Instructional Responses to Ethnically Diverse Nursing Students

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Abstract
The purpose of this study was to identify the processes by which nurse educators teach ethnically diverse nursing students and to formulate a substantive theory that explains the processes of responding and the potential consequences of educators' actions for students. Data were obtained by in-depth interviews with two groups of informants: 26 nurse educators teaching in California nursing programs and 17 ethnic minority nurses representing three population groups: Asian-Americans, African-Americans, and Mexican-Americans. Strategies from Grounded Theory Methodology were used for data analysis and theory development. The findings describe the process of responding and the five patterns of variation in faculty responses to ethnically diverse nursing students. Issues faculty might examine when interacting with ethnically diverse students and the positive and negative consequences of different patterns of interactions are described.

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