AIM The aim of the study was to explore the use of universal design for instruction (UDI) in nursing education. BACKGROUND Educators seek to employ innovative pedagogies accessible to diverse learners across learning environments. UDI, an inclusive strategy for meeting this goal is not well known in nursing education. METHOD An integrative review was used to meet the study’s aim. Five databases were searched for literature published between 2000 and 2013. RESULTS Of 45 articles retrieved, only three studies and 14 feature articles met the inclusion criteria. A literature matrix was used to synthesize major concepts to create theme labels: marginalized students as a vulnerable population, faculty lack of knowledge of UDI, reactive versus proactive instructional design, and best teaching practices. CONCLUSION The lack of UDI knowledge by educators is a barrier to its usage. Implications and recommendations for adopting universal design in nursing education are discussed.
Introduction: Nursing programs requiring a short-term cultural diversity immersion experience can impose financial, family, and work schedule hardships for graduate students. This study aimed to measure changes in cultural practice, awareness, sensitivity, and behaviors before and after completing an online cultural diversity course without travel. Methodology: A quasi-experimental pretest/posttest design collected data from a convenience sample of graduate nursing students ( n = 37) enrolled in a 16-week online course using the Cultural Competency Assessment (CAS/CCB), Culturally Congruent Care for Advanced Nursing Course Objectives (CCCAN-CLO) and Teaching/Assignment Inventory tools. Results: There was a statistically significant increase in graduate nursing students’ cultural competency postcourse scores: CAS, t(36) = −5.16, p < .001; CCB, t(36) = −5.42, p < .001; CCCAN-CLO, t(36) = −6.21, p < .001. Students identified conducting cultural interviews and online discussions as the most effective teaching strategies and assignments for learning cultural diversity content. Conclusion: Effective approaches for teaching graduate nursing students’ cultural diversity for practice are available for online learners.
Nurse educators struggle to provide culturally diverse community health clinical placements that cultivate cultural awareness, knowledge, and competence among baccalaureate nursing students. Public health nurses observe that many new nursing graduates lack the fundamental knowledge, skills, and affective behaviors necessary to work with culturally diverse populations. To address this, nursing faculty from two schools partnered to strategize, design, implement, and evaluate a community health assessment project using the instructional method of videoconferencing. The goal was to maximize students' exposure to and engagement with geographically and demographically dissimilar populations. Through videoconferencing, students from two distant schools were able to exchange and actively discuss their community health assessments. Videoconferencing gave students the opportunity to exchange community assessments and perceptions augmented by technology and guided through faculty networking. This article describes a piloted teaching strategy by which students performed and exchanged their community health assessments from diverse populations to enhance their cultural awareness.
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