Running Head: FACILITATING LEARNING
Facilitating Learning for a Diverse Learning Community
Beth Kalkman, Caryn Steenland, and Kathy Vesnic
Ferris State University
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Abstract
The National League for Nursing’s (NLN) first core competency listed for nurse educators is to
facilitate learning (NLN, 2005). A challenge related to meeting this competency is the diversity
of today’s nurse learners. The cultural, multigenerational, and gender diversity of learners
requires recognition and intervention from the nurse educator in order to allow for effective
teaching strategies to be implemented that meet diverse learning needs. The use of simulation
allows for a learning environment that adapts to the needs of many learners (Fountain & Alfred,
2009). This paper will highlight the diverse learning needs of today’s learners, recommend
teaching strategies, and promote the use of simulation to allow nurse educators to facilitate
learning while addressing diverse learner needs.
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Facilitating Learning for a Diverse Learning Community
Nurse educators can expect the learning environment to grow increasingly diverse as we
move forward into the future of nursing education (Louie, 2009; Hayden, 2009; Paterson, 2010).
According to the National League for Nursing (NLN) (2005), competency number one for
academic nurse educators is to: facilitate learning. While nursing is encouraging a diversified
workforce, nurse educators are facing the intra-professional challenge of facilitating learning
within a learning environment that is inhabited by diverse learners composed of multiple
generations, various cultures, and representatives of both genders. Nurse educators face the
challenge of creating educational curriculums and learning opportunities that are centered on the
needs of these diverse learners (Louie, 2009; NLN, 2005; Avillion, 2008). In order to combat
this challenge, nurse educators must first assess the diversity present within the learning
environment (Louie, 2009; NLN, 2005; Avillion, 2008). To further address this challenge,
educators need to assess the learning needs, learning styles and learning preferences of learners,
while developing teaching plans that reflect the assessment findings (Louie, 2009; NLN, 2005;
Avillion, 2008). Assessment allows the nurse educator to gain the knowledge needed to develop
educational plans that effectively facilitate learning among a group of diverse learners (Louie,
2009). In order for learning to be effective, it is essential for educators to specifically address
learner characteristics. This discussion will focus on various teaching challenges and teaching
recommendations for facilitating learning within a diverse learner group. This discussion will
also present a proposed teaching solution for use with learners of different cultures, generations,
and genders.
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Challenges and Interventions for Addressing Diverse Learners
Multicultural Learners
Learners’ cultures can directly influence the following: learning needs, learning styles,
how information is received, processed and/or applied into practice (Louie, 2009). Thus, in
order to facilitate learning among a multicultural learning environment, educators are encouraged
to hold and practice cultural awareness within the learning environment (NLN, 2005; Hayden,
2009). In order to accomplish this, educators should begin by first and foremost examining their
own cultural beliefs (Bednarz et al., 2010). This process of self-reflection will enlighten the
educator to any stereotypical beliefs or biases that may need to be personally addressed in order
to effectively facilitate learning among a multicultural group of learners (Bednarz et al., 2010;
Louie, 2009). In this process of self-discovery, educators can increase their personal cultural
awareness and expand on areas of cultural sensitivity (Bednarz et al., 2010). To further develop
in this area, educators are also encouraged to engage in cultural anthropology and sociology
seminars in order to gain a greater understanding of the cultural beliefs and needs of learners,
which may impact the facilitation of learning among a multicultural group of learners (Bednarz
et al., 2010).
After examining their own beliefs, educators should assess the cultural beliefs, learning
requirements and differing learning styles present among learners in order to further facilitate
learning among a multicultural group (Bednarz et al., 2010). Educators are encouraged to offer
learners "getting to know you" questionnaires early on in the learning process (Bednarz et al.,
2010). These “getting to know you” questionnaires provide educators the opportunity to learn
and understand more about the learners’ cultures, beliefs, learning requirements and learning
styles (Bednarz et al., 2010). By allowing learners to share information regarding cultural beliefs,
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practices, learning requirements and styles, educators can effectively develop learning plans that
incorporate their learning needs (Bednarz et al., 2010). The implementation of these strategies
can help address the challenge of facilitating learning among a multicultural group of learners,
while at the same time creating learning that is rooted in the multiculturalism of learners present
in today’s learning environments (Bednarz et al., 2010).
Multigenerational Learners
When facilitating learning among a diverse learner group, educators must also consider
the multiple generations of learners present within the learning environment (Gibson, 2009;
Hayden; 2009; Louie, 2009; Paterson, 2010). Consequently, in order to facilitate effective
learning, educators must prepare for differing learner preferences, differing learning needs and
differing learning styles among multigenerational learners (Avillion, 2008; Gibson, 2009;
Paterson, 2010; ). However, before educators can understand the learning styles, needs and
preferences of multigenerational learners, they must first perform a self-assessment to understand
their own individual generational characteristics (Paterson, 2010). This self-assessment can help
educators understand how their own specific generational characteristics influence their teaching
styles and comfort levels with differing teaching modalities in the learning environment
(Paterson, 2010). In this self-assessment process, nurse educators also have the opportunity to
learn about and develop a greater understanding of the multigenerational characteristics that are
present among today’s diverse learner groups (Paterson, 2010). Within the process of selfassessment, educators can also develop a generationally sensitive teaching approach to address
the needs and learning styles of multigenerational learners present within learning environments
(Paterson, 2010). In saying this, educators should also focus on specifically understanding more
about the following four generations found in today’s learning environments: Traditionalists or
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Veterans, Baby Boomers, Generation Xers, and Generation Yers or Millennials (Avillion, 2008;
Gibson, 2009; Paterson, 2010). By understanding the history and generational characteristics
associated with each of these groups, educators can better plan and facilitate learning of
multigenerational learners (Gibson, 2009; Paterson, 2010).
The Traditionalists or Veterans were born between 1926 and 1945 (Avillion, 2008). This
group may have experienced the Great Depression or World War II and as a result, they highly
value the ability to be able to receive a formal education, as they may not have be able to do so
earlier in life (Avillion, 2008). Traditionalists or Veterans prefer formal learning environments,
where the educator is viewed as a formal authority figure, often seen as a direct leader of
teaching and learning (Avillion, 2008). Due to their life experiences, this generational group
highly regards authority figures and favors adherence to rules and requirements as a form of
keeping order (Avillion, 2008). Within an understanding of the above information, nurse
educators should strive to use learning strategies which help foster a formal learning
environment for this group of learners (Avillion, 2008). This generation of learners should be
formally addressed by title and not by first name or nickname (Avillion, 2008; Gibson, 2009).
This group favors teaching that incorporates a historical perspective or ties present practices to
historical theory or events of the past (Gibson, 2009). This generation of learners also values
education and teaching that will improve career outcomes (Avillion, 2008; Gibson, 2010). In
order to facilitate learning among this generation of learners, educators should encourage these
learners to engage in feedback and offer frequent input, as they often will not question the
authority of an educator without encouragement (Avillion, 2008). Any and all educational
materials used with this generational group should be formal, free of slang or acronyms, clear,
detailed and organized for the academic benefit of this generational group (Avillon, 2008).
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The Baby Boomers were born between 1946 and 1964 (Avillion, 2008). This
generational group of learners has a high commitment to work, while also displaying a high
desire for achieving financial success (Avillion, 2008; Paterson, 2010). As a result, this
generational group views their education as a way to stabilize and secure their future success
(Avillion, 2008). Baby Boomers further possess great dedication to work and education and as a
result, they value individual recognition for any form of success or job well done (Avillion,
2008; Paterson, 2010). This group also values teamwork and peer relations (Avillion, 2008;
Gibson, 2009). Because this group values teamwork, group exercises and group assignments are
a prime teaching modality that should be used with these learners (Avillion, 2008; Gibson,
2009). In order to further facilitate learning among this generational group, educators should
focus on giving this group recognition and feedback often during the teaching and learning
process (Avillion, 2008; Gibson, 2009). Furthermore, this group’s preferences require that
educators frequently demonstrate how the knowledge gained in the learning environment
correlates into future career success (Avillion, 2008; Gibson, 2008; Paterson, 2010).
The learners of the Generation X group were born between 1965 and 1980 (Avillion,
2008). This generation is believed to have been raised with busy working parents and as a result,
they were often enrolled in latchkey or after school programs; thus they have also become known
as the latchkey generation (Avillion, 2008; Paterson, 2010). In saying this, the learners of
Generation X became independent early in life, learning to do things for themselves (Patterson,
2010). In saying this, Generation Xers prefer independent learning and enjoy distance learning
(Avillion, 2008). They do not value authoritarian direction, but instead prefer individualized selfdirected learning (Avillion, 2008). Generation Xers also value hands-on learning, learning that
involves role-playing and learning that involves sensory stimulations (Avillion, 2008). These
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learners value immediate feedback for completed work (Avillion, 2008; Paterson, 2010). In order
to facilitate learning among this group, educators should not pressure Generation Xers into
learning based on the educator‘s methods or preferences, but instead educators should focus on
providing Generation Xers the freedom to lead and direct their own learning (Avillion, 2008).
Educators should consider using a variety of visual, hands-on and interactive teaching modalities
in the learning environment in order to facilitate learning among this group (Avillion, 2008).
Generation Y or the Millennials were those learners born between 1981 and 2002
(Avillion, 2008). These learners grew up in the era of technological advancements (Avillion,
2008; Gibson, 2008; Paterson, 2010). These learners use technology frequently and in all
functions of daily living (Avillion, 2008; Gibson, 2008; Paterson, 2010). They are comfortable
with using technology and prefer learning in an environment that promotes the use of the latest
forms on technology (Avillion, 2008). Millennials are highly motivated learners, who value skill
and knowledge acquisition as means of securing a stable and high paying career (Avillion, 2008).
Millennials value educator feedback and guidance to improve and ensure a strong knowledge
base and acquisition of skills for their future careers (Avillion, 2008). This group also values
learning in groups and interacting within teams, collaborating and building team relations
(Avillion, 2008; Gibson, 2009). To facilitate learning among this group of learners, educators
should focus on teaching modalities that promote team collaboration and aid skill acquisition and
career development (Avillion, 2008; Gibson, 2009). Educators should do this while also using
technology as a basis for teaching this learner group (Avillion, 2008; Gibson, 2009).
Gender Diversity Among Learners
In addition to addressing the multicultural and multigenerational characteristics of
learners, it is equally important to note the characteristics of male learners in a predominantly
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female learning environment and profession. The nursing shortage has been an important topic of
discussion in the highest healthcare circles. In saying this, many efforts are being made to not
only increase the number of nurses available but also improve nursing’s representation of our
diverse population. With this desired outcome in mind, nurse educators are encouraged to further
facilitate learning among diverse learners by creating a welcoming environment for male
learners.
To facilitate learning for male learners, it is important to first create an environment that
is accepting and embracing of their gender (Bell-Scriber, 2008). To this end, it is necessary to
dispel stereotypes that are associated with nursing. Traditionally, nursing has been seen as a
female profession and historically, females have taken a leading role in the field (American
Nurses Association (ANA), 2010). However, nursing is a profession that at its most fundamental
tenet is about caring and caring is not a uniquely female trait (Grady, Stewardson, & Hall, 2008).
Males are not less caring than females and male nurse learners identify a desire to provide care
as motivation for entering nursing (Lerardi, Fitzgerald, & Holland, 2010). However, males who
choose a nursing career may face ridicule for choosing a profession of caring and may have their
masculinity or sexual identity questioned (Ellis, Meeker, & Hyde, 2006). This unwarranted
stereo-typing may increase the stress level for male learners and discourage initial entry into a
program or hinder the ability to learn (Smith, 2006). In facilitating learning among diverse
learners, it is imperative for nurse educators and schools of nursing to help prevent such issues.
To counter these stereo-types it is suggested that schools of nursing promote the broad
range of career opportunities available with a nursing degree: administration, technology,
research, teaching, career advancement, and higher wages are all possible outcomes (Williams,
2011). Marketing materials should highlight these opportunities as well as feature men who are
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currently making nursing their career (Sullivan Alliance, 2007). These opportunities are not
meant to downplay the importance of compassion or caring, but to provide a broader view of the
nursing profession (Williams, 2011).
In addition, male learners have verbalized a desire for more male educators in the nursing
field (Ellis et al., 2006). While a valid request, due to the traditional perceptions of nursing, few
male educators currently exist. In lieu of this, identifying male upper classmen who are willing to
serve as mentors is suggested (Smith, 2006). Also, creating support networks for male nurse
learners is noted to be a successful measure (Williams, 2011). Nursing schools that actively seek
to create mentorships or support networks for male learners exhibit a desire to facilitate learning
for this population.
Facilitating learning for male learners also requires existing nurse educators to examine
their own beliefs related to the “ideal” nurse learner. Educators must ask themselves the
following questions: do we hold a bias towards one gender; does our behavior, language, or
communication reflect a preference; do we absently refer to the nurse as “she;” and in the clinical
setting, do we advocate for the male nurse learner or do we feel it is inappropriate for them to
provide care for a female patient (Bell-Scriber, 2008)? Male nurse learners are aware of these
variances in instructor behavior and have identified them as barriers to their learning (Smith,
2006). In order to facilitate learning of male learners, it is good practice for the nurse educator to
use gender neutral language and to be inclusive in all learning experiences (Ellis et al., 2006).
To benefit male learners, clinical nurse educators should seek out male staff nurses to be role
models whenever possible (Smith, 2006).
Knowing that most nurse educators, at this time, are female it is important for educators
to be cognizant of the differences in communication styles practiced by male and female
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genders. Males tend to be more direct and to the point whereas females take longer in
communicating the information they are trying to convey (Ellis et al., 2006). Male
communication styles can be misinterpreted as a lack of interest in the subject matter (Ellis et al.,
2006). This may erroneously reflect on males’ aptitude for caring. But, caring is performed
differently by individuals based on personality, not gender (Grady et al., 2008). Teaching
therapeutic caring is necessary for all learners entering the nursing field. This may be truer for
male learners who, due to gender bias, may be victims to claims of inappropriate touch (Grady et
al., 2008). Having clearly defined definitions of appropriate touch may help to protect male
learners (Williams, 2011).
In addition, many males are coming into the nursing profession as non-traditional
learners; meaning, they may hold previous degrees and may or may not have professional
experience in another career. These male learners identify more stressors than their traditional
counterparts including: increased financial concerns, balancing school and work, lack of family
support, and a need to prove themselves in a female dominated profession (Smith, 2006). While
these learners verbalized life experiences provided them with the maturity to “cope” in difficult
situations, they acknowledged less self-confidence in attaining the nursing role than younger
males (Smith, 2006). It is important for nurse educators to show enthusiasm for the presence of
these learners in nursing and deliver positive feedback routinely (Ellis et al., 2006). Providing
flexible opportunities for faculty-student or student-student support groups will also create a
sense of inclusion and community for male learners (Smith, 2006). Nurse educators will need to
consider the needs identified above for male learners when preparing to facilitate learning.
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Facilitating Learning of Diverse Learners Through the Use of Simulation
In identifying the challenges that nurse educators face when facilitating learning among a
diverse group of learners, strategies to best facilitate the learning needs of the individual groups
have been identified. The true challenge is for the nurse educator to try to incorporate these
strategies into the teaching plan simultaneously in order to address the learning needs of a
diverse group of learners (Notarianni et al, 2009). Learners of different cultures, generations and
genders may make up the population in the classroom or clinical group. This is where the
challenge to facilitate the needs of learners arises.
The NLN (2005) includes a core competency task statement for facilitation of learning
that recommends the skillful use of technology in the teaching-learning environment. Advances
in technology have increased the number of tools which can be used in the educational
environment to facilitate learning. The use of simulation in the learning environment provides
the opportunity to use the latest technology, in facilitating learning of a diverse learner group.
Human patient simulation uses life-like mannequins to allow for interaction between
nurse learners and simulated “patients” (Notarianni et al, 2009). Simulation in nursing education
allows learners to have realistic patient care experiences in a safe and controlled environment.
Learners have the opportunity to practice clinical skills including dressing changes, placement of
drains and intra-venous catheters, and assessment of vital signs and other physiologic patient
responses. For learners, an advantage of simulation is that they don’t need to fear harming a live
patient, and the pressure of performing a skill for the first time is lessened (Pilcher& Bedford,
2011). For the nurse educator, benefits include being able to program the mannequin to respond
in a specific way, allowing for desired learning opportunities (Pilcher& Bedford, 2011).
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Simulation is being introduced into curriculums within many nursing schools, and the
challenge rests in making simulation a successful educational tool that meets the learning needs
of diverse learner groups (Brewer, 2011). A study by Pilcher and Bedford (2011) demonstrated
that nurses across generations and genders, are willing to learn through technological teaching
activities. Specifically, simulation with mannequins was given a positive response by study
participants, even by those who had not experienced this teaching method. Simulation also has
the ability to meet the needs of learners with differing learning styles (Fountain & Alfred, 2009).
Learners who prefer social learning and those who prefer solitary learning both report
satisfaction with simulation learning activities in a study by Fountain and Alfred (2009). Social
learners benefit from the simulation learning environment through evaluating, observing, and
interacting with other learners. The solitary learners benefit by observation of others actions,
then using reflection to process the learning activities.
When incorporating simulation into the learning environment, there are some techniques
that nurse educators can use to ensure the activity is successful (Brewer, 2011). Preparation for
the simulation activity is recommended, with introductory reading and written work assigned to
the learner that will enhance their readiness, and ability to learn from the lesson. Nurse educators
also need to prepare the simulation environment, making it as realistic as possible, and have
scenarios in place that will complement what has been learned in the classroom. Clear evaluation
criteria and learner expectations should also be in place, prior to the simulation activity. During
the simulation activity, working in teams and assigning roles to learners allows for teamwork,
delegation, and development of communication skills. Post simulation, the nurse educator should
provide evaluation and feedback to the learners. Debriefing with learners after simulation allows
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for reflection upon what was learned and can help develop critical thinking, and allow learners to
see how the experience would apply to a real life scenario.
The techniques described allow for learners of diverse backgrounds to come together in a
learning environment that allows for their unique learning needs to be supported, while at the
same time, providing an effective and satisfactory learning activity (Fountain & Alfred, 2009).
The Traditionalist Generation will respond to a structured simulation environment, and nurse
educators will need to remember to encourage their feedback and input. Baby Boomers will
value the teamwork aspect of simulation, and appreciate learning how the skills they learn will
translate into real life practice. The hands on learning aspect of simulation, as well as the
debriefing to provide feedback, will meet the needs of Generation X learners. Finally, Generation
Y learners will value the collaborative learning and technology that is part of the simulation
environment. Nurse educators should also keep in mind cultural and gender diversity in the
learning group, and be sensitive to these needs as well. Considering this information, it is evident
that the use of simulation proves to be an effective teaching strategy for use in facilitating
learning among diverse learners.
Conclusion
This discussion has focused on the importance of nurse educators addressing the intraprofessional challenge of facilitating learning within a learning environment that is inhabited by
diverse learners composed of multiple generations, various cultures, and representatives of both
genders. This discussion also focused on different strategies and considerations that educators
are encouraged to take into account when teaching a diverse group of learners. In closing, the
essential point for educators to note is that learning objectives, teaching plans, teaching
modalities, and learning outcomes should be centered around the needs and learning styles
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present in the learning environment (Louie, 2009; NLN, 2005; Avillion, 2008). As a result,
educators are encouraged to individualize teaching strategies, as much as possible, in order to
meet the needs present within the learning environment (Louie, 2009, NLN, 2005, Avillion,
2008). By taking into account the multicultural, multigenerational, and gender specific
characteristics of learners and the associated strategies discussed, educators can effectively
address the challenge of facilitating learning among a diverse group of learners.
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