Strengthening diversity in nursing: The practices and preparedness of nursing faculty

Kenya V. Beard


Objective: Faculty who are aware of culturally responsive practices are better positioned to implement teaching-learning strategies that meet the educational needs of culturally diverse learners. This study investigated the extent to which faculty used practices that promoted the academic success of African American and Hispanic minority nursing students and their preparedness in teaching these groups.

Methods: The Nurse Educator Cultural Competency Survey was used to measure the cultural competence of 34 nurse educators in the domains of practices used in teaching under-represented minorities and preparedness to teach these groups. Data was analyzed using a descriptive design.

Results: Findings revealed that not all faculty members felt adequately prepared to teach minorities or adopt practices that promoted their academic success.

Conclusions: The underrepresentation of minority nurses may continue unless more research that examines the capacity of nursing programs to prepare all educators to create culturally responsive learning environments is undertaken.


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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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