shared a meal together. Following the meal, the keynote speaker facilitated a health