Part A:

Article 1:
 Author name: Conra D. Gist
 Title: Voices of Aspiring Teachers of Color: Unraveling the Double Bind in
Teacher Education
 Year: 2016
 Journal (volumes and page numbers): Urban Education
 URL: http://journals.sagepub.com/doi/abs/10.1177/0042085915623339
 Summary:
o In “Voices of Aspiring Teacher of Color: Unraveling the double bind in
teacher education,” by Conra Gist, teachers of color are examined to
understand how they confront, manage, and grow from the double bind
that they experience daily in their profession. Within the profession
they battle the issue of wanting to teach students race and ethical issues
from their point of view while being held back by the school district
demands and teaching requirements. The district limits teacher of color
from having an opinion while teaching to maintain professionalism.
The personal and systematic ties are evaluated to find overlaps in effort
to explore and consider ways to alter the experiences for teachers and
student of color in the future. The teachers have slightly adjusted the
curriculum in effort to allow students to see a different point of view
while maintaining their professionalism. The battle of over coming
personal and cultural differences in the classroom is an ongoing issue
for teacher of color and continues to be observed and modified.

Article 2:
 Author name: Conra D. Gist
 Title: Embracing the Historical Legacy of Young, Gifted, and Black Educators
 Year: 2010
 Journal (volumes and page numbers): Black History Bulletin, 73 (1)
 URL: https://search.proquest.com/docview/219984324?pq-origsite=gscholar
 Summary:
o In “Embracing the historical legacy of young, gifted, and black
educators,” by Conra Gist, biographies are written about many black
teachers who had common teaching themes that derived from the
Reconstruction Era. The journal highlights the importance of black
teachers in today’s education. Black teacher a window and a voice of
the past, enabling students to have a more hands on and comprehensible
learning environment. They focus on the historical legacy that they
have inherited and use it as a motivation factor to do better and to teach
with more passion. The colored teachers are a fresh point of view on
conquering injustice and social obstacles.

Article 3:
 Author name: Conra D. Gist
 Title: A culturally responsive counter – narrative of effective teaching
  Year: 2014
 Journal (volumes and page numbers): Cultural Studies of Science Education, 9
(4)
 URL: https://link.springer.com/article/10.1007/s11422-013-9537-0
 Summary:
o In “A culturally responsive counter – narrative of effective teaching,”
by Conra Gist, teacher’s sociocultural consciousness during their
teaching is observed among multiple teachers. Their ability to adapt to
cultural differences and respond to students of color has in impact in
the classroom. Teachers should have high expectations for a classroom
in terms of academic success regardless of the student’s background or
predispositions. When observing a classroom in terms of sociocultural
consciousness many flaws and ineffective teaching methods are
discovered. If the teacher fails to hold high expectations, teach
effectively, and adapt to the constant changes in the learning
environment, the teacher was dismissed.

Part B: searched “Bachelor of science in Nursing”

Article 1:
 Author name: Suzan Kardong-Egren & Joespha Campinha-Bacote
 Title: Cultural competency of graduating US Bachelor of Science nursing
students
 Year: 2008
 Journal (volumes and page numbers): Contemporary Nurse, 29 (1-2)
 URL: http://www.stikessu.ac.id/file_ebook/2391d-advances-in-contemporary-
transcultural-nursing.pdf#page=50
 Summary:
o In “Cultural competency of graduating US Bachelor of Science nursing
students,” by Suzan Kardong-Egren and Joespha Campinha-Bacote,
four different curriculum programs were observed in effort to determine
which program produced the most culturally competent nurses, in effort
to establish a culturally successful foundation for future programs. Of
the 212 students studied, all of them scored within the “culturally
aware” range. In an ideal situation, students should be scoring in the
culturally competent range. The tests observed, “cultural desire, cultural
awareness, cultural skill, cultural knowledge, and cultural encounters.”
The biggest flaw noted was that students were feeling obligated to, not
wanting to, interact with other cultures. The negative mindset of nurses
can potentially be harmful in a work place as it may create a culture
barrier when trying to get personable with a patient.
Article 2:
 Author name: Kyungrim Shin, EdD; Duk Yoo Jung, MSN; Sujin Shin, PhD; &
Myoung Soo Kim, PhD, RN
 Title: Critical Thinking Disposition and Skills of Senior Nursing Students in
Associates, Baccalaureate, and RN-to-BSN Programs
 Year: 2006
 Journal (volumes and page numbers): Journal of Nursing Education, 45 (6)
 URL: https://www.healio.com/journals/jne/2006-6-45-6/%7B2ef90094-6bb0-
4139-b5ab-67e4c2a0b30a%7D/critical-thinking-dispositions-and-skills-of-
senior-nursing-students-in-associate-baccalaureate-and-rn-to-bsn-programs
 Summary:
o In “Critical Thinking Disposition and Skills of Senior Nursing Students
in Associates, Baccalaureate, and RN-to-BSN Programs,” by Kyungrim
Shin, Duk Yoo Jung, Sujin Shin, and Myoung Soo Kim, compared the
test results of students from three different degree programs in effort to
evaluate which program produces the most skilled, knowledgeable, and
best critical thinking nurses. The critical thinking was based on an
evaluation of maturity, confidence, open-mindedness, and quality of
judgment. The BSN students scored significantly higher in the critical
thinking section compared to the other degree nurses. In the analysis,
reasoning, evaluation, and inference section the BSN students
continued to score significantly higher. After all test were complete,
results were analyzed, and it was concluded that the BSN students
consistently scored higher than associates nurses and the RN-BSN
nurses. The conclusion of the test was that the BSN degree program
produces the highest quality and most well rounded nurses. The
information gained from the California students was used as a
foundation in establishing an effective program at the South Korean
Council for University Education.

Article 3:
 Author name: Julia Ward, Julianne Cody, Mary Schaal, and Mahammadreza
Hojat
 Title: The Empathy Enigma: An Empirical Study of Decline in Empathy
Among Undergraduate Nursing Students
 Year: 2012
 Journal (volumes and page numbers): Journal of Professional Nursing, 28 (1)
pages 34-40
 URL: http://www.professionalnursing.org/article/S8755-7223(11)00162-
1/fulltext
 Summary:
o In “The Empathy Enigma: An Empirical Study of Decline in Empathy
Among Undergraduate Nursing Students,” by Julia Ward, Julianne
Cody, Mary Schaal, and Mahammadreza Hojat, an evaluation of the
effect of an empathetic nurse on the outcome of a patient and the
patient experience was observed. It was noted that although there is a
thin line between appropriate levels of patient empathy and a too
personal of a relationship, it was concluded that, the higher the
empathy, the better the patient care. The relationship between the
patient and caregiver is fundamental to a patient’s treatment and
healing. With higher empathy comes more understanding, levels of
attention, and openness, all of which are key factors in a successful
recover and prognosis. Recently medical personnel have been noted to
be measurably less empathetic. This is attributed to the technology
being used in hospitals. As digital device usage has increased, a fair
portion of patient and caregiver direct contact has been eliminated,
enabling less opportunity for medical personal to be personable with
the patients. The effects of lack of empathy are hard to measure because
while the success rates of new medical technology have increased, the
lack of empathy has decreased. The new advancements are successful;
it is hard to measure the effects of suffering within the patient –
caregiver relationship.