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Ndiwane A, Truong K, Young I, Kariuki A, Shah S. Examining Student Preparation for Advancing Care in a Diverse Society. J Nurs Educ 2024; 63:228-232. [PMID: 38581715 DOI: 10.3928/01484834-20240207-01] [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: 04/08/2024]
Abstract
BACKGROUND Although many nursing programs include health equity in their curriculum, research investigating the efficacy of such curricula often is lacking. METHOD Using criterion sampling, school of nursing alumni who could speak about their graduate preparation and current experiences working with diverse patient populations were recruited for this study. Semistructured interviews were conducted with 22 alumni regarding their curricular, clinical, and co-curricular experiences as graduate students to better understand the strengths and gaps in their preparation as health professionals. RESULTS Four major themes emerged from the analysis of interview transcripts (n = 22). These themes included: (1) diversity and representation; (2) implicit bias and microaggressions; (3) skills and knowledge areas; and (4) supplemental learning through co-curricular experiences. CONCLUSION Implications for policy, curriculum innovation, and clinical practice can better prepare students to advance care for a diverse society. [J Nurs Educ. 2024;63(4):228-232.].
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Luhanga F, Maposa S, Puplampu V, Abudu E. "Let's Call a Spade a Spade. My Barrier is Being a Black Student": Challenges for Black Undergraduate Nursing Students in a Western Canadian Province. Can J Nurs Res 2023; 55:457-471. [PMID: 37661642 PMCID: PMC10619184 DOI: 10.1177/08445621231198632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/05/2023] Open
Abstract
BACKGROUND We need more understanding of experiences that hinder or promote equity, diversity, and inclusion of Black students in undergraduate nursing programs to better inform their retention and success. PURPOSE To explore documented experiences of Black undergraduate nursing students, review barriers affecting their retention and success, and suggest evidence-based strategies to mitigate barriers that influence their well-being. METHODS We used a focused qualitative ethnography for recruiting Black former and current students (N = 18) in a Western Canadian province's undergraduate nursing programs via purposive and snowball sampling. Most participants were female, 34 years or younger, with over 50% currently in a nursing program. Five participants later attended a focus group to further validate the findings from the individual interviews. Descriptive statistics were used to describe participant characteristics; we applied a collaborative constant comparison and thematic analysis approach to their narratives. RESULTS Challenges influencing Black students' retention and success fell into four main interrelated subthemes: disengaging and hostile learning environments, systemic institutional and program barriers, navigation of personal struggles in disempowering learning environments, and recommendations to improve the delivery of nursing programs. Participants also recommended ways to improve diversity and mitigate these barriers, such as nursing programs offering anti-oppression courses, platforms for safe/healthy dialogue, and more culturally sensitive learning-centered programs and responsive supports. CONCLUSIONS The study findings underscore the need for research to better define nursing program conditions that nurture safe, learning-centred environments for Black students. A rethink of non-discriminatory, healthy learning-teaching engagements of Black students and the mitigation of anti-Black racism can best position institutions to promote equity, diversity, and inclusion of Black students.
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Affiliation(s)
- Florence Luhanga
- Faculty of Nursing, University of Regina, Regina, Saskatchewan, Canada
| | - Sithokozile Maposa
- College of Nursing, University of Saskatchewan, Prince Albert, Saskatchewan, Canada
| | - Vivian Puplampu
- Faculty of Nursing, University of Regina, Regina, Saskatchewan, Canada
| | - Eunice Abudu
- Faculty of Nursing, University of Regina, Regina, Saskatchewan, Canada
- Saskatchewan Polytechnic & University of Regina, Regina, Saskatchewan, Canada
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Statler MC, Wall BM, Richardson JW, Jones RA, Kools S. Illuminating the Contributions of African American Nurse Scientists Despite Structural Racism Barriers: A Qualitative Descriptive Study. ANS Adv Nurs Sci 2023; 46:381-398. [PMID: 36730844 DOI: 10.1097/ans.0000000000000463] [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: 02/04/2023]
Abstract
A qualitative descriptive approach examined African American nurse scientists' (AANSs') experiences with African American research participants despite obstacles of structural racism. Fourteen nurse scientists participated in semistructured interviews that provided data for the thematic analysis. Major themes included barriers to overcome as doctoral students, cultural experiences with structural racism, designers of culturally sensitive research, and humanitarian respect and relationship depth. This is the first research study to illuminate the contributions of AANSs who lead research in health disparities. Therefore, nursing leadership needs to illuminate AANSs' contributions, increase nurse diversification, and dismantle structural racism that creates obstacles that ultimately impact population health.
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Affiliation(s)
- Marie Campbell Statler
- Towson University Department of Nursing, Hagerstown, Maryland (Dr Statler); and University of Virginia School of Nursing (Drs Wall, Jones, and Kools), and Department of Public Health Sciences, University of Virginia School of Medicine (Dr Richardson), Charlottesville
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Akintade B, González J, Idzik S, Indenbaum-Bates K. Topic: Intentional diversity in academia: Recruiting, admitting, enrolling, and retaining underrepresented students in nursing programs. J Prof Nurs 2023; 45:21-28. [PMID: 36889890 DOI: 10.1016/j.profnurs.2023.01.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2022] [Revised: 01/05/2023] [Accepted: 01/13/2023] [Indexed: 02/09/2023]
Abstract
Currently, 60 % of the United States population is White, while the remaining belong to ethnic or racial minorities. By 2045, the Census Bureau predicts that there will no longer be any single racial or ethnic majority group in the United States. Yet, people across all healthcare professions are overwhelmingly non-Hispanic and White, leaving people from underrepresented groups severely underrepresented. The lack of diversity in healthcare professions is an issue because there is overwhelming evidence that patients from underrepresented groups experience disparities in healthcare at alarmingly high rates when compared to their White counterparts. Diversity is especially important in the nursing workforce since nurses are often the healthcare providers that engage with patients the most frequently and intimately. Additionally, patients demand a diverse nursing workforce that can provide culturally competent care. The purpose of this article is to summarize nationwide undergraduate nursing enrollment trends and discuss strategies to improve recruitment, admissions, enrollment, and retention of nursing students who belong to underrepresented groups.
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Affiliation(s)
- Bimbola Akintade
- East Carolina University, College of Nursing, 2205 W 5th St, Greenville, NC 27834, United States of America.
| | - Juan González
- University of Miami School of Nursing and Health Studies, 5030 Brunson Dr, Coral Gables, FL 33146, United States of America.
| | - Shannon Idzik
- University of Maryland, School of Nursing, 655 W. Lombard Street, Baltimore, MD 21201, United States of America.
| | - Keisha Indenbaum-Bates
- Planned Parenthood of the Rocky Mountains, 921 East 14th Avenue, Denver, CO 80218, United States of America.
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Barriers and opportunities for promoting health professions careers among African American students in the Midwest. J Natl Med Assoc 2023; 115:101-118. [PMID: 36775786 DOI: 10.1016/j.jnma.2023.01.007] [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: 02/09/2022] [Revised: 07/28/2022] [Accepted: 01/09/2023] [Indexed: 02/13/2023]
Abstract
The purpose of our study is to examine the barriers and facilitators for urban African American students interested in pursuing health professions careers in the Midwest. In our analysis of the key informant interviews and focus groups, we identified four barriers (lack of preparation, lack of funding, lack of support/isolation, and perceived discrimination) and three facilitators (early preparation, support/mentorship, funding). We provide recommendations for how to leverage these facilitators and address the barriers to increase the representation of African Americans in the healthcare workforce. Novel future directions for this work should include comprehensive interventions tailored to URM students that span the health professions education pipeline and begin as early as elementary school. Interventions that engage mentors should take place at high school, undergraduate, and graduate health professions school levels.
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Racial and Ethnic Composition of Neonatal Nurse Practitioner Faculty and Students in the United States. Adv Neonatal Care 2023; 23:132-139. [PMID: 36607336 DOI: 10.1097/anc.0000000000001045] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
BACKGROUND Neonatal nurse practitioners have a strong presence in the neonatal intensive care unit and are primed to lead efforts to induce change related to health disparities. Underrepresented minority nurse practitioners offer valuable perspectives in the care of underrepresented minority patients. However, there remains a current racial and ethnic discordance between neonatal providers and patients. Efforts to eliminate health disparities must begin before nursing school. The current racial and ethnic composition of neonatal nurse practitioner faculty in comparison to students in the United States is unknown. PURPOSE The purpose of this study was to determine the racial and ethnic composition of neonatal nurse practitioner faculty and students in the United States and contrast this data with available data for the racial and ethnic composition of the neonatal intensive care unit patient population. METHODS This cross-sectional study used a nonexperimental survey to describe the racial and ethnic composition of neonatal nurse practitioner faculty and students in the United States. RESULTS There was no significant difference in the racial and ethnic composition between neonatal nurse practitioner faculty and students. There were significant differences for all race distributions between neonatal nurse practitioner students and neonatal intensive care unit admissions. IMPLICATIONS FOR PRACTICE AND RESEARCH The discordance between neonatal nurse practitioner students and neonates in the neonatal intensive care unit is important in addressing disparities and begins before nursing school. Identification of barriers and strategies for recruitment and retention of underrepresented minority nursing students and faculty is needed. VIDEO ABSTRACT AVAILABLE AT https://journals.lww.com/advancesinneonatalcare/pages/video.aspx?v=62.
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Gona CM, Pusey-Reid E, Reidy PA, Truong KA, Tagliareni ME. Justice, Equity, and Inclusion in a School of Nursing: A Quality Improvement Program. J Nurs Educ 2023; 62:20-27. [PMID: 36652582 DOI: 10.3928/01484834-20221109-04] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
BACKGROUND Despite the increased racial and ethnic diversity in the general population of the United States, the nursing workforce remains mostly White. Schools of nursing (SON) have increased recruitment and enrollment; however, students who represent racial and ethnic minoritized groups experience microaggressions, injustice, and social exclusion. This quality improvement program sought to equip faculty with skills to create a just and inclusive SON. The program was guided by the Institute for Healthcare's Model for Improvement. METHOD Five workshops were developed and implemented during two semesters. Workshops were led and moderated by a diversity, equity, and inclusion consultant. RESULTS After the workshops, participants committed to create an inclusive environment, intervene when microaggressions occurred, implement curricular changes, and recognize themselves as members of a privileged group. Postworkshop discussions and reflections led to new initiatives in the SON. CONCLUSION This faculty development program demonstrates programs to enhance justice, equity, and inclusion can be implemented successfully within SON. [J Nurs Educ. 2023;62(1):20-27.].
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Leading as Servant in Times of Crisis. Nurs Educ Perspect 2022; 43:315-317. [PMID: 35947141 DOI: 10.1097/01.nep.0000000000001017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT Using servant leadership as a framework, leaders within a school of nursing guided faculty during the COVID-19 pandemic and called them to address social injustice in the summer of 2020. A model was developed to sustain growth and build resilience of students, faculty, and staff. Influenced by external and internal drivers that stimulated the need for change, strategies were implemented based on core principles of servant leadership. Outcomes emerged in three categories: collaborative strengths demonstrated by students, faculty, and staff; performance of the community to be intentional about change; and transformative practices leading to enhancement of internal and external partnerships.
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Abstract
BACKGROUND Systemic racism and inequity are embedded in higher education, especially in nursing. By disregarding health disparities and inequities, a hidden curriculum is endorsed, implicitly letting both instructors and students know that not addressing these subjects is acceptable. METHOD Needs assessments were performed to assess faculty and student attitudes about the needs for justice, equity, diversity, and inclusion (JEDI) concepts. Using the Plan-Do-Study-Act model, the School of Nursing leadership, faculty, and students created taskforces to implement anti-oppression curricula throughout prelicensure courses. RESULTS Anti-oppression curricula and workshops were piloted successfully in the first semester of prelicensure nursing. Student feedback was positive with constructive suggestions. JEDI curriculum mapping was completed across the prelicensure nursing curriculum. CONCLUSION JEDI concepts must be integrated across nursing curricula to identify gaps. Forming a collaboration between leadership, faculty, and students is an optimal way to proceed as they all are invested and accountable for change. [J Nurs Educ. 2022;61(8):447-454.].
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Pusey-Reid E, Gona CM, Lussier-Duynstee P, Gall G. Microaggressions: Black students' experiences - A qualitative study. J Prof Nurs 2022; 40:73-78. [DOI: 10.1016/j.profnurs.2022.03.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 03/07/2022] [Accepted: 03/09/2022] [Indexed: 12/20/2022]
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Pusey-Reid E, Gona CM, MacDonald AM. Creating a culture of success: A framework for addressing at-risk student. J Prof Nurs 2021; 37:598-605. [PMID: 34016319 DOI: 10.1016/j.profnurs.2021.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Indexed: 12/01/2022]
Abstract
The lack of diversity in nursing and the projected nursing shortage is a clarion call for higher education to create inclusive programs where all students can thrive. Despite an increase in enrollment, attrition remains an issue. To address the looming nursing shortage, colleges and universities are expected to increase the enrollments in baccalaureate and accelerated baccalaureate programs. As traditional and nontraditional students are admitted into nursing programs, institutions and nursing programs will be faced with tackling issues students who are historically labeled as "at-risk" may have. To help these students succeed, colleges and universities must come up with new ways to work with at-risk students. In this paper, we are proposing a new framework for how faculty in nursing programs can perceive "at-risk" students by systematically examining the factors that lead to this at-risk status. The framework proposes that students encounter a plethora of individual and institutional critical elements, categorized into domains. By understanding the critical elements that impact student outcomes, nursing programs will be better able to strategize ways to effectively support and sustain student success.
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Affiliation(s)
- Eleonor Pusey-Reid
- School of Nursing, Charlestown Navy Yard, 36 1st Avenue, Boston, MA 02129, United States of America.
| | - Clara M Gona
- School of Nursing, Charlestown Navy Yard, 36 1st Avenue, Boston, MA 02129, United States of America.
| | - Angela M MacDonald
- Lawrence Memorial, Regis College School of Nursing, 170 Governors Avenue, Medford, MA 02155, United States of America.
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Abstract
United States demographics are changing, but that change is yet to be recognized in the makeup of the nursing workforce. The underrepresentation of minorities in nursing is a longstanding problem, resulting in missed opportunities for culturally sensitive care that can foster optimal patient care outcomes. This report describes qualitative analysis of leadership opportunities emerging from a collaborative leadership development program between an urban baccalaureate nursing program and a large healthcare system in the northeast United States. The investigative team used qualitative methods to analyze the experiences of 19 participating African American (AA) RN graduates. Findings demonstrated that, for program participants, active engagement in personal and professional nursing leadership activities was enhanced. The academic-practice leadership program was an effective tool for enculturating AA nurses into the practice environment and into eventual leadership in nursing and healthcare.
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