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Objective: To describe the use of Photovoice as a pedagogical tool to promote experiential learning and critical dialogue among participants on an undergraduate community health course. Design: A descriptive study of the use of the pedagogical tool Photovoice, based on three foundational education theories. Results: Based on teachers' reflective evaluation of student responses, Photovoice emerged as a useful tool for encouraging dialogic engagement in the classroom, for experiential learning through interaction with the physical environment and for increasing student agency by reducing the teacher as authority model. Conclusion: Photovoice may be useful in a variety of college courses as a way to foster critical thinking, to promote agency among students, to enhance understanding of complex social phenomena and to expand the ways in which both students and teachers think about their physical and social worlds.

The population of most non-dominant ethnic groups in the USA is growing dramatically. Faculty members are challenged to develop curricula that adequately prepare our future nurses. An increased focus on clinical ethics has resulted from the use of sophisticated technology, changes in health care financing, an increasing elderly population and the shift of care from inpatient to outpatient settings. Nurses frequently face situations demanding resolution of ethical dilemmas involving cultural differences. Nursing curricula must include content on both ethics and cultural sensitivity. Active student participation is an important element providing a foundation for ethical practice. A proposed educational format was introduced with graduating baccalaureate students. In a pilot study, curricular content on cultural sensitivity and ethical practice was taught in separate modules. Students were then asked to identify and problem solve an ethical dilemma involving patients and professional caregivers from vastly different cultures. Course faculty members provided discussion questions to guide the students' thinking.

Purpose: To determine the congruency in value orientation of graduating students in baccalaureate and associate degree programs., Design and Methods: A survey design with a convenience sample of 1,450 graduating nursing students from all baccalaureate and associate degree nursing programs in Texas. Data were collected using the Nurses Professional Values Scale (NPVS). Descriptive and parametric statistics were used for analysis., Findings: ADN and BSN students did not differ significantly on the NPVS total score, however, ADN student scored higher on 5 of the 11 subscales than did their BSN counterparts. Men from both programs scored significantly lower than did women on the total scale and all subscales. Ethnic groups differed on the responses to three of the subscales representing nurses' values: respect for human dignity, safeguarding the client and public, and collaborating to meet public health needs., Conclusions: Professional values in graduating nursing students were significantly related to sex and ethnicity, regardless of educational program. Nursing faculty members are challenged to address these differences during the educational process and mentoring of students.