Evaluating Diversity in Nursing Education

Abstract

This article presents the findings of a methodical examination of how well one school of nursing was meeting its goal of addressing diversity through its pedagogy. The underlying assumption was that a school's curriculum both shapes and reflects a climate of valuing diversity. This mixed-method evaluation study was conducted in four steps, including a content analysis of all syllabi in the School of Nursing's (SON) curriculum, comparison of the content analysis to students' evaluation of diversity in their education, a survey of the 2006 graduates, and an analysis of faculty responses to the findings. The findings are being used to guide the SON in the development of training and to bring about forums for formal dialogue. These will assist faculty to effectively integrate diversity in their teaching and interaction with students and to move toward the long-term goal of preparing culturally humble and sensitive clinicians, educators, and researchers.