Exploring the educational experience of culturally and linguistically diverse students in Higher Education. Preliminary findings from a small scale project

Introduction
Despite a significant number of Black and Ethnic Minority (BAME) mental health student nurses, to date there is limited literature on the experiences of BAME student nurses and their perception of the mental health nursing curriculum and whether this is culturally sensitive to their needs. There has also been no research to say whether BAME students who are born outside of the UK face challenges that are distinct from those born within the UK.
This research is timely as the nursing curriculum is facing new directions from the Nursing and Midwifery Council (NMC) within the UK and educators may find useful to explore any differences in student attainment, retention and experiences from different cultural backgrounds.
Moreover, with growing focus on the student voice and values, identifying ways of increasing student satisfaction are vital for Higher Education. The current research aims to identify theses and it is also useful to map the cultural relevance of the curriculum and explore learning and teaching styles to ascertain if BAME students find themselves marginalised.
Therefore, this research considers evidence about the contribution of the curriculum (in the broadest sense) BAME student satisfaction and success in higher education. The research was informed by the principles of coproduction and was undertaken in partnership with students and graduates with BAME heritage.
Study Purpose
The purpose of this study was to stimulate thinking and discussion about how Black and ethnic Minority (BAME) students could be supported more effectively by Universities, leading to more evidence-led approaches tailored to institutions’ own context and circumstance. The overall aim of this research explored the experiences of BAME mental health student nurses. It further sought to assess and evaluate the mental health nursing curriculum at a North London University for cultural inclusivity and investigated strategies for increasing the inclusion and cultural competence in the mental health nursing curriculum
Aims and Objectives
The overall aim of this research was to explore the experiences of BAME mental health student nurses. It further seeks to evaluate the mental health nursing curriculum for cultural inclusivity and investigate strategies for increasing the inclusion and cultural competence.
Methods
An interpretive approach was adopted with a focus on qualitative inquiry Cresswell, 2007). This approach aims to allow the researchers the opportunity to understand the emergent subjective meanings articulated by the study participants .This project focused on a mixed method, multilayered exploration of the experiences of our BME students and also explored what diversity was used in the curriculum .
Conclusions
The current presentation will report the premilinary findings from the study, which will inform practice.