Transforming Students' Educational Experience Through Cultural Mindedness, Peer Mentoring, and Student Input

Increasing student diversity within schools of nursing requires a shift in the educational environment to consider student challenges, need for support, and other cultural variances. This article describes a three-pronged process of instilling cultural mindfulness training to faculty, staff, and adm...

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Bibliographic Details
Published in:The Journal of nursing education 2020-04, Vol.59 (4), p.194-202
Main Authors: Latham, Christine L, Ringl, Karen, Hogan, Mikel
Format: Article
Language:English
Subjects:
Activities of daily living
Behavior
Clinical Competence - standards
Collaboration
Communication
Cultural Competency - education
Cultural differences
Culture
Diversity training
Education, Nursing, Baccalaureate - methods
Educational aspects
Educational Environment
Employment
Humans
Learning
Learning Processes
Mentoring - methods
Mentors
Methods
Multiculturalism & pluralism
Nurses
Nursing
Nursing education
Peer Group
Peer-group tutoring of students
Power
Skills
Social aspects
Social justice
Socialization
Students
Students, Nursing - statistics & numerical data
Teaching Methods
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Summary:Increasing student diversity within schools of nursing requires a shift in the educational environment to consider student challenges, need for support, and other cultural variances. This article describes a three-pronged process of instilling cultural mindfulness training to faculty, staff, and administrators, augmenting student support through peer mentoring and a new method of sharing student perspectives of the educational environment with administration to co-design new approaches to support students. The entire process resulted in an increased sensitization to the importance of student perspectives as key players in the pursuit of a culture of inclusion for nursing education. A sustainable model was created for ongoing cultural humility education of school of nursing personnel and a new structure for student peer mentoring and student input to ensure appropriate support, recognition, and respect for diversity. [J Nurs Educ. 2020;59(4):194-202.].
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20200323-04