There is a call to enhance the quality of education and practice to meet the needs of one of the most diverse population areas in Canada. Diversity is a norm now not an exception. Hence nursing education needs to reflect a culturally adaptive approach in every teaching/learning encounter. Faculty need to acquire a high level of cultural competence in their teaching and inter-connection of theory evidence and practice.
Faculty need to create inclusive and responsive learning environments in nursing education that goes beyond recognizing that there is diversity and multicultural learners. Rather this change calls for a transformation of the student-teacher relationship that helps enhance learning for both students and teachers. Gaps in the student-teacher connection and between theory and practice still exist. Literature on intercultural relations report that when teachers and students come from different cultures many problems occur. This disconnect may be a result of different values expectations or perceptions (Hofstede 1986). This paper focuses on cultural differences in teaching and learning to promote a design science approach to cultural adaptivity for nursing educators in Canada. The results have implications to worldwide nursing education for diverse learners.
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