Equality and Diversity in the Curriculum: Exploring Ethnic Identity and Appreciating Cultural Diversity in a Group of Nursing and Social Work Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/151877
Type:
Presentation
Title:
Equality and Diversity in the Curriculum: Exploring Ethnic Identity and Appreciating Cultural Diversity in a Group of Nursing and Social Work Students
Abstract:
Equality and Diversity in the Curriculum: Exploring Ethnic Identity and Appreciating Cultural Diversity in a Group of Nursing and Social Work Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Megson, Yuen, BSc, MSc
P.I. Institution Name:University of Salford
Title:Senior Lecturer
21st INRC [Research Presentation] Purpose: Students on a nursing and social work program expressed difficulties in a seminar on the development of ethnic identity. As the seminar leader, who came from an ethnic minority group, I felt that there had to be a better way of engaging students in identifying with and sharing aspects of their ethnic identities with peers and seminar leaders. Chavez and Guido- Vibrato (1999) in their review of how ethnic identity influences adult learning called for educators to create multicultural learning communities where there is balance between the different cultural norms. To achieve this, Gardner (1997) supports different activities that encourages reflection, discussion and using visual, written and relational learning styles whilst Warren (2004) supported mixed group, inclusive practices. Method:  Students were asked to bring in 3 items that represented or signified their ethnic identity. They had to tell their peers what the items were and how they represented their ethnic identity (Gardner, 1999 and Warren, 2004). An evaluation of the session, using a questionnaire (May, 2002 and Travers, 2001) was conducted which focused on five aspects of learning: what they had learnt about their peers, about themselves, issues encountered in their preparation and why did they think they occurred, application to practice setting and effectiveness of the method of learning. Results: The data collected suggested that students had a better understanding of their peers from diverse ethnic groups and reaffirmed their own ethnic identities, which is reflected in the models of ethnic identity development (Piney 1990 and Chavez 1998). Conclusion: The change adhered to legislation and to Equality & Diversity Strategy for the University. Ways of making the curriculum more accessible and strategies to promote student integration helps in creating a better understanding of ourselves and our service users.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEquality and Diversity in the Curriculum: Exploring Ethnic Identity and Appreciating Cultural Diversity in a Group of Nursing and Social Work Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151877-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Equality and Diversity in the Curriculum: Exploring Ethnic Identity and Appreciating Cultural Diversity in a Group of Nursing and Social Work Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Megson, Yuen, BSc, MSc</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Salford</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Senior Lecturer</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">y.y.megson@salford.ac.uk</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Research Presentation] Purpose: Students on a nursing and social work program expressed difficulties in a seminar on the development of ethnic identity. As the seminar leader, who came from an ethnic minority group, I felt that there had to be a better way of engaging students in identifying with and sharing aspects of their ethnic identities with peers and seminar leaders. Chavez and Guido- Vibrato (1999) in their review of how ethnic identity influences adult learning called for educators to create multicultural learning communities where there is balance between the different cultural norms. To achieve this, Gardner (1997) supports different activities that encourages reflection, discussion and using visual, written and relational learning styles whilst Warren (2004) supported mixed group, inclusive practices. Method:&nbsp; Students were asked to bring in 3 items that represented or signified their ethnic identity. They had to tell their peers what the items were and how they represented their ethnic identity (Gardner, 1999 and Warren, 2004). An evaluation of the session, using a questionnaire (May, 2002 and Travers, 2001) was conducted which focused on five aspects of learning: what they had learnt about their peers, about themselves, issues encountered in their preparation and why did they think they occurred, application to practice setting and effectiveness of the method of learning. Results: The data collected suggested that students had a better understanding of their peers from diverse ethnic groups and reaffirmed their own ethnic identities, which is reflected in the models of ethnic identity development (Piney 1990 and Chavez 1998). Conclusion: The&nbsp;change&nbsp;adhered to legislation and&nbsp;to Equality &amp; Diversity Strategy for&nbsp;the University. Ways of making the curriculum more accessible and strategies to promote student integration helps in creating a better understanding of ourselves and our service users.</td></tr></table>en_GB
dc.date.available2011-10-26T11:16:40Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:16:40Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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