Diversity in Nursing Education
Student’s Name
Institutional Affiliation
Diversity in Nursing Education
The case study taught me that multiplicity could hinder effective nursing education. I feel that the diverse classroom has led to a lack of quality and consistency in the existing training of volunteers in the healthcare volunteer program. The disparity has influenced the learning ability and needs when teaching the hospital volunteers and when socializing them into the role of volunteers.
Based on the case study, I have learned that nursing educator can utilize their knowledge more efficiently according to different learning situations. Teaching diverse students is related to three learning theories I learned in class (Aliakbari, Parvin, Heidari, & Haghani, 2015). The first one is behaviorism, whereby through the Thorndike learning method, the role of the nursing educator entails transferring information, providing reinforcement, manipulating the environment, and providing stimuli.
The second one is the cognitive theory, whereby utilizing the cognitive-social learning approach would be imperative in the case of a diverse classroom. I have learned that the method is centered on observational learning, which can be applied by creating emotional and robust responses, drawing learners’ attention, and teaching new skills and behaviors.
Lastly, I have learned that the constructivist learning theory is useful in nursing education. It places learners with different viewpoints against a subject and surveys them (Aliakbari et al., 2015). In this respect, I feel that based on the humanist perspective, the nursing educator would give diverse students the freedom and responsibility to learn as they wish and are willing to learn.
The case study is related to my nursing practice in various ways. For instance, as a nursing educator, I have learned that multiplicity in the classroom presents problems in identifying barriers between teachers and students and in identifying issues that complicate teaching. In my nursing practice, I might have applied the Theory of Meaningful Learning, which is centered on constructivism (Sousa et al., 2015). However, I feel that it can also be incorporated into the cognitive perspective since it is perceived as a process of assigning meanings, reflection, and understanding of the subjects in collaboration with their social environment while creating a culture and being instituted by it.
References
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of Education and Health Promotion, 4(1), 2.
Sousa, A. T. O. de, Formiga, N. S., Oliveira, S. H. dos S., Costa, M. M. L., & Soares, M. J. G. O. (2015). Using the theory of meaningful learning in nursing education. Revista Brasileira de Enfermagem, 68(4), 626–635.
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