Discussion: Student Diversity And Engagement Practices

Each discussion board requires a minimum of 250 words with at least 1 peer reviewed source within the past 5 years.

Discussion 1: What culture and diversity issues have you experienced when working with current student or patient populations? What strategies do nurse educators use to bridge culture and diversity barriers? How do these strategies aim to create a positive learning environment?

Discussion 2: How could you implement teaching strategies with learning theories to engage students or patients about a clinical experience in a didactic or online classroom? Include an experience from your current clinical practicum, if applicable.

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Discussion 1
Culture and diversity are core aspects that nursing professionals; either in classroom as faculty members and in clinical as healthcare providers, encounter when working with students and patient populations. In their study, Sommers et al. (2020) assert that nurses should implement effective strategies to overcome these diversity and cultural issues that they face that include age differences, religious and cultural beliefs, race and ethnicity, and differing sexual orientation and gender perspectives. For instance, as a nurse in healthcare setting, one can encounter patients who have got different religious beliefs or practices in life. Health disparities among the different cultural and diverse groups and patients imply that nurses must deal with perspectives that vary from theirs and perception on healthcare interventions. Patient education implores nurses to implement effective strategies to offer information and interventions that can help patients attain better outcomes.
Nurse educators can use culturally competent approaches to bridge culture and diversity barriers like stereotyping, biasness, and language barrier. Through a culturally sensitive learning environment, the nurse educator integrates diverse perspectives of different students by engaging them and allowing them to participate in class activities through their cultural practices (Kaihlanen et al., 2019). The nurse educator should be sensitive and ensure that no discrimination and preferred treatment happens in their setting. Further, the nurse educator ensures that all students feel comfortable and can share their cultural perspectives through inclusive learning.
In their paper, Frazer et al. (2021) assert that positive student learning outcomes are a result of having learners who feel valued, respected and appreciated. The nurse educator should be aware of biases and stereotypes and implement evidence-based strategies in managing, fostering and promoting effective learning for all students based of their diversity and cultural differences. Through these strategies, the nurse educator promotes a positive learning environment for all students.

References
Frazer, C., Reilly, C. A., & Squellati, R. E. (2021). Instructional strategies: Teaching nursing in
today’s diverse and inclusive landscape. Teaching and Learning in Nursing, 16(3), 276-280. https://doi.org/10.1016/j.teln.2021.01.005
Kaihlanen, A. M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness:
qualitative study of nurses’ perceptions about cultural competence training. BMC nursing, 18(1), 1-9. DOI: https://doi.org/10.1186/s12912-019-0363-x
Sommers, C. L., & Bonnel, W. B. (2020). Nurse educators’ perspectives on implementing
culturally sensitive and inclusive nursing education. Journal of Nursing Education, 59(3), 126-132. https://doi.org/10.3928/01484834-20200220-02

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Discussion 2
Nurse educators implement teaching strategies based on learning theories to engage students and patients in different ways; both didactic and online learning environment. In most cases, nursing students perceive a mismatch between their classroom (didactic) learning and clinical practice or through online setting leading to rejection of academe and disillusionment in the nursing profession. Again, online and part-time faculty members who are separated from their didactic colleagues exacerbates the situation. In their study, Ghasemi et al. (2020) assert that engagement of students in academic-associated learning activities determines their overall success and having effective teaching strategies to sustain and promote learning is essential.
Nurse educators can employ a variety of teaching approaches that include simulation-based strategies, collaborative strategies, and technology-based. For instance, nursing simulation activities allow nurses to group students so that they practice more hands-on interventions and procedures while applying critical thinking skills in responding to situations fast and effectively. The nurse educator can participate in such activities and offer guidance as required, but minimize their role and encourage nursing students to do the hard part of such simulations (Westerdahl et al., 2022). The other strategy is role play where students play different roles as patients, nurses, and family members as well as other providers like pharmacists to disclose and entrench an effective learning point for the class. For instance, the nurse educator can have a skit demonstrating the medication process and some of the errors that can occur at any of the stages.
Again, the use of pre-class assignments as a strategy to engage students is effective. Through the strategy, nurse educators can ask students to research aspects like key terms, how to conduct patient assessment, knowledge on required medications and enforcement requirements (Pivač et al., 2022). The strategy ensures that all students possess critical information for effective practice and understanding.

References
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and
enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean journal of medical education, 32(2), 103. doi: 10.3946/kjme.2020.159
Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021).
Implementation of active learning methods by nurse educators in undergraduate nursing
students’ programs–a group interview. BMC nursing, 20, 1-10.
DOI: https://doi.org/10.1186/s12912-021-00688-y
Westerdahl, F., Carlson, E., Wennick, A., & Borglin, G. (2022). Bachelor nursing studentś and
their educatorś experiences of teaching strategies targeting critical thinking: A scoping review. Nurse Education in Practice, 103409. https://doi.org/10.1016/j.nepr.2022.103409