Moore, Brenda2023-03-092023-03-092022This is the published version of an article that is available at https://doi.org/10.3928/01484834-20220803-09. Recommended citation: Moore, B. (2022). Diversity in nursing education: Middle eastern students. Journal of Nursing Education, 61(10), 570–578. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.https://hdl.handle.net/11274/14634https://doi.org/10.3928/01484834-20220803-09Article originally published by Journal of Nursing Education, 61(10), 570–578. Published online 2022. https://doi.org/10.3928/01484834-20220803-09Background: Culturally diverse students face barriers to success in nursing school. One troublesome obstacle is the faculty-student relationship. This study explored Middle East-ern nursing students in Jordan and identified Eastern-West-ern cultural differences that may occur in the United States.Method: Existential descriptive phenomenology and feminist theoretical framework were used to design, collect data, and analyze results for 24 final-semester students. Six themes were identified: dissatisfaction, time, negativity, gender, culture, and utopia. Findings indicate Middle Eastern students and families have a different view of nursing than U.S. faculty members.Results: Strong influences of family, culture, and community directly relate this study’s conclusions to Middle Eastern stu-dents studying in the U.S. These findings may prevent faculty-student misunderstandings, diminished student academic performance, and loss of culturally diverse U.S. nurses. Conclu-sion: The faculty-student relationship benefits from an under-standing of the cultural challenges and experiences identified by Middle Eastern nursing students studying in the U.S.en-USFaculty-student relationshipsExistential descriptive phenomenologyfeminist theoretical frameworkArticleCC BY-NC 4.0