course material

1. Topic 1 Staff Education
Topic 1 Staff EducationTopic 1 Staff EducationParticipate in the discussion by asking a
question, providing a statement of clarification, providing viewpoints with a rationale,
challenging aspects of the discussion, or indicating relationships between two or more lines
of reasoning in the discussion. Always use constructive language, even in criticism, to work
toward the goal of positiveprogress.Topic 1Staff Educationa. Create a lesson about cultural
diversity in the workforce.b. Explain how you would motivate your audience.c. Discuss
potential barriers to learning.Reply to my peersPeer 1Cultural diversity in the workforce
involves multilingual colleagues, gender, religion, age, ethnicity, etc. but the lesson plan that
I would like to write about is involving colleagues that are multilingual. In today’s society
and in our country; speaking more than one language is a great privilege, benefit, and
provides many opportunities. It is estimated that over 50 million people speak Spanish
either as their primary language or secondary here in the United States of America. As a
changing demographic and workforce; it’s of importance to be culturally aware and
culturally competent as nurses in our skills, abilities, and experiences. To start our lesson,
I’d like to gather employees together and encourage to speak about is common and unique
in their culture and welcome different ideas and viewpoints. Next, id like everyone to share
a story of either of a time of how they felt respected (of their culture) or the opposite; a time
they can share with us of a misjudgment, disrespectful, or treated inferiorly. After these
questions and stories are shared; I would like to encourage them to use this a learning
experience of each other and how to be mindful and apply this out in the real world.
Whether one needs to dissect and identify and prejudice or concerns them have about
themselves or how we can all improve and be better individuals by being more aware and
cognizant of our surrounding, diversity, and be culturally competent nurses. Common
potentials of barriers to learning are getting out of your comfort zone and possibly a
negative past experience (that can be hard to overcome). ‘Feedback must be specific, not
general. [Adults] must also see a reward for learning … [They] must be interested in the
subject [matter]. Interest is directly related to reward. Adults must see the benefit of
learning in order to motivate themselves to learn’ (Galbraith 1990: 25). (Falasca, 2011). To
overcome barriers; the one leading the group must first assess and communicate effectively
what these potential barriers are for each individual. Expecting these potential barriers is
important step to move through them and be successful in the goal of the diversity topic of
discussion and learning. To assess be see if learning took place and how well this group
learning discussion was and how effective it was is to evaluate and have return feedback;

2. either verbally or written down privately. Also, if in the end, each colleague can state what
them remembered most during the lesson or what stood out to them; hearing a restatement
of either two questions above can be great way to see if they were actively listening and
what they retained from this lesson. Topic 1 Staff EducationReferences:ORDER NOW FOR
ORIGINAL, PLAGIARISM-FREE PAPERSNeal-Boylan, L. (2015). Overcoming Barriers. Journal
for Nurses in Professional Development, 31(4), 246–
247. https://doi.org/10.1097/nnd.0000000000000186Falasca, M. (2011). Barriers to adult
learning: Bridging the gap. Australian Journal of Adult Learning, 51(3).
https://files.eric.ed.gov/fulltext/EJ954482.pdfPeer 2Cultural Diversity in the
WorkforceUnderstanding the role of cultural diversity in the workplace is of the utmost
importance, especially in our current socio-political climate. We must use this time of
heightened awareness to continue to break down stereotypes and work toward the
eventual goal of people being looked at only as people, not a race, gender, sexual
orientation, or any other personal quality that has been historically used to categorize a
group of people. Reaching out for those considered to be in disenfranchised groups is today
and always has been an essential part of psychological, social and economic survival
(Blocher, Heppner, Johnson, 2008).To begin the lesson, I would engage my audience with a
series of questions. Each participant will receive a piece of paper and a pencil to write down
answers to questions for self-reflection purposes. I would ask questions such as “Do you
believe that you fall prey to stereotypes?” “Can you think of a stereotype, positive or
negative, that applies to any of the groups you feel you belong in?” After that, I would
discuss issues that could possibly block the participants’ full understanding of the material
about to be presented. Issues such as during the self-reflection phase a participant that
thinks of themselves as a person that promotes cultural diversity having unconscious biases
that might have been modeled for them by their parents or grandparents, or a participant
who believes that positive stereotypes are not really stereotypes because they are not
negative. Next, I would explain the difference between equality, equity and fairness, and
ensure the learners understand the material by asking questions such as “Can you explain
these three concepts back to the person sitting next to you?” In addition, I would ask if there
was a situation in their workplace where a co-worker said or did something that was
detrimental to diversity initiatives, do they know the proper person in their organization to
report that behavior to? After this I would go through a series of non-diversity compliant
scenarios that the participants could act out in small groups. After the allotted time had
passed, I would gather all the participants back in to the large group setting and give
instruction that would be specific to their organization, such as compliance officers, what to
do if it was your superior that was the offender, how to proceed up the chain of command if
you feel issues are not being taken seriously etc. At the end of instruction, I would give the
participants an instrument for them to rate the content of the course, if there was anything
that they felt should be addressed that wasn’t or should have been spoken about more in
depth. In addition, I would include questions about who their compliance officers are. After
the session I would have handouts with important parts of the lesson available for the
participants to take with them if they wish. Topic 1 Staff EducationBlocher, D. H., Heppner,

3. M., & Johnston, J. (2008). Understanding Cultural Diversity: Implications for the
Workforce.Counseling & Human Development,41(2), 1.