Purpose: This ethnonursing study explored the meanings, beliefs, and practices of care for rural Dominicans in the Dominican Republic. Design: Leininger’s culture care diversity and universality theory, ethnonursing, and four-phase analysis method guided the study. Interviews were conducted with 19 general and 10 key informants. Findings: Analysis of interviews revealed three main themes: (a) family presence is essential for meaningful care experiences and care practices, (b) respect and attention are central to the meaning of care and care practices, and (c) rural Dominicans value and use both generic (folk) and professional care practices. Discussion and Conclusion: Implications and recommendations for nursing practice, education, and research are described.

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For more than a decade, nurses and nurse educators have been held to national and professional goals aimed at affirming diversity, integrating cultural competence, and closing the healthcare disparity gap. Faced with shrinking resources, meeting these goals has been harder to achieve. In September 2004, the Sullivan Commission report renewed attention to the widening gap in healthcare quality for America's growing minority population as well as the shortage of minority healthcare providers. The focus of this article is how faculty at a collaborative nurse practitioner program responded to these concerns. Described is a multifaceted approach, beginning with participation in a nationally recognized cultural awareness workshop and continuing through a process designed to bridge theory with clinical and classroom practice. Emphasis is given to the challenges of meeting the needs of a wide geographic area and the opportunities engendered by shared resources.

In 2004, U.S. nursing schools turned away 32,797 qualified nursing applicants. One contributing factor was an insufficient number of nursing faculty. Projected retirements will require nursing faculty units to work in smaller numbers and actively recruit new faculty. The Schumacher model provides a framework for fostering scholarship and excellence in nursing and for recruiting and grooming new faculty. It articulates methods for nurse educators to capitalize on each other's strengths to work together to address the current shortage. This article describes the Schumacher model, its application to mentorship among nursing faculty, and the current nursing faculty climate.

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