Dressed in jeans and sporting a neat ponytail, the woman who approached the podium looked just like most of her audience. The students smiled politely at her as she turned to address them. She began to show examples of Native American art, but what she showed wasn't what they expected. Several students began to whisper to each other. She said, "You have reli@*on and we have religion. i7aey aren't the same. But yours is important to you, and mine is important to me." The audience quivered a bit as students squimed in their seats. She said, "How would you feel ifyou were part of an indigenous culture and you were taught that history began when you were replaced.'' One student rose and lejl the auditorium. "I'm sorry," read the e-mail. "I know I shouldn't have just left class without talking to you, but I was just getting so mad. "
This article looks at how the person-centred approach to education audit was developed following a review of the literature and current practice which identified a need for change. Literature covering general and nurse education was studied, together with specific initiatives relating to the audit of the learning environment. A profile tool was designed and tested in a range of practice settings used by students of nursing. The results were evaluated.
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