The classroom serves as a dynamic environment where students become active participants in their learning through questions, discussions, and collaborative activities. It is here that students first begin to shape their identities as future professional nurses. According to the revised edition of Bloom’s Taxonomy of Educational Objectives, the foundational knowledge dimension is remembering — students initially focus on memorizing essential nursing facts. However, to become effective healthcare providers, they must move beyond memorization to develop a deeper understanding of the nursing curriculum and apply that knowledge in clinical practice. I recognize that language and cultural differences can significantly impact a student's comprehension of nursing content. Therefore, I believe that active learning strategies are essential, particularly for English as a Second Language (ESL) students and international learners, as they create an inclusive environment that supports understanding, application, and success for all students.

My research focuses on promoting minority students' success within nursing programs. I am particularly interested in identifying the academic, social, and institutional factors that influence retention, performance, and graduation rates among underrepresented students. Through qualitative and quantitative methods, I aim to explore strategies such as mentorship, culturally responsive teaching, and targeted support services that can enhance the educational experiences and outcomes for minority nursing students. Ultimately, my goal is to contribute to a more diverse and equitable nursing workforce that better reflects and serves our communities.