Affirming cultural diversity: a Pathways model for nursing faculty.

This article presents a model for affirming the diversity of backgrounds, learning styles, and career aspirations for students in baccalaureate and graduate nursing education. The theoretical model, known as Pathways, is developed with a travel analogy and begins by acknowledging the diversity of educational preparation and socialization experienced by students from various cultural, economic, and ethnic backgrounds. Learning styles and needs of these students are addressed through assessment and interventions that are individualized and serve as maps and guides through the professional learning sequence and into future professional careers. The model is useful for planning and evaluating expanded services for a broad spectrum of students. The focus of this article is on the preparation of faculty as mentors for students with disadvantaged backgrounds.