Abstract
This article describes the design of an inclusive learning environment for undergraduate nursing students in a pediatric nursing course. A metaphor of Stone Soup and visual cues representing the collective class diversity was introduced in week one, along with a voiced faculty commitment to learn individual student names. These strategies were incorporated throughout the semester. Student feedback gathered through an anonymous online survey near the end of the semester was positive. Students reported an enhanced understanding of culturally responsive nursing care, a strong sense of belonging in the class, and placed a high value on their own as well as their classmates' input into class discussions. This educational innovation shows promise in yielding high classroom participation, a sense of belonging across diverse groups of students, rich classroom discussions, and heightened student awareness and understanding of culturally responsive nursing care. [J Nurs Educ. 2020; 59(11):651-654.].
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