DIVERSITY BLOG

Diversity Blog
Jennifer Warren
NSG 530: Theory and Principles of Nursing Education
August 8, 2016

Analyzed what the word Diversity Means within an Educational Context

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Diversity in itself is the state of having different forms. However, in nursing educational
context diversity, is to have acceptance and understanding of the unique qualities, ideas and
recognizing all differences of each learner (Hinds, 2008). This can be along the dimension for
example, race, ethnicity, gender, sexual orientation, socio-economic status, and age . Within an
educational setting, there is a broad range of viewpoints and experiences that are present. Each
student provides valuable insight, knowledge, perspective and learning skills (Hinds, 2008).
Educators need to understand how to embrace and empower each student as a unique individual.
Primary and Secondary Diversities
To further understand diversity it is crucial to understand both primary and secondary
differences. Primary diversity may encompass dimensions such as age, race, ethnicity, physical
abilities, and religious beliefs (Hinds, 2008). These categories are adapted innately and through
our social status. They have an impact on the way an individual experiences life. Secondary
diversity dimensions are factors that have the ability to change throughout a persons lifetime, for
example, income, work background, martial status, military experience, work experience,
geographical location, education and family background (Hinds, 2008). Secondary diversities
have the tendency to be influenced by life experiences in which are collected throughout a
lifespan.

Three Diversity Identifiers

Diversity identifiers can have a huge influence on how a person socializes (Clark, 2011).
For example, certain identifiers can allow special access to distinct resources, associations and
specific groups. Three diversity identifiers that are central to an individuals everyday life are
gender, religion, and ethnicity. Those three identifiers are shown to have a profound impact on a

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persons life in how they are represented in society and how they shape a person self-identity
(Clark, 2011).
How Nursing Accrediting Bodies Represent Diversity
Nursing accrediting bodies are seeking to encompass a learning environment and
curriculum that is cognizant of the diversity present within the educational arena (Bebbington &
Ozbilgin, 2013). Providing the necessary accommodations to support a diverse audience is what is
being encouraged. Educators are educated and trained to appreciate the fact that each student
holds their unique background and life experiences, which can only enhance the learning
environment (Bebbington & Ozbilgin, 2013).
The Difference Between Diversity and Culture
Diversity and culture are quite different in nature diversity, is distinctly the differences that
set us, individuals, apart. Culture, on the other hand, represents characteristics that are common
and are shared within a group (Clark, 2011). Although a person may identify with similarities
within a cultural group, there remain differences that set each person apart in a group. Individuals
in a cultural group can share ways of living, foods, and customs to name a few from a cultural
group. Culture is complex, and diversity is always changing and the beauty is that people can find
a place to belong and identify with and still remain unique.

Multicultural Education and how it Relates to Diversity

Multicultural education is an effort to bring equality and strategies in the classroom
setting, which embraces the opportunity for every student and their wide-range of backgrounds
(Bednarz, Schim & Doorenbos, 2010). The aim would be to create an accepting learning
environment in which cultural awareness is present, and discrimination is absent to allow for a
multitude of perspectives by each student. A multicultural educational system will offer students

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knowledge and decrease barriers that are present within a diverse demographic setting.
Implementing cultural diversity is to embrace different beliefs, address controversial topics, and
prepare educators with the awareness and the know how to properly develop curriculums that
compliment this action.
Why Diversity Amongst Nurses and Nurse Educators is Important
Being caring to all individuals is weaved into our makeup as a nurse. Nurses and educators
are exposed to a variety of individual from different backgrounds. The moral commitment to care
and treat all persons equally is something that is taken seriously in the nursing profession (Clark,
2011). Organizations should consider the importance of providing diverse professionals that are
equipped to understand different values and beliefs of those who they are serving. A deep
understanding of personal differences and the variances of others culture, ethnicity, religion are
just a few differentiations that nurses should have knowledge of either through personal
experience or education. This endeavor to improve diversity is key to providing quality care
(Clark, 2011).
Why Understanding Learner Diversity and Styles is Important in Nursing Curriculum
Diversity can bring challenges in the classroom setting and todays multiplicity of students
backgrounds, upbringing and experiences are on the rise. With diversity brings barriers that can
complicate the educator's curriculum plans. Educators who can offer effective strategies that help
the nontraditional student succeed is the approach that needs to be implemented in each
educational setting. Educators who can truly understand diversity can simultaneously prepare
their students to serve the diverse population in their career as a nurse (Johnston & Mohide,
2009).
Diversity and Incorporating Diversity in my Setting.

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Diversity is a fact of life and being able to adapt to differences is a major part of the
nursing profession. Being able to acclimate to individuals that come from a wide range of
experiences and backgrounds is not only essential but also, a standard that is upheld in the
profession. (Bebbington & Ozbilgin, 2013). By having awareness, acceptance and embracing
differences, nurses can break down barriers that are present, offer strategies to enhance a
curriculum and provide quality care that demonstrates unbiased respectful intentions.

References
Bebbington, D., & Ozbilgin, M. (2013). The paradox of diversity in leadership and leadership for
diversity. Management International, 17, 14-24,113,115,117. Retrieved from
http://search.proquest.com/docview/1400652826?accountid=35812

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Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils,
pitfalls, and pearls. Journal of Nursing Education, 49(5), 253-60.
doi:http://dx.doi.org/10.3928/01484834-20100115-02
Clark, C. (2011). Diversity initiatives in higher education: Just how important is diversity in
higher education? Multicultural Education, 18(3), 57-59. Retrieved from
http://search.proquest.com/docview/926978296?accountid=35812
Hinds, L. (2008). Expanding diversity in the nurse educator
workforce. Nursing Education Perspectives, 29(3), 185. Retrieved from
http://search.proquest.com/docview/236637040?accountid=35812
Johnston, C., & Mohide, E. A. (2009). Addressing diversity in clinical nursing education:
Support for preceptors. Nurse Education in Practice, 9(5), 340-7.
doi:http://dx.doi.org/10.1016/j.nepr.2008.08.005