Promoting cultural awareness and knowledge among faculty and doctoral students.
This article describes the activities conducted by the Race and Gender Committee of one school of nursing in North Carolina to promote cultural awareness and knowledge among faculty and doctoral students. Wells's Institutional Cultural Development Model provided a theoretical framework for a systematic approach to the development of activities designed to identify cultural issues as they relate to teaching and research. Strategies used included a variety of seminars and workshops and the participation of consultants and experts. The workshops and other programs led to improved interdepartmental dialogue among faculty and doctoral students, facilitated faculty and students' understanding of cultural diversity, provided the groundwork for promotion of attitudinal and behavioral changes, and increased cultural awareness and knowledge. Recommendations are included for developing similar programs.
Leiper
Jacoba
J
University of North Carolina, Greensboro, NC, USA. jsleiper@uncg.edu
Van Horn
Elizabeth R
ER
Hu
Jie
J
Upadhyaya
Ramesh C
RC
D001291:Attitude of Health Personnel; D001364:Awareness; D003144:Communication Barriers; D054521:Cultural Competency; D018864:Cultural Diversity; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D019359:Knowledge; D017145:Models, Educational; D020380:Needs Assessment; D009657:North Carolina; D024802:Nurse's Role / Q000523:psychology; D015402:Nursing Education Research; D011367:Professional Staff Committees / Q000458:organization & administration; D016730:Program Development; D015397:Program Evaluation; D016746:Transcultural Nursing / Q000193:education* / Q000458:organization & administration