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Johnson R, Lyons-Smith M, Derouin A, Carter B, VanRiel Y. Increasing Diversity in the Advanced Practice Nursing Workforce Through Partnerships With Historically Black Colleges. Nurse Educ 2024; 49:E83-E87. [PMID: 37130358 DOI: 10.1097/nne.0000000000001443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
BACKGROUND Health inequities have enhanced efforts to diversify the nursing workforce. Despite recruitment strategies, the percentage of Black nurse practitioners (NPs) lags in comparison with the populous. PROBLEM Barriers to improving workforce diversity can be traced to academic nursing's lack of diversity in faculty, under-resourced education opportunities for students from underrepresented backgrounds, and historical hurdles. APPROACH One systems-level approach to increasing NP workforce diversity is developing pathway programs aimed at preparing, recruiting, and supporting Black students into advanced practice nursing education. Current undergraduate RN students from 2 historically Black colleges and universities (HBCUs) attended a 1-week summer immersion program at a graduate school of nursing at a predominately White institution. CONCLUSION Pathway programs for Black undergraduate RN students show promise for increasing awareness of graduate nursing, offering race and ethnicity concordant mentorship, and cultivating deep awareness for health equity.
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Affiliation(s)
- Ragan Johnson
- Author Affiliations: Associate Clinical Professor (Dr Johnson), Clinical Professor and Assistant Dean, MSN program (Dr Derouin), and Professor and Associate Dean, DEI (Dr Carter), Duke University School of Nursing Durham, North Carolina; Clinical Assistant Professor (Dr Lyons-Smith) and Associate Professor and Department Chair of Nursing (Dr VanRiel), North Carolina Central University, Durham
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Rao KV, Mitrzyk BM, Tillman F, Liu I, Abdul-Mutakabbir JC, Harvin A, Bogucki C, Salsberg E. Utilization of a "Diversity Index" to Assess Racial Diversity of US School of Pharmacy Graduates. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100568. [PMID: 37414218 DOI: 10.1016/j.ajpe.2023.100568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Revised: 06/20/2023] [Accepted: 06/29/2023] [Indexed: 07/08/2023]
Abstract
OBJECTIVE Diversity in the training environment for health professionals is associated with improved abilities for graduates to care for diverse populations. Thus, a goal for health professional training programs, including pharmacy schools, should be to pursue representation among graduates that mirrors that of their communities. METHODS We evaluate racial and ethnic diversity among graduates of Doctor of Pharmacy (PharmD) programs across the United States (US) over time. Using a "Diversity Index", we quantify the relative racial and ethnic representation of each program's graduates compared with that of college-age graduates nationally and within the geographic region of the respective pharmacy school. RESULTS Over the past decade, the number of US PharmD graduates increased by 24%. During this time, the number of Black and Hispanic PharmD graduates significantly increased. Still, representation of minoritized populations among graduates continues to be significantly lower compared with US benchmark populations. Only 16% of PharmD programs had a Diversity Index that matched or exceeded their benchmark comparator Black or Hispanic populations. CONCLUSION These findings highlight the significant opportunity that exists to increase the diversity of graduates of US PharmD programs to better reflect the diversity of the US population.
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Affiliation(s)
- Kamakshi V Rao
- University of North Carolina Medical Center, Chapel Hill, NC, USA.
| | | | - Frank Tillman
- Durham Veterans Affairs Healthcare System, Durham, NC, USA
| | - Ina Liu
- University of North Carolina Medical Center, Chapel Hill, NC, USA
| | - Jacinda C Abdul-Mutakabbir
- University of California San Diego, Division of Clinical Pharmacy, Skaggs School of Pharmacy and Pharmaceutical Sciences, La Jolla, CA, USA
| | | | | | - Edward Salsberg
- George Washington University, Fitzhugh Mullan Institute for Health Workforce Equity, Washington, DC, USA
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Holton C, Banerjee S, Morgan P, McCune NM, Cook A, Thomas J, Vesey A. Centering Health Equity Through the Social Determinants of Health, Interprofessional Education, and Sustainable Partnerships With Historically Black Colleges and Universities: Envisioning Upstream and Downstream Impacts. Creat Nurs 2023; 29:343-353. [PMID: 38062729 DOI: 10.1177/10784535231212477] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2023]
Abstract
The social determinants of health (SDOH) framework identifies barriers to health care, education, financial stability, and other conditions that exist across socially determined parameters, often to the detriment of Communities of Color. Postsecondary healthcare students must be aware of these disparities. In order to address upstream and downstream healthcare equity, the SDOH framework must be leveraged as a cross-disciplinary curricular innovation to support interprofessional education. Historically Black Colleges and Universities have unrealized potential to develop extraordinary healthcare leaders; partnerships integrating SDOH can be a powerful force to advance health equity in the United States.
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Campbell KM. Mitigating the Isolation of Minoritized Faculty in Academic Medicine. J Gen Intern Med 2023; 38:1751-1755. [PMID: 36547754 PMCID: PMC10212885 DOI: 10.1007/s11606-022-07982-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Accepted: 12/08/2022] [Indexed: 12/24/2022]
Abstract
Increasing numbers of faculty who are underrepresented in medicine has been a focus of academic health systems. Understanding the experiences of these faculty helps in creating environments that are inclusive and supportive, promoting faculty success. When compared with non-minoritized faculty, minoritized faculty face racism, isolation, diversity efforts disparities, clinical efforts disparities, lack of faculty development, and promotion disparities. While there have been contributions to the literature to better characterize disparities faced by minoritized faculty, little has been written about isolation. Isolation occurs when faculty underrepresented in medicine do not feel like part of the department or institution. They may feel excluded from mainstream culture as if they are invisible. They may be excluded from conversations, group chats, get togethers, or other work-related or social functions. These feelings can manifest as imposter syndrome and impact work performance and decision-making. In this article, the author shares how to recognize and mitigate isolation to promote an inclusive environment for all faculty.
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Affiliation(s)
- Kendall M Campbell
- Department of Family Medicine, The University of Texas Medical Branch, Galveston, TX, USA.
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Campbell KM, Bright CM, Corral I, Tumin D, Linares JLI. Increasing Underrepresented Minority Students in Medical School: a Single-Institution Experience. J Racial Ethn Health Disparities 2023; 10:521-525. [PMID: 35088390 DOI: 10.1007/s40615-022-01241-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Revised: 01/12/2022] [Accepted: 01/14/2022] [Indexed: 10/19/2022]
Abstract
PURPOSE Underrepresented minority student recruitment initiatives from medical school admissions and diversity offices can bring equity for those learners underrepresented in medicine. Measuring growth of the applicant pool helps determine the impact of such initiatives in helping diversify the healthcare workforce. AIM The authors evaluated underrepresented minority applicant pool growth at the Brody School of Medicine to determine whether predominantly White institutions or historically Black colleges and universities have accounted for the most growth in minority applicants in recent years. METHODS Outreach outcomes across the state were obtained by comparing applicant and matriculant demographics. Data on all applicants and matriculants were retrieved from the school's institutional records and classified according to student self-identification as underrepresented minority. Using Chi-square tests, authors aimed to determine whether the proportion of minority students increased among applicants and matriculants since 2016, the year of restructuring outreach. In further analysis, the number of graduates from historically Black colleges and universities as compared to minority graduates from predominantly White schools was evaluated. RESULTS The authors identified 7,848 applicants and 654 matriculants over the evaluation period. The proportion of learners identifying as underrepresented minority increased from 17% before 2016 (622/3,672) to 20% after 2016 (835/4,176; p = 0.001). The proportion of applicants who did not graduate from a historically Black college or university increased slightly after 2016 (89% of underrepresented minority applicants before 2016 vs. 92% of underrepresented minority applicants after 2016), but this increase was not statistically significant (p = 0.097). CONCLUSION Applicant growth has been more significant for underrepresented minority applicants from predominantly White institutions. Graduates of targeted historically Black colleges and universities who applied to Brody School of Medicine were better prepared, resulting in increased chances of admission.
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Affiliation(s)
- Kendall M Campbell
- Department of Family Medicine, University of Texas Medical Branch, Galveston, TX, 77555, USA.
| | - Cedric M Bright
- Department of Medicine, Brody School of Medicine, East Carolina University, Greenville, NC, 27858, USA
| | - Irma Corral
- Department of Psychiatry and Behavioral Medicine, Brody School of Medicine, East Carolina University, Greenville, NC, 27858, USA
| | - Dmitry Tumin
- Department of Pediatrics, Assistant Dean of Clinical and Educational Scholarship, Division of Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, NC, 27858, USA
| | - Jhojana L Infante Linares
- Office of Data Analysis and Strategy, Division of Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, NC, 27858, USA
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Macdonald LK, Bryan VD, Hachey SM, Thirsk LM. "We talk teeth": Exploring faculty EDIA (equity, diversity, inclusivity, and access) capacity in dental education. J Dent Educ 2023. [PMID: 36964999 DOI: 10.1002/jdd.13208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Revised: 12/11/2022] [Accepted: 02/17/2023] [Indexed: 03/27/2023]
Abstract
PURPOSE There are increasing concerns regarding inequitable educational access and experiences for underrepresented populations in health education, prompting dental faculties to recognize EDIA (equity, diversity, inclusivity, and access) capacity as a strategic priority. Faculty members contribute to the establishment and reinforcement of institutionally engrained norms within learning settings with significant influence on the experience of students. Currently, there is limited literature on faculty EDIA capacity within dental education and minimal evidence to inform barriers to development. This study sought to explore how dental faculty members perceive their personal and institutional EDIA capacity and to identify current strengths and weaknesses of EDIA development within the institution of study and dental education. METHODS Using a hermeneutic study design, semi-structured interviews were conducted on a convenience sampling of dental faculty members (n = 10) and a thematic, interpretative analysis was applied. RESULTS Findings revealed six dominant themes impacting EDIA capacity. Knowledge of EDIA language, interfaculty communication, and institutional messaging are identified as weaknesses, whereas informal, community building events for EDIA development are identified as novel strengths meriting prioritization. Motivation to engage in EDIA by faculty members overall is illuminated in relation to emotionally provocative experiences. CONCLUSION Current institutional communication of EDIA is unconsciously restricting capacity building based on hierarchical and prescribed parameters. Developing capacity in dental education requires a redirection of resources to initiatives valuing social bonding over prescribed box-checking. This study reveals a new narrative of EDIA capacity within dental education and sustainable pathways for development with high transferability to other health programs.
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Affiliation(s)
| | - Venise D Bryan
- Faculty of Health Disciplines, Athabasca University, Athabasca, Canada
| | | | - Lorraine M Thirsk
- Faculty of Health Disciplines, Athabasca University, Athabasca, Canada
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