| Learning Objective #1: Discuss action research as a method of evaluating change in an educational program | |||
| Learning Objective #2: Describe themes of culturally diverse content identified from focus group discussions with graduate nursing students who completed a “community engagement through service learning” project |
Objective: With increasing diversity in the US, health disparities and differences in access to care are highly visible. New approaches to working with multi-cultural populations are needed. One such approach to increase cultural sensitivity among graduate nursing students is community engagement through service learning (CETSL). Design: Action research: An intervention (CETSL) to improve education was methodically studied. Action research evaluated both the change and the process of change. This presentation concentrates on qualitative analysis of web-based reflection for the process of change and analysis of focus-group content related to developing cultural sensitivity. Population, Sample, Setting, Years: From a population of graduate nursing students, a sample of 4 classes (N = 67) participated in focus groups at a School of Nursing in 2001. Two groups completed web-based reflections of process/outcomes during the experience. Concepts studied through guided questions: Expectations or myths about populations served; aspects that were positive/fulfilling, frustrating, surprising; learning about: self, health care system/nursing, community agency, community served, society, needs of clients; changes in ideas of, or approaches to, caring for people. Methods: Following IRB approval and informed consent process, focus groups of 2-3 hours were guided by 2 qualitative researchers not involved in the students’ CETSL experience;open-ended questions elicited student responses (positive and negative). Sessions were audiotaped/ transcribed; themes were identified using Nu*dist computer program for qualitative content analysis. Authenticity/confirmability was examined. Findings: Themes related to cultural sensitivity were: working with limitations, daily struggle, recognizing strengths, involving others, partnerships, and giving back to community. Conclusions: CETSL experiences for graduate nursing students can develop sensitivity to other’s life experiences; students can identify how their “diversity learning” can address issues on individual and community levels. Implications: Both process and outcome qualitative evaluations can provide meaningful information. CETSL can cycle theorizing, acting, evaluating in development of cultural sensitivity.
Back to Teaching Diversity
Back to 14th International Nursing Research Congress
Sigma Theta Tau International
10-12 July 2003