Personal Growth Attributed by Nursing Students to a Diversity Class
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Updated: Feb 10, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Ishan C Williams1, Walter P Anderson, Sandra I Lopez-Baez
1About the Authors Ishan C. Williams, PhD, is associate professor, University of Virginia School of Nursing, Charlottesville, Virginia. Walter P. Anderson, Jr., PhD, is adjunct professor, University of Virginia Curry School of Education. Sandra L. Lopez-Baez, PhD, is professor, Counseling and Educational Leadership, Montclair State University, Montclair, New Jersey. The authors are grateful to undergraduate nursing students Brooke Hartless and Ashley Belfort for their work on this project. For more information, contact Dr. Williams at icw8t@virginia.edu.
Abstract:
Although many nursing programs provide diversity training to enhance the understanding of cultural influences on health care, little is known about outcomes. This is due in part to a lack of consensus regarding definitions and measures. The purpose of this study was to examine a set of self-perceptions defined as personal growth, attributed by graduate nursing students (N = 41) to an eight-week diversity course. Participants reported modest levels of personal growth. Educators can adapt the instrument and method of this study to measure student attributions of growth to any aspect of nursing education.
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