In most of the nursing classes, there are students from different diversities, therefore, as an educator there is the need to embrace various teaching as well as learning styles. As an educator, I must appreciate the diversity in the class, therefore, should incorporate the individual differences in the learning plan (Halstead & Billings 2012). The students have different perspective and views on certain thing based on their race or ethnic. For example, a student from America could have a different perspective from a student from Africa or Asia that need to be addressed for common understanding. In such cases, the nurse must work towards ensuring coherence thinking amongst all students. The difference in perspective should not be a hindrance rather participates in learning processes as well as decision making. Therefore, as an educator, I will be careful to respond to diversity in the class and work at large.
On the other hand, the as an educator I will engage students in learning class participation thus involving all students. We understand students have different capabilities and potential. The best way is to attend each student at an individual level to understand their weak areas and help them towards improving. Thus, an educator will understand the student's better. Also, by engaging students, it helps them interact and work together. The student should work holistically for better results and performance at their workplaces. They should embrace teamwork in both classwork and field practicum. Learning might be boring when the educator owns the class alone, but when working together and engaging the entire student's, it facilitates better understanding. As an educator, should ensure the class embraces teamwork and group work as well (Oerman, Gaberson & Shellenbarger, 2015). Thus, the student's from different races, genders, and ages get a chance to exchange ideas and views thus learning new ideas from each other. Besides, the students will appreciate the diversity in class and even in the job place while dealing with patients with diversity.
References
Billings, D. & Halstead, J. (2012). Teaching in nursing: A guide for faculty (4th Edition). St Louis, Missouri: Elsevier Saunders.
Kathleen B. Gaberson, Marilyn H. Oerman & Teresa Shellenbarger. (2015). Clinical Teaching Strategies in Nursing 4th Edition. New York: Springer Publishing Company.
