Aim: This paper presents HAR as an expression of caring to create social justice within nursing and achieve a workforce that is representative of those being served. Background: The lack of diversity within the health professions has been expressly linked in the literature to health disparities among underrepresented and marginalized groups. Recommendations: Recognizing the value of diversity within healthcare has been the impetus for some health profession programs to use holistic admissions review (HAR) in the assessment and evaluation of applicant suitability. While current HAR recommendations in nursing broaden the lens on which criteria should be used to determine applicant suitability beyond standard academic metrics, existing models do not examine applicants' caring capacity. Conclusion: Given caring is the essence of nursing, the authors offer a guiding framework to supplement the American Association of Colleges of Nursing criteria for HAR and a model by which nursing applicants are evaluated on their capacity to care.
The nurse of today must be able to master a variety of technologies. This article will discuss the current state of robots, explore the ethical framework of the Care-Centered Value Sensitive Design (CCVSD) and the caring theory of Nursing As Caring theory as it relates to the sacred nurse-patient relationship. Integrating both an ethical and caring framework will serve the nursing profession as it wrestles with the role and function robots can and will be used in clinical practice in order to protect the nurse–patient relationship. As technology advances, we must remember some human experiences are not programmable.
The coronavirus disease 2019 (COVID-19) global pandemic caused tremendous disruption to health care operations across the United States in 2020. The enormous number of people living under some form of government restriction or lockdown required organizations to shift processes, and employees had to embrace a culture of working from home. Unsurprisingly, the demand for videoconferencing surged as a result. However, because of the abrupt pivot to facilitating many business processes, such as meetings, remotely, leaders needed to accept virtual conferencing as the “new normal” for the foreseeable future. This article uses the nursing process to assist nurse leaders in planning and implementing virtual meetings and addresses lessons learned during the past year of using videoconferencing. [ J Contin Educ Nurs . 2021;52(9):423–428.]
As nurse educators navigate the realities of racial injustice and deeply polarizing issues in the United States, we must reflect on our own biases, educate ourselves on the impact of inequities, and thoughtfully use our faculty privilege to create change. Purposefully adjusting admissions procedures, hiring diverse faculty, and embedding cultural sensitivity in the curriculum are stepping stones to shaping the future of nursing. Impacting race relations by developing cultural humility and collegial allyship begins with humble inquiry. This article recounts a dialogue and presents the personal reflection of two peers committed to the critical work of diversity, equity, and inclusion.
C aring science recognizes that the entire class contributes to developing a healthy learning atmosphere that supports trusting-helping relationships. Students need to embrace confronting their own emotions, issues, and vulnerabilities in fostering healthy learning spaces. In an icebreaker activity, faculty encourage the release of these vulnerabilities and honor personal sharing. In this exercise, students receive a small, brown bag that they adorn with stickers, quotes, or drawings using writing utensils to convey aspects of their lived experiences that can negatively or positively impact them during the course. Most importantly, faculty inspire students to share personal fears, problems, or burdens. The educator should inform students that they only need to share within their comfort level. During the semester, the bag serves as a symbol of students' individuality and the challenges they must navigate while pursuing their education. With the bag as a constant reminder of student concerns, faculty can connect with them regarding these issues and offer individualized support. The most critical aspect of this activity is that faculty remain engaged with those sensitive topics disclosed by the student and routinely check in with them, conveying deep, authentic concern for their success and well-being. As students prepare to transition to the next phase of their nursing education, the faculty return students' bags with personalized notes, offering words of encouragement and affirmation. This icebreaker activity values the faculty-student interaction and establishes how faculty can provide student support.
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