Abstract

Following an exploration of sociocultural components as a measure of quality between nurse education in the United Kingdom and Aotearoa New Zealand a greater understanding was formed around the importance of their impact in education. Within higher educational institutions there has been recent exploration of some of these areas including more recent advancement of decolonisation strategies for curriculums. However, when discussed broadly how much attention do we pay to sociocultural components of education. Do we always consider students backgrounds and how this may affect their learning? Have we thought about their previous experience within education and the impact this may have on assessment? When using guidance does it explicitly ask for the consideration of social and cultural factors or is it more nuanced? Through this exploration it is apparent that this is a multifaceted and complex area yet some of the solutions can be simple such as creating an inclusionary and not exclusionary educational environment. Or it could involve a more in-depth appraisal of the pedagogical approach undertaken in higher educational settings particularly for healthcare students.