An Exploration of Undergraduate Nursing Faculty Processes & Methods for Incorporating Multicultural Teaching Strategies

Autor/in	Onabadejo, Juliet Dele
Titel	An Exploration of Undergraduate Nursing Faculty Processes & Methods for Incorporating Multicultural Teaching Strategies
Quelle	In: Multicultural Education, 27 (2020) 2, S.31-39 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Undergraduate Study; Nursing Education; College Faculty; Teaching Methods; Multicultural Education; Foreign Countries; Cultural Awareness; Teaching Experience; Minority Group Students; Teacher Attitudes; Faculty Development; Canada + Suchen Sie Ihr Suchwort? Grundstudium; Pflegepädagogik; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Ausland; Cultural identity; Kulturelle Identität; Lehrerverhalten; Kanada
Abstract	Increases in immigration and the growth in the diversity of the Canadian population has created a need for culturally competent health care providers who reflect the population in order to provide care and help alleviate the health care disparity commonly faced by minority populations (Shattell et al., 2013). Such cultural competency, according to the Canadian Nurses Association (CNA; 2010), requires a prerequisite set of behaviors that will allow professionals to work effectively in a cross-cultural or multicultural environment (American Association of Colleges of Nursing, 2008). Possessing such competency will lead to success in providing health care to patients from all cultural backgrounds. Nurses who exhibit cultural competency are able to confer the full benefits of a respectful relationship upon diverse clients and colleagues. Cultural competency is also necessary to achieve global health, and the responsibility for obtaining and reflecting it falls to many stakeholders: nurses, educators, professional bodies, and government institutions (CNA, 2010). According to Vandenberg and Kalischuk (2014), though nurse educators and institutions may define culture differently, nurses are nevertheless expected to be culturally competent. Therefore obtaining such competency is a major focus of the nursing profession and constitutes a recognized professional commitment for nurses across Canada (Mareno & Hart, 2014; Rew, 2014). Given that focus, cultural competency has become a key component of nursing education and high-quality professional nursing practice (Billings & Halstead, 2012; Rowan et al., 2013; Vandenberg & Kalischuk, 2014). Nursing students who enter the workforce with adequate cultural understanding help enable a decrease in health disparity, improve the quality of care, and increase safety for patient populations (Kohlbry, 2016). However, some university nursing faculty members struggle with the application and the integration of cultural competency into the curriculum (Diaz, Clarke, & Gatua, 2015). Some faculty members may also possess inadequate cultural education and limited knowledge of methods appropriate for working with diverse students (Billings & Halstead, 2012; Morton-Miller, 2013). This article presents the findings of a study that explored the ways in which nursing faculty members incorporate multicultural teaching strategies to benefit minority students and diverse patient populations. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01