Banks Multicultural Model: A Framework for Integrating Multiculturalism Into Nursing Curricula

Abstract

The Institute of Medicine (IOM) has recommended that more minorities be represented in the health care workforce and that cross-cultural education be included in all health care programs (Betancourt, J.R., & Maina, A.W., 2004). Although nurse educators have embraced the need of inclusion of diversity in the curriculum, there remains a gap between the desire to educate about diversity and the application of this concept into the curriculum. Common barriers include difficulty fitting it into an already full curriculum and a lack of experience in the area of diversity. The conceptual framework of James Banks may be considered when implementing multiculturalism into an undergraduate nursing program, an associate degree program, or over a semester as a freestanding course on diversity. The Banks model identifies five dimensions of multicultural education (content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowering school culture) to facilitate the process of conceptualization and implementation of multicultural education. These dimensions build upon each other and can be leveled throughout a program curriculum or across a semester. Examples of assignments for each dimension and level are provided, as well as a discussion of the faculty role in implementing multiculturalism.