How different can you be and still survive? Homogeneity and difference in clinical nursing education. Paterson, B. L, Osborne, M., & Gregory, D. International journal of nursing education scholarship, 1(101214977):Article2, 2004. abstract bibtex The article focuses on a component of a three-year institutional ethnography regarding the construction of cultural diversity in clinical education. Students in two Canadian schools of nursing described being a nursing student as bounded by unwritten and largely invisible expectations of homogeneity in the context of a predominant discourse of equality and cultural sensitivity. At the same time, they witnessed many incidents, both personally and those directed toward other individuals of the same culture, of clinical teachers problematizing difference and centering on difference as less than the expected norm. This complex and often contradictory experience of difference and homogeneity contributed to their construction of cultural diversity as a problem. The authors provide examples of how the perception of being different affected some students' learning in the clinical setting and their interactions with clinical teachers. They will illustrate that this occurred in the context of macro influences that shaped how both teachers and students experienced and perceived cultural diversity. The article concludes with a challenge to nurse educators to deconstruct their beliefs and assumptions about inclusivity in nursing education.
@article{paterson_how_2004,
title = {How different can you be and still survive? {Homogeneity} and difference in clinical nursing education.},
volume = {1},
issn = {1548-923X},
abstract = {The article focuses on a component of a three-year institutional ethnography regarding the construction of cultural diversity in clinical education. Students in two Canadian schools of nursing described being a nursing student as bounded by unwritten and largely invisible expectations of homogeneity in the context of a predominant discourse of equality and cultural sensitivity. At the same time, they witnessed many incidents, both personally and those directed toward other individuals of the same culture, of clinical teachers problematizing difference and centering on difference as less than the expected norm. This complex and often contradictory experience of difference and homogeneity contributed to their construction of cultural diversity as a problem. The authors provide examples of how the perception of being different affected some students' learning in the clinical setting and their interactions with clinical teachers. They will illustrate that this occurred in the context of macro influences that shaped how both teachers and students experienced and perceived cultural diversity. The article concludes with a challenge to nurse educators to deconstruct their beliefs and assumptions about inclusivity in nursing education.},
number = {101214977},
journal = {International journal of nursing education scholarship},
author = {Paterson, Barbara L and Osborne, Margaret and Gregory, David},
year = {2004},
keywords = {*Cultural Diversity, *Education, Nursing, *Students, Nursing, Anthropology, Cultural, Canada, Social Conditions, humans},
pages = {Article2},
}
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