• Standard five under this domain reads: “The program engages in actions that indicate respect for and understanding of cultural and individual diversity … with regard to personal and demographic characteristics, not limited to: age, color, disabilities, ethnicity, gender, language, national origin, race, religion, sexual orientation and socioeconomic status.” Standard five continues: “Respect for and understanding of culture and individual diversity is reflected in the program’s policies for the recruitment, retention, and development of faculty and students, and in its curriculum and field placements” (p. 8).

  • Standard three under Domain B, Program Philosophy, Objectives and Curriculum Plan, states, “In achieving its objectives, the program has and implements a clear and coherent curriculum plan that provides the means whereby all students can acquire and demonstrate substantial understanding of and competence in the following areas … Issues of cultural and individual diversity that are relevant to all of the above” (p. 9).

  • Standard one under Domain D, Cultural and Individual Differences and Diversity, references the need for “programs to make systematic, coherent, and long-term efforts to attract and retain faculty from differing ethnic, racial and personal backgrounds into the program” (p. 12).

  • Standard two under Domain D states that a program “has and implements a thoughtful and coherent plan to provide students with relevant knowledge and experience about the role of cultural and individual diversity in psychological phenomena as they relate to the science and practice of professional psychology” (p. 12).

Nursing

ED recognizes two accreditation bodies for the nursing profession. The older of the two, the National League for Nursing Accrediting Commission (NLNAC), has responsibility for the specialized accreditation of all types of nursing education programs, both postsecondary and higher degree, that offer a certificate, diploma, or a recognized professional degree. NLNAC has as one of its goals that of promulgating a common core of standards and criteria for the accreditation of nursing programs (NLNAC, 2002). Although NLNAC currently has no standards directed toward achieving diversity, in 2002 the organization voiced support of the Pew Health Commission Competencies for 2005 (1991 report) and the 21 Competencies for the Twenty-First Century (1998 report). The 1991 Pew Report—Healthy America: Practitioners for 2005, Agenda for Action, calls for “a change in strategies wherein both the state and federal government assume a responsible role in health care and education. The Report recommends that the federal government encourage accreditation bodies to work closely with schools as they develop their responses to a changing environment” (Shugars



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