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Olanrewaju SA, Loeb SJ. Internationally Educated Nursing Staff Caring for Older Adults: A Scoping Study. J Transcult Nurs 2024; 35:290-305. [PMID: 38544453 PMCID: PMC11290026 DOI: 10.1177/10436596241239300] [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] [Indexed: 07/31/2024] Open
Abstract
INTRODUCTION Internationally Educated Nursing staff (IENs) are born and obtained their initial educational preparation in their home country before relocating to work in high-income countries (e.g., United States). Older adults are recipients of IENs' care. The study purpose was to synthesize relevant findings on IENs' experiences caring for older adults in various settings. METHOD Arksey and O'Malley's framework approach to Scoping studies was employed. The PubMed, CINAHL, PsycINFO, Web of Science, and Google Scholar databases were searched. A labor and employment relations researcher and a health science librarian were consulted. RESULTS Three main themes (transitional challenges; IENs' experiences working with older adults; factors affecting IEN service delivery) and seven subthemes emerged. DISCUSSION Cultural beliefs and communication barriers posed particular challenges to IENs as they worked with Western peers, older adults, and families. Facilitating factors revealed can inform administrative leaders of practice initiatives. Research gaps and limitations identified can guide future study approaches.
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Affiliation(s)
| | - Susan J. Loeb
- The Pennsylvania State University, University Park, USA
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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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Cubelo F. Linguistic racism towards internationally educated nurses in Finland: Critical reflective analysis. Public Health Nurs 2023; 40:813-816. [PMID: 37495551 DOI: 10.1111/phn.13233] [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: 05/07/2023] [Revised: 07/08/2023] [Accepted: 07/14/2023] [Indexed: 07/28/2023]
Abstract
BACKGROUND The shortage of nurses in Finland has prompted the recruitment of Internationally Educated Nurses (IENs) from developing countries mostly with fragile health systems. However, linguistic racism has emerged as a growing threat to the safety and well-being of IENs in the country. AIM To discuss the consequences of linguistic racism directed towards IENs and to propose solutions to address this issue. METHOD This discussion employed self-reflection as a means of engaging in critically reflective analysis. DISCUSSION The discussion highlighted the factors contributing to linguistic racism, including poor language proficiency, misrepresentation of the nursing profession due to skin color, and political tensions. The phenomenon of linguistic racism affects IENs' communication with patients and colleagues and has a detrimental impact on the mental health and overall health of IENs. CONCLUSION To address the issue of linguistic racism, this discussion proposed a comprehensive strategy that includes anti-racism training for healthcare personnel, the establishment of a conducive workplace culture that fosters diversity and inclusivity, and the provision of adequate assistance and support for IENs.
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Affiliation(s)
- Floro Cubelo
- School of Health and Social Care, Oulu University of Applied Sciences, Oulu, Finland
- Faculty of Health Sciences, Department of Nursing Science, University of Eastern Finland, Kuopio Campus, Kuopio, Finland
- International and Management Affairs, The Filipino Nurses Association in the Nordic Region, Finland
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Choshi M, Eaton MK, McDaniel VP. Rethinking student evaluation of teaching: A policy analysis. J Prof Nurs 2023; 49:165-170. [PMID: 38042552 DOI: 10.1016/j.profnurs.2023.09.007] [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: 01/16/2023] [Revised: 09/06/2023] [Accepted: 09/18/2023] [Indexed: 12/04/2023]
Abstract
Institutions of higher education with tenure and promotion policies that rely heavily on student evaluations of teaching may create academic progression barriers for Black, Indigenous, and People of Color (BIPOC) faculty. The purpose of this policy analysis is to explore how current practice of utilizing Student Evaluation of Teaching (SETs) as the major source to evaluate teaching effectiveness, impacts tenure for BIPOC faculty, using Bardach and Patashnik's (2019) eight steps of policy analysis. Context provided includes cultural history, policy and evidence regarding the use of SETs. Evaluation criteria focuses on two national nursing reports and nursing accreditation standards, along with utilization of the 2020 Teaching Quality Framework for Evaluation of Teaching. The status quo utilizes SETs as the major evaluation tool for overall teaching effectiveness. SETs are shown to produce an unacceptably high error rate and fail to identify the best teachers. Teaching evaluations that utilize both formative and summative methods provide a global, less biased view of instructional pedagogy. Making a change in the way teaching is evaluated is a critical component in the retention of BIPOC Faculty and their ability to attain tenure.
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Affiliation(s)
- Modjadji Choshi
- James Madison University School of Nursing, Health and Behavioral Studies Building, Office 3026, 235 Martin Luther King Jr. Way, MSC 4305, Harrisonburg, VA 22807, United States of America.
| | - Melody K Eaton
- James Madison University School of Nursing, Health and Behavioral Studies Building, 235 Martin Luther King Jr. Way, MSC 4305, Harrisonburg, VA 22807, United States of America
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Nelson YM, Bundy J, Harmon E, Hammond L, Robinson K, Lyons N, Vessels R, Bush K, Thomas-Payne D. Factors affecting the advancement of Black nurses into leadership roles: A scoping review. Nurs Outlook 2023; 71:102000. [PMID: 37467652 DOI: 10.1016/j.outlook.2023.102000] [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: 01/22/2023] [Revised: 05/29/2023] [Accepted: 06/11/2023] [Indexed: 07/21/2023]
Abstract
BACKGROUND The profession of nursing has recognized the lack of diversity in nursing leadership. Nurses of color represent fewer than 20% of leadership roles in nursing administration, education, and professional organizations. Efforts are needed to identify and implement strategies to increase the representation of nurses of color in positions of high influence. PURPOSE To review the literature to uncover the factors that may impact Black nurses in their pursuit of leadership roles in nursing administration, education, and professional organizations. METHODS The authors conducted a scoping review, searching CINAHL and PubMed databases in November 2022 for peer-reviewed English-language studies of leadership among U.S. nurses. They excluded studies that did not include a research method, did not have participants, a minimum of baccalaureate preparation as an inclusion criterion for participants, or were published before January 1, 2012. DISCUSSION Of 331 articles identified, a total of 12 met the inclusion criteria. Evaluation of the studies revealed three concepts related to mentorship, racism, and hiring practices. Of the 12 studies, 9 addressed issues related to mentorship, 5 addressed issues related to racism, and 2 addressed issues related to hiring practices. Some studies address more than one of the concepts. Ten were qualitative studies, and two were quantitative studies. CONCLUSION Findings suggest that Black nurse leaders are faced with obstacles and challenges when considering entering and/or staying in leadership roles. The limited amount of research on Black nurses in leadership roles remains inadequate.
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Affiliation(s)
- Yolanda M Nelson
- School of Nursing and Health Sciences, The College of New Jersey, Ewing, NJ.
| | | | - Elissa Harmon
- Department of Healthcare, Thomas Jefferson University Hospital, Philadelphia, PA
| | - Lisa Hammond
- Department of Healthcare, Einstein Medical Center, Philadelphia, PA
| | - Karima Robinson
- Department of Healthcare, Cooper University Hospital, Camden, NJ
| | - Nyree Lyons
- Department of Healthcare, The Hospital of the University of Pennsylvania, Philadelphia, PA
| | - Renée Vessels
- Department of Healthcare, Temple University Hospital, Philadelphia, PA
| | - Kimberly Bush
- Department of Healthcare, Thomas Jefferson University Hospital, Philadelphia, PA
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Bayuo J, Abboah-Offei M, Duodu PA, Salifu Y. A meta-synthesis of the transitioning experiences and career progression of migrant African nurses. BMC Nurs 2023; 22:104. [PMID: 37024886 PMCID: PMC10079157 DOI: 10.1186/s12912-023-01273-1] [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: 10/07/2022] [Accepted: 03/27/2023] [Indexed: 04/08/2023] Open
Abstract
INTRODUCTION With the rise in global migration, hospitals and health systems in developed countries are looking to supplement their workforces with migrant nurses who have been reported to feel devalued, underutilized with experience of deskilling and unmet expectations as they transitioned. Despite the plethora of literature reporting on the experiences of internationally trained nurses, only limited work has been done regarding understanding the experiences of Migrant African nurses. Thus, this study sought to synthesize existing qualitative studies to develop in-depth understanding of the transitioning experiences of migrant African nurses, their career progression and to highlight existing gaps to guide future studies as well as inform policies. METHOD A meta-synthesis was performed and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the Enhancing transparency in reporting the synthesis of qualitative research statement. A pre-planned search strategy was developed guided by the SPIDER tool for qualitative synthesis searching EMBASE via OVID, CINAHL via EBSCO, PubMed, Web of Science, and PsychINFO databases. We included published studies that 1) focused on migrant African nurses, 2) employed a qualitative design and 3) reported in English. RESULTS The search yielded 139 studies of which nine studies met the inclusion criteria and included in final synthesis. Three themes with corresponding subthemes emerged from data synthesis: 1) Navigating reality shock (a. Navigating a new culture, b. Survival strategies and support amidst the shock); 2) Discrimination and limited opportunities for promotion (a. Prejudices and preference for White over Black, b. Lack of recognition and limited opportunities for a workplace promotion); and 3) Finding one's feet (a. Standing up for oneself and looking beyond discrimination, b. Experiencing growth). CONCLUSION Transitioning to a new setting can be a challenging experience for migrant African nurses warranting the availability of a tailor-made adaptation or orientation programme. Though African nurses may experience discrimination and prejudices as part of their transition, they consider their situation to be better off compared to back home. Therefore, clear transitioning policies which focus on career pathways are required by hiring institutions, and migrant nurses should be proactive in taking active roles in pushing their career ahead, instead of maintaining a culture of silence.
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Affiliation(s)
- Jonathan Bayuo
- Department of Nursing and Midwifery, Presbyterian University, Kwahu East, Ghana.
| | - Mary Abboah-Offei
- School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK
| | - Precious Adade Duodu
- Department of Nursing and Midwifery, School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield, England, UK
| | - Yakubu Salifu
- Division of Health Research, Faculty of Health and Medicine, Lancaster University, Lancaster, UK
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Truong M, Lazarus M, Ochoa GG, Brand G. Resisting and unlearning dehumanising language in nursing and healthcare practice, education and research: A call to action. NURSE EDUCATION TODAY 2022; 116:105458. [PMID: 35803047 DOI: 10.1016/j.nedt.2022.105458] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 05/22/2022] [Accepted: 06/28/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Mandy Truong
- Monash Nursing & Midwifery, Faculty of Medicine Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia; Menzies School of Health Research, Darwin, Northern Territory, Australia.
| | - Michelle Lazarus
- Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Biomedical Discovery Institute, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia; Monash Centre for Scholarship in Health Education, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia.
| | - Gabriel García Ochoa
- School of Languages, Literatures, Cultures and Linguistics, Faculty of Arts, Monash University, Melbourne, Victoria, Australia.
| | - Gabrielle Brand
- Monash Centre for Scholarship in Health Education, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia; Monash Nursing & Midwifery, Faculty of Medicine Nursing and Health Sciences, Monash University, Frankston, Victoria, Australia.
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Cooper Brathwaite A, Versailles D, Juüdi-Hope D, Coppin M, Jefferies K, Bradley R, Campbell R, Garraway C, Obewu O, LaRonde-Ogilvie C, Sinclair D, Groom B, Grinspun D. Tackling discrimination and systemic racism in academic and workplace settings. Nurs Inq 2022; 29:e12485. [PMID: 35015317 DOI: 10.1111/nin.12485] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 12/20/2021] [Accepted: 12/23/2021] [Indexed: 01/01/2023]
Abstract
Racism against Black people, Indigenous and other racialized people continues to exist in healthcare and academic settings. Racism produces profound harm to racialized people. Strategies to address systemic racism must be implemented to bring about sustainable changes in healthcare and academic settings. This quality improvement initiative provides strategies to address systemic racism and discrimination against Black nurses and nursing students in Ontario, Canada. It is part of a broader initiative showcasing Black nurses in action to end racism and discrimination. We have found that people who have experienced racism need healing, support and protection including trauma-related services to facilitate their healing. Implementing multi-level, multi-pronged interventions in workplaces will create healthy work environments for all members of society, especially Black nurses who are both clients/patients and providers of healthcare.
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Affiliation(s)
| | - Dania Versailles
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Daria Juüdi-Hope
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Maurice Coppin
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Keisha Jefferies
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Renee Bradley
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Racquel Campbell
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Corsita Garraway
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Ola Obewu
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | | | - Dionne Sinclair
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Brittany Groom
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Doris Grinspun
- Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
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Tuffour I. It is like 'judging a book by its cover': An exploration of the lived experiences of Black African mental health nurses in England. Nurs Inq 2021; 29:e12436. [PMID: 34124816 DOI: 10.1111/nin.12436] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 05/13/2021] [Accepted: 05/15/2021] [Indexed: 12/01/2022]
Abstract
The aim of this paper was to explore the experiences of perceived prejudices faced in England by Black African mental health nurses. Purposive sampling was used to identify five nurses from sub-Saharan Africa. They were interviewed using face-to-face semi-structured interviews. Data were analysed using interpretative phenomenological analysis (IPA). The findings were reported under two superordinate themes: Judging a book by its cover and opportunities. The findings showed that Black African nurses experience deep-rooted discrimination and marginalisation. Aside from that, because of their ethnicity and the fact that they speak English as a second language, they face discrimination and have difficulty achieving leadership roles. These findings provide key stakeholders, such as nursing trade unions and professional associations, as well as NHS employers, with the opportunity to act to counter hegemony in the NHS and recognise that discriminatory and racially related barriers hinder Black African nurses from reaching their full professional potential.
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Iheduru-Anderson KC, Wahi MM. Rejecting the myth of equal opportunity: an agenda to eliminate racism in nursing education in the United States. BMC Nurs 2021; 20:30. [PMID: 33563274 PMCID: PMC7871567 DOI: 10.1186/s12912-021-00548-9] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2019] [Accepted: 02/03/2021] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND Unfortunately, racism and discrimination against Ethnic minority (EM) has been globalized, universally infecting industries worldwide, and the field of nursing has not been spared. In the United States (US), overt and institutionalized racism (IR) still permeates the fields of nursing, nursing leadership, and nursing education. Programs to address these disparities, and efforts by nursing professional societies and nursing education policymaking bodies to address racism in the nursing field, specifically with nursing leadership and education, have met with little success. OBJECTIVE The purpose of this paper is to illustrate the existence and magnitude of racism and its impact on the fields of nursing, nursing leadership, and nursing education, and to make evidence-based recommendations for an agenda for reforming nursing education in the US. METHODS A narrative literature review was conducted with a focus on pulling together the strongest evidence on which to base policy recommendations. RESULTS Based on the available literature, we put forth five recommendations aimed at modifying nursing education in the US as a strategy to counter IR in the US in the nursing field. CONCLUSIONS Recommendations to address IR in nursing focus on nursing education, and involve implementing programs to address the lack of opportunity for both EM students and faculty in nursing, developing an anti-discriminatory pedagogy, and incorporating diversity initiatives as key performance indicators (KPIs) in the process of approval and accreditation of nursing programs.
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Affiliation(s)
- Kechinyere C Iheduru-Anderson
- The Herbert H. and Grace A. Dow College of Health Professions, CHP 2215, Central Michigan University, 48859, Mount Pleasant, US.
| | - Monika M Wahi
- DethWench Professional Services, 30 Newbury Street, 3rd Floor, MA, 02116, Boston, US
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Iheduru-Anderson K, Shingles RR, Akanegbu C. Discourse of race and racism in nursing: An integrative review of literature. Public Health Nurs 2020; 38:115-130. [PMID: 33155328 DOI: 10.1111/phn.12828] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 10/12/2020] [Accepted: 10/13/2020] [Indexed: 12/19/2022]
Abstract
BACKGROUND Race is a barrier and source of inequality affecting ethnic minorities in nursing practice and education. PURPOSE This integrative review study aimed to determine whether racism and institutionalized racism are explicitly named in the titles and abstracts of peer-reviewed publications on nursing education, leadership, and the nursing profession, and to explore the depth of discussion of racialized concepts in peer-reviewed nursing literature. METHOD Whittemore and Knafl's integrative review approach was used to review 23 studies published in nursing journals published from 2008 to 2020. FINDINGS Four themes were extracted: the context of racism discussions in the literature; consequences of experiences of racism; emotional and physical effects of racism on nurses and students of color; and scholars' recommendations. DISCUSSION Nursing must start to openly acknowledge the issue of racism within the profession, and to address it by providing safe spaces for authentic dialogue in academic and practice settings.
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Affiliation(s)
- Kechi Iheduru-Anderson
- School of Rehabilitation and Medical Sciences, The Herbert H. and Grace A. Dow College of Health Professions, Central Michigan University, Mount Pleasant, MI, USA
| | - René Revis Shingles
- Representative Chair School of Rehabilitation and Medical Sciences, College of Health professions Central Michigan University, Mount Pleasant, MI, USA
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