Abstract
This paper explored problem-based learning and cultural diversity, critical thinking and clinical judgment and cultural diversity, and nurse educators' perceptions of implementing culturally diverse and inclusive nursing education. The results of this exploration are presented in three articles (Chapters 2-4). In Chapter 2, a synthesis of literature regarding strategies for problem-based learning with culturally diverse students was described. Studies in nursing literature have not specifically focused on the needs of culturally diverse students when implementing problem-based learning. Nurse educators need to consider their own culture and their students' culture when implementing problem-based learning. They also need to dialogue together about best teaching strategies in nursing education that consider culture.
Sigma Membership
Delta Chi at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Nursing Education, Cultural Sensitivity, Inclusivity, Nurse Educators, Cultural Diversity
Advisor
Wanda Bonnel
Second Advisor
Karen Wambach
Third Advisor
Cara Busenhart
Fourth Advisor
Pamela Barnes
Degree
PhD
Degree Grantor
University of Kansas
Degree Year
2019
Recommended Citation
Sommers, Christine L., "Best teaching practices for providing culturally sensitive and inclusive nursing education: Nurse educators' perspectives" (2021). Dissertations. 106.
https://www.sigmarepository.org/dissertations/106
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-09-23
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 13883644; ProQuest document ID: 2280578103. The author still retains copyright.