Discussion response #1 (nurs6351): addressing diversity to promote

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Discussion Response #1 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences



Respond to the discussion #1 below using the three approaches:

1.      Ask a probing question, substantiated with additional background information or research.

2.      Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

3.      Validate an idea with your own experience and additional resources.





            There is much more diversity seen in education today. This creates a challenge for educators in the classroom (Bednarz, Schim, & Doorenbos, 2010). The typical demographic of the white female nursing student is quickly changing and as educators we need to accommodate this diversity in our classrooms (Adeniran & Smith-Glasgow, 2010). Today the non-traditional nursing student is known to be diverse. These diverse students are considered to be non-traditional students.  These students consist of those under the age of 25, male, member of an ethnic or minority group, and those that speak English as a second language (Bednarz, Schim, & Doorenbos, 2010). In this discussion I will focus on the English as second language (ESL) student, and strategies to promote a positive learning environment.

ESL Student

            I have spent a few years now in the field of nursing education. I encounter many students that have accents and English as their second language. I have noticed that many of these students struggle academically. At first I could not understand why they struggle when most of them speak very good English. It was a young lady who brought to my attention that she did not understand the meaning of many English words especially medical terms. Many ESL students have difficulties with medical language, nursing language, and American language (Bednarz, Schim, & Doorenbos, 2010). At that point I realized that I held a bias against these students. I felt they just did not have what it takes to succeed in this field. I was wrong and felt horrible for thinking this. This was an eye opening experience and a lesson learned. What she taught me was that these students are like everyone else, but they may require some additional help along the way.


            I am always willing to help any student who is struggling to succeed. This situation was one that helped me to better understand just how to help these ESL students. In order to promote a positive learning environment for these students I had to first be aware of my own values, beliefs, and biases. This awareness is necessary in creating an inclusive learning environment (Adeniran & Smith-Glasgow, 2010).

            A second strategy is to listen and learn. It is important to listen to what our students are saying and accommodate different learning styles by using a variety of teaching strategies (Bednarz, Schim, & Doorenbos, 2010). Once I listened I was better able to understand the student’s learning needs.

            Lastly, know what resources are available at your campus to accommodate ESL students (Bednarz, Schim, & Doorenbos, 2010). I refer my students to our learning assistance center. This is a free service for them and has proven to be very beneficial.


            There are many strategies to help ESL students succeed in nursing education. I mentioned the ones that I have tried and work well for me. I learned a great deal from my experience and feel better prepared when working with this diverse group of students.


Adeniran, Rita K, RN, DrNP(c), MSN,C.N.A.A., B.C., & Smith-Glasgow, M. (2010). Creating

and promoting a positive learning environment among culturally diverse nurses and

students. Creative Nursing, 16(2), 53-8. Retrieved from


Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: perils,

pitfalls, and pearls. Journal of Nursing Education, 49(5), 253-260.





1.   1 page only

2.    Put APA format citations

3.    At least 3 references (APA format)… Articles must be 2011 to 2016.


Required Readings


Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

  • Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116)


This chapter focuses on the cultivation of community in education.

Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students.Creative Nursing, 16(2), 53–58.
Retrieved from the Walden Library databases.


This article describes strategies for addressing learning needs in culturally diverse nursing education settings.

Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49(5), 253–260. Retrieved from the Walden Library databases.


The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body.

Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students.Journal of Cultural Diversity, 17(4), 122–126.
Retrieved from the Walden Library databases.


The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy.

Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16(2), 40–49.
Retrieved from the Walden Library databases.


This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups.

Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19(3), 79–84.
Retrieved from the Walden Library databases.


As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue.

Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49(5), 272–275.
Retrieved from the Walden Library databases.


The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups.

Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49(4), 219–222.
Retrieved from the Walden Library databases.


This article examines problem-based learning within an online context to promote nursing students’ development of essential skills.

Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49(4), 215–218.
Retrieved from the Walden Library databases.


The authors examine the effects of gender on nursing students’ experiences.

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