I Just Want to Be a Nurse

Abstract: An academic advisor at a large, public research institution encounters a nursing major who is resistant to a course on multicultural competence in nursing.

Keywords/Phrases: Academic Advising, Multicultural Competence

Primary Characters

Sam (he, him, his) – Academic Advisor in the College of Health and Human Performance

Margaret (she, her, hers) – Undergraduate Nursing Major

 

Context and Case

Sam (he/him) is an academic advisor in the College of Health and Human Performance at Healthy State University (HSU), a large public research institution in the Midwest.  In his college, students are initially assigned to a professional academic advisor for their first two years and then shift to a faculty advisor for their junior and senior years. Sam advises approximately 200 students, most of whom are in the nursing program. As an undergraduate student, he started out as a nursing major but then changed his program of study to public health, serving as a peer mentor for the Healthy Living Learning Community for his junior and senior years. It was during that time that Sam discovered student services as a career path, and he pursued a master’s in higher education, held an assistantship in academic advising, and decided that advising was the career for him. When Healthy State advertised for an academic advisor in the College of Health and Human Performance, it seemed meant for Sam, and he has found great professional satisfaction in his work.

During summer orientation, the director of student services for the college speaks to the incoming HHP students and explains the general education requirements. After that session, students divide up by intended major, and faculty and academic advisors meet with the students as a group to talk about major-specific requirements. Following this meeting, students select their courses with the assistance of the academic advisors and the student orientation leaders for the college. Students’ first-semester courses are generally similar as the curriculum is fairly prescribed.

In the fall semester, Sam reaches out to his advisees to schedule meetings for course registration. Given the number of advisees he has, Sam generally can spend no more than 15-20 minutes with each student, so he provides planning materials for them and asks them to come to the meeting with their preferred courses and schedule in writing. This approach has worked well, and students typically are prepared for this meeting.

One of Sam’s students, Margaret (she/her), arrives at his office for their meeting. Margaret is a nursing major and told Sam that her mom is also a nurse in her hometown, a small community about two hours from Healthy State. Her mom graduated from HSU’s nursing program, and Margaret is proud to continue that legacy.

As Sam reviews Margaret’s plan, he sees that she hasn’t included the required Health Care in a Multicultural Society course on her list. Sam mentions that this is a required course, and Margaret says, “Oh, I didn’t notice that that was required. What’s that course about?” Sam explains to Margaret that the course provides an overview of the cultural competency needed for providing patient care. He says, “For example, the course provides an overview of religious and spiritual beliefs. The class helps you understand religious traditions that may affect the way that you provide care for individuals who have specific needs based on their faith or spiritual beliefs.”

Sam notices that Margaret wrinkles her brow. She says, “I’m not sure why I would need to know that. Don’t nurses just treat everyone based on their medical situation?” Sam responds, “Health care professionals do treat everyone based on their medical situation, but there is more to a patient than just their medical situation. A male Muslim patient, for example, may need to have a male health care professional.”

Margaret says, “I plan to go back to my hometown when I graduate, so I’m not really going to need that. Can I just take a different course? I saw one on Care of the Child and Family that I don’t think is required, but it’s something I’m really interested in.” Sam explains that Health Care in a Multicultural Society really is an important component of her nursing training, but Margaret continues to be resistant. In an exasperated tone, Margaret finally says, “Well, to be honest, I wouldn’t be comfortable working with a Muslim patient. And I don’t really want to have to learn about other religions. I’m not a religious studies major! I just want to be a nurse.” Sam notices that his next student is waiting, so he has to wrap up the conversation with Margaret.

Discussion Questions

  1. How might Sam address Margaret’s scheduling of courses in the moment, particularly if he won’t be able to meet with her again before she needs to submit her schedule?
  2. What might Sam do later to further Margaret’s understanding of the importance of the course?
  3. What might Margaret’s reaction to the course suggest to Sam about other students’ understanding of the course, and what can he/his colleague do to address this?

Author Bio

Mimi Benjamin, Ph.D., is a professor in the Student Affairs in Higher Education department at Indiana University of Pennsylvania. Her research interests include learning communities, student learning experiences in co-curricular activities, and faculty/staff development. She spent the Spring 2022 semester on sabbatical, embedded in the Office of Student Life at Elon University.