A Model for Multicultural Curriculum Development in Baccalaureate Nursing Education

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Abstract
Valuing multiculturalism is essential to the education of professional nurses in order to incorporate knowledge of and respect for cultural values into nursing care. This article briefly examines the definitions of multicultural concepts in nursing curricula. An innovative model for curricular analysis based on a broad operational definition of multiculturalism is described and applied to a baccalaureate upper-division nursing curriculum. Faculty and student interview data are discussed. Results of the examination of course syllabi, materials, textbooks, instructional videos, and clinical experiences are enumerated. Findings include strengths as well as areas of omission, bias, and insensitivity. Implications for faculty development, recommendations for administrative action, and specific curricular changes are outlined. Heightened sensitivity to the value of multiculturalism and the need for lifelong learning on this topic are emphasized.

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