The challenges of inclusivity in baccalaureate nursing programs

Catherine Y. Read, Judith A. Vessey, Angela Frederick Amar, Donna M. Cullinan

Research output: Contribution to journalArticlepeer-review


Nurse educators must meet the challenge of preparing a new generation of nurse leaders who can address the health care needs of an increasingly multicultural society. Institutional culture change that promotes inclusivity develops in response to an intentional embracement of diversity and is key to the success of any program initiatives. Providing resources for students can backfire if they experience the negative consequences of labeling, if incentives are distributed without thoughtful consideration of the related expectations, and if the advising system focuses on prescriptive, rather than developmental, principles. A deficit-thinking perspective that brands a student as at risk can undermine the goal of providing support. Faculty must engage in open discussions about labels, underlying assumptions about student aptitudes, and strategies for ensuring student success. Most importantly, faculty must actively solicit and seriously consider the students' accounts of their experiences and perspectives on changes that would make the climate more welcoming.

Original languageEnglish (US)
Pages (from-to)185-190
Number of pages6
JournalJournal of Nursing Education
Issue number4
StatePublished - Apr 2013

ASJC Scopus subject areas

  • General Nursing
  • Education


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