What We See Depends on our Angle of Repose: Barriers to Educational Success for Nursing Students of Color

2.50
Hdl Handle:
http://hdl.handle.net/10755/152652
Type:
Presentation
Title:
What We See Depends on our Angle of Repose: Barriers to Educational Success for Nursing Students of Color
Abstract:
What We See Depends on our Angle of Repose: Barriers to Educational Success for Nursing Students of Color
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Conference Date:July 10-12, 2003
Author:Evans, Bronwynne, PhD, RN, CNS
P.I. Institution Name:Washington State University
Title:Assistant Professor
Objective: To compare expert responses during content validation of eight questionnaires (designed to evaluate program outcomes of a Nursing Workforce Diversity Grant) focusing on barriers to educational success for students of color with evidence from literature used to generate each item. <P> Design: Phenomenological <P> Population, Sample, Setting: Ten content experts (five Anglo and five Hispanic/Latino, American Indian, or persons assimilated into those cultures) teaching or working in a baccalaureate nursing program in Washington State.<P> Concept or Variables: Perspectives of Anglo reviewers during content validation on barriers to educational success for students of color as compared to perspectives of Hispanic/Latino and American Indian reviewers.<P> Methods: Scale development and content validation of eight questionnaires was accomplished (DeVellis, 1991; Lynn, 1986). Expert responses to each item were compared with literature on nursing education used to generate that item. Scoring by expert reviewers of items on four scales that were not responsive to educational barriers identified in the literature were organized into a matrix for cross-case comparison (Miles &amp; Huberman, 1994).<P> Findings: The responses of Hispanic/Latino and American Indian experts were aligned with one another and congruent with literature, but were not aligned with the responses of Anglo experts who also agreed with one another but disagreed with literature.<P> Conclusions: The level of cultural awareness in Anglo faculty (the main reason for variation in response to ethnically diverse students [Yoder, 1996]) may not have been as high as in experts of color, they had little experiential knowledge gained through teaching with faculty of color, and they had not had the experience of living as a person of color.<P> Implications: Nursing faculty need to be taught to teach those different from themselves. One way to meet this need is to utilize current literature from multicultural education addressing minority values, learning preferences, and cooperative learning.
Repository Posting Date:
26-Oct-2011
Date of Publication:
10-Jul-2003
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleWhat We See Depends on our Angle of Repose: Barriers to Educational Success for Nursing Students of Coloren_GB
dc.identifier.urihttp://hdl.handle.net/10755/152652-
dc.description.abstract<table><tr><td colspan="2" class="item-title">What We See Depends on our Angle of Repose: Barriers to Educational Success for Nursing Students of Color</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">2003</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 10-12, 2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Evans, Bronwynne, PhD, RN, CNS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Washington State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">evansb@wsu.edu</td></tr><tr><td colspan="2" class="item-abstract">Objective: To compare expert responses during content validation of eight questionnaires (designed to evaluate program outcomes of a Nursing Workforce Diversity Grant) focusing on barriers to educational success for students of color with evidence from literature used to generate each item. &lt;P&gt; Design: Phenomenological &lt;P&gt; Population, Sample, Setting: Ten content experts (five Anglo and five Hispanic/Latino, American Indian, or persons assimilated into those cultures) teaching or working in a baccalaureate nursing program in Washington State.&lt;P&gt; Concept or Variables: Perspectives of Anglo reviewers during content validation on barriers to educational success for students of color as compared to perspectives of Hispanic/Latino and American Indian reviewers.&lt;P&gt; Methods: Scale development and content validation of eight questionnaires was accomplished (DeVellis, 1991; Lynn, 1986). Expert responses to each item were compared with literature on nursing education used to generate that item. Scoring by expert reviewers of items on four scales that were not responsive to educational barriers identified in the literature were organized into a matrix for cross-case comparison (Miles &amp;amp; Huberman, 1994).&lt;P&gt; Findings: The responses of Hispanic/Latino and American Indian experts were aligned with one another and congruent with literature, but were not aligned with the responses of Anglo experts who also agreed with one another but disagreed with literature.&lt;P&gt; Conclusions: The level of cultural awareness in Anglo faculty (the main reason for variation in response to ethnically diverse students [Yoder, 1996]) may not have been as high as in experts of color, they had little experiential knowledge gained through teaching with faculty of color, and they had not had the experience of living as a person of color.&lt;P&gt; Implications: Nursing faculty need to be taught to teach those different from themselves. One way to meet this need is to utilize current literature from multicultural education addressing minority values, learning preferences, and cooperative learning.</td></tr></table>en_GB
dc.date.available2011-10-26T11:44:27Z-
dc.date.issued2003-07-10en_GB
dc.date.accessioned2011-10-26T11:44:27Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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