At What Level Values Are Promoted in Nursing Education - Assignment Example

At what level values are promoted in nursing education? At what level values are promoted in nursing education? Introduction Nursing education is based on certain values. The promotion of these values is required in order for the quality of nursing education to be high. At this point the following question appears: how nursing education values can be protected? Moreover, the potentials of nursing educators to protect nursing education values are often doubted. In this paper, two particular values of nursing education are explored: equality and diversity. Two articles are reviewed so that all aspects of the issue under examination to be identified. It is proved that both equality and diversity are highly promoted in nursing education. Still, the relevant efforts are not always successful, a fact that has been made clear especially in regard to equality, as related to nursing education. Summary As noted above, two studies have been reviewed for exploring the level at which nursing education is able to promote the values of equality and diversity. The first of these studies, the one of Bartfay et al. (2010), shows ‘the societal perceptions and attitudes towards men in nursing’ (Bartfay et al. 2010, p.1). The specific study is based on a research developed in a university based in Ontario, Canada (Bartfay et al. 2010, p.1). The views of this university’s nursing and non-nursing students have been used for identifying the level at which men are welcome in nursing. The findings of the research on which the specific study is based lead to the assumption that men are not welcomed in nursing, a phenomenon that is intensive even at the level of nursing education. The second study, the one of Bednarz, Schim & Doorenbos (2010) focuses on another value of nursing education: diversity. Particular emphasis is given on cultural diversity and how it can impact the quality of nursing education. The specific study refers to three different aspects of cultural diversity, as related to nursing education: ‘perils, pitfalls and pearls’ (Bednarz, Schim & Doorenbos 2010, p.1). The term perils reflects ‘the issues that complicate teaching’ (Bednarz, Schim & Doorenbos 2010, p.1); the term pitfalls is used for showing the barriers that can cause delays in nursing education schemes (Bednarz, Schim & Doorenbos 2010, p.1). Finally, the term pearls reflects ‘the strategies that need to be introduced for enhancing diversity in nursing education’ (Bednarz, Schim & Doorenbos 2010, p.1). The above study proposes a plan for promoting ‘Personal Cultural Competence among educators’ (Bednarz, Schim & Doorenbos 2010, p.7). The phases of this plan are analytically presented so that they can be used, when required, so that diversity in nursing education is effectively protected. Critical Analysis The study of Bartfay et al. (2010) sets a critical issue: men cannot be involved in all professions, not because they do not have the skills but because the societal perceptions in regard to the participation of men in certain activities set specific standards. More specifically, the research developed by Bartfay et al. (2010) revealed that ‘nursing is a profession more appropriate for females mostly because of their behavioral characteristics, meaning especially the compassion and caring’ (Bartfay et al. 2010, p.5). The findings of the research used in the study of Bartfay et al. (2010) are quite credible having been based on the research of 149 students, nursing and non-nursing. In this context, the study of Bartfay et al. (2010) helps to understand whether values can exist in nursing education and which these values would be. According to the study of Bartfay et al. (2010) not all values are well developed in nursing. The second study, the one of Bednarz, Schim & Doorenbos (2010) leads to a different assumption: values in nursing can be promoted under the terms that appropriate measures are taken in advance. The specific study focuses on cultural diversity and its potential role in nursing education. The literature published in this field has been reviewed in order to identify all aspects of cultural diversity, as related to nursing education. The research developed by Bednarz, Schim & Doorenbos (2010) has revealed that: when referring to nursing education, the respect of diversity in class cannot be guaranteed (p.2). Also, it has been proved that diversity, as a concept in nursing education has a series of aspects, being related, simultaneously, with nursing education, with human and with culture (Bednarz, Schim & Doorenbos 2010, p.3). For this reason, the plan suggested for the control of diversity in nursing education should be characterized as quite valuable: the plan for promoting ‘Personal cultural competence among educators’ (Bednarz, Schim & Doorenbos 2010, p.7) that can significantly help for securing diversity in nursing education. Reflection The study of Bartfay et al. (2010) has helped me to realize the following fact: the values of education could be used in many disciplines, such as nursing education, so that the quality of the educational policies involved is secured. This phenomenon has been made clear in the case of equality and its relationship to nursing in general. On the other hand, the second study, the one of Bednarz, Schim & Doorenbos (2010) has helped me to realize that values can highly affect nursing education, a fact that is not highlighted in the study of Bartfay et al. (2010). More specifically, the study of Bednarz, Schim & Doorenbos (2010) helps to understand the potentials of values for increasing the performance of nursing education schemes. Conclusion The level at which equality is promoted in nursing is not standardized. In the University of Ontario which has been involved in the research developed by Bartfay et al. (2010) the societal perceptions in regard to the involvement of the men in nursing seem to be clear: men should not be involved in nursing since the demands of this role in terms of caring and compassion are high; these two characteristics are part of women’s behavior, as highlighted in the above study. However, values in nursing education are not depended on gender. In fact, the study of Bednarz, Schim & Doorenbos (2010) shows that cultural diversity can be promoted in nursing education without focusing on the gender of students. In other words, values can affect the quality of nursing education schemes; still, the level at which values can impact the above schemes is not standardized, as explained above. References Bartfay, W., Bartfay, E., Clow, K. & Wu, T. (2010) Attitudes and Perceptions towards Men in Nursing Education. The Internet Journal of Allied Health Sciences and Practice, 8(2), 1-7. Retrieved from http://ijahsp.nova.edu/articles/Vol8Num2/pdf/Bartfay.pdf Bednarz, H., Schim, S. & Doorenbos, A. (2010). Cultural Diversity in Nursing Education: Perils, Pitfalls, and Pearls, Journal of Nursing Education, 49(5), 253-260. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2921036/pdf/nihms-225573.pdf Read More