Nurse Educators' Perspectives on Implementing Culturally Sensitive and Inclusive Nursing Education.
Journal
The Journal of nursing education
ISSN: 1938-2421
Titre abrégé: J Nurs Educ
Pays: United States
ID NLM: 7705432
Informations de publication
Date de publication:
01 Mar 2020
01 Mar 2020
Historique:
received:
19
06
2019
accepted:
25
11
2019
entrez:
5
3
2020
pubmed:
5
3
2020
medline:
8
1
2021
Statut:
ppublish
Résumé
Nurse educators must be equipped to teach diverse students using culturally sensitive and inclusive nursing education (CSINE). The purpose of this study was to explore associate degree nurse educators' perceptions on implementing CSINE. This was a descriptive exploratory study. Associate degree nurse educators in a midwestern state completed an open-ended question survey that included dichotomous response questions to help participants self-reflect and respond. Follow-up interviews added further depth to the findings. Four major categories emerged that helped answer the research questions: personalize approaches, consider resources, promote cultural diversity broadly, and use active teaching methods and strategies. In addition, participants provided descriptive comments about beginning benefits and outcomes of CSINE and gaining needed education regarding CSINE. Participants indicated that learning about CSINE was an ongoing and necessary process for nurse educators. Categories emerging from the data provide guidance for educators in developing and sharing CSINE educational resources to promote positive outcomes for students and their patients. [J Nurs Educ. 2020;59(3):126-132.].
Sections du résumé
BACKGROUND
BACKGROUND
Nurse educators must be equipped to teach diverse students using culturally sensitive and inclusive nursing education (CSINE). The purpose of this study was to explore associate degree nurse educators' perceptions on implementing CSINE.
METHOD
METHODS
This was a descriptive exploratory study. Associate degree nurse educators in a midwestern state completed an open-ended question survey that included dichotomous response questions to help participants self-reflect and respond. Follow-up interviews added further depth to the findings.
RESULTS
RESULTS
Four major categories emerged that helped answer the research questions: personalize approaches, consider resources, promote cultural diversity broadly, and use active teaching methods and strategies. In addition, participants provided descriptive comments about beginning benefits and outcomes of CSINE and gaining needed education regarding CSINE.
CONCLUSION
CONCLUSIONS
Participants indicated that learning about CSINE was an ongoing and necessary process for nurse educators. Categories emerging from the data provide guidance for educators in developing and sharing CSINE educational resources to promote positive outcomes for students and their patients. [J Nurs Educ. 2020;59(3):126-132.].
Identifiants
pubmed: 32130413
doi: 10.3928/01484834-20200220-02
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
126-132Informations de copyright
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