DIVERSITY


 * Diversity & Learning Styles **

I now work in one of the most diverse workplaces that I have ever seen. Alone in our small department of 35 members, we have over 17 different ethnic heritages, 4 language fluencies, high school through post doctorate education graduates, all genders and sexual orientations, an age range from 20-70+ and this is reflected at all levels of the facility hierarchy, not just our department. Less visible diversity is also present in that there are a variety of learning style preferences and a degree of comfort with the computers that we use, the newly updated EHR and LMS. Local access to the LMS is restricted for providing content, so much of the staff generated education is done more informally using the resources provided to all facility staff. I have primarily visual or kinesthetic, learners and a few auditory learners. In fact, the lower preference for auditory learning style is notable in how it effects interpersonal communication. Add to that a plethora of accents and a noisy environment and it is no surprise to have communication issues.


 * Flexible Technology Options and Supports for Learning **

Pattern recognition is a huge skill that nurses need. Knowledge of normal and pathological presentations are what forms the basis for patient care. It is taking your sensory input and applying that information against a knowledge database in order to find a match (Laureate Education, 2009). Strategic thinking begins with gathering of knowledge for assessment, asking the correct questions and using examination skills to confirm & make decisions regarding the plan of care which is action. It determines what steps to take in what order and what outside assistance is needed (Laureate Education, 2009). Affective processes is the evaluation of the importance of action relative to the pattern. It is the consideration of the ‘things’ which are neither part of the pattern nor part of the strategy yet have value in some fashion or which impact or influence the other two processes(Laureate Education, 2009). Barriers to pattern recognition, can be limitations of the way information is presented that fails to provide sufficient variability for all kinds of learners (Kingsley, 2007). . An example is the use of digital media that is displayed on too small a screen for a group of learners to easily see. This happens frequently at my place of employment due to room configuration and equipment issues. A group conference call that uses a display of a TV monitor better suited to an individuals use.

 Strategic barriers can be limitations in the execution of a learning experience due to insufficient time as an example or in the intrusion of tangential topics, or in poor choice making. In my workplace the logistics of applying any plan is complicated by the need to reach three shifts of personnel asynchronously and within a tight timeframe. Planning failures and distractions from completion of learning are frequently cited as reasons the learning did not take place.

Affective processes I think have the trickiest of barriers for learning. The barriers can be highly individualized and personal. It can carry an aura of mystery (Rose & Meyer, 2002). At work an adult individual who can recognize that they knew they had a learning task and that it was to be completed within a certain time frame, and that it was the same assigned topics as last year – still does not get it done. When asked why – they shrug and mostly offer that they don’t know, yet I suspect that it is really they do not want to know or evaluate why something did not get done. Time and time again they chose the circle of concern over the circle of control.

 **Accommodations**

In my course, I have allowed latitude for the largest amount of student choice possible, while also conforming to sensible structural parameters. One of my underlying concerns is the learning curve when the students need to use unfamiliar software/technology. I did make suggestions for the use of software which has very good support for new learners. Another concern is the time allotted. As this is the first time for teaching the material, and in working with this particular group of learners in this way, time and scale are hard to judge with any accuracy. Places where delays can occur are particularly individual in nature. For each of us, our creative process is not always helped by tight timelines, nor is arranging time to confer with colleagues. Though not much can be done with regards to the former, the latter is best helped by attention to detail in forming groups and in providing structure where work is done as individuals, in small groups and as a whole but, taking advantage of asynchronous tools where possible.

The use of rubrics though time consuming to create, fraught with peril of choosing the correct language to express the performance expectations, and dependent on the choice of the correct set of criteria that defines the desired performance does provide more benefit in their use. The benefits include increased accuracy, fairness, reliability, and efficiency. The learners and teachers both have a common base for communication, specific foci to address and encourages evaluation of the work.

 In choosing the tasks that students would complete, I also specifically designed the material to also make them aware of the need for them to include diversity in their work. Diversity for them included the identification and choice of a specific sub-population group based on their research and of choosing an appropriate topic for health promotion. They also must design for a non- English language proficient audience.


 * Multiple Intelligences **

 Learners are given a lot of latitude in the choice of how to best complete the assignments. No one assignment is solely dependent on any one type of intelligence. All forms of intelligences can be utilized. There is ample room for the expression of creativity, individuality and movement from the individual perspective to the group and back. Reflection is incorporated and there is enough time for processing and percolation of ideas. It is to be hoped that a certain level of synergy can be developed, which will fuel the process. Though the assignments are stand alone, they also are interconnected and reflect a process of development.