Building a Culturally Responsive Workforce: Faculty of Color in Nursing Education

Brooks, Latina M.; Medina, Rosario; Pitts, Courtney J.; Dahlem, Chin Hwa; Downes, Loureen; Beard, Kenya

doi:10.1016/j.nurpra.2021.12.019

Cited by 12 publications

(13 citation statements)

References 13 publications

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“…When students are taught by faculty from a wide spectrum of experience and training, that is, of different racial, ethnic, religious, gender, political groups, the intellectual experiences of students are enriched [33]. Therefore, there is a need to increase the diversity among faculty within nursing's educational programs so that students have diverse role models who are culturally sensitive [13]. This means that the NEI should always strive to ensure that there is tolerance of diverse cultures by all staff at the institution, so that diverse nurse faculty can feel valued and accommodated and are retained at the NEI.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

“…Indeed, even the curricula that is taught in the country's nursing education environments has been described as "absent" in offering an alternative African paradigm [22]. Eurocentrism, stereotyping and other discriminatory practices that are based on race and ethics tend to frustrate nurse faculty retention efforts as frustrated faculty leave academia [13].…”

Section: The Culturally Diverse Academic Environment and Faculty Rete...mentioning

confidence: 99%

“…Thus, nurse faculty play a significant role in leveraging student diversity in the classroom for the expansion of "intercultural understanding and intercultural experiences" of the culturally diverse student population [12]. The presence of culturally diverse faculty strengthens the institutional drives to recruit and support the teaching and learning of diverse students who will reflect the population served in class and clinically [13]. Therefore, diverse faculty also assist in the production of nurses that are expected to provide unbiased and inclusive nursing care [14].…”

Section: Introductionmentioning

confidence: 99%

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Divided in Diversity: Cultural Insensitivity as a Factor Leading to Faculty Leaving a Nursing Education Institution in Johannesburg, South Africa

Matahela¹

2023

IJIMES

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Nurse faculty retention continues to be a global concern especially in the face of worldwide nurse shortage. The nursing workforce shortage is further intensified by nurse faculty resignations from nursing education institutions. Although various factors have been attributed to nurse faculty resignations, few studies have reported cultural insensitivity as a factor that could lead to faculty leaving academia. The purpose of this study is to explore and describe cultural insensitivity as a factor that led to nurse faculty resigning from a nursing education institution in Johannesburg and to describe strategies for their retention. Methodology: A total of 15 purposively selected nurse faculty participated in individual semi-structured interviews of a broader exploratory-descriptive, and contextual qualitative study. Data were analyzed using Tesch's iterative thematic analysis protocol. Findings: The study revealed that factors related to cultural diversity, specifically cultural insensitivity, also contributed to nurse faculty resigning from the nursing education institution. Originality/Value: Although the institution has a reputable history of having culturally diverse nurse faculty, some of its faculty resigned due to the cultural insensitivity of their colleagues and institutional management. Based on findings and conceptualization of literature, the study makes various recommendations on how nurse faculty could be retained through promoting cultural sensitivity amongst diverse faculty.

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Section: Discussion Of the Resultsmentioning

confidence: 99%

Section: The Culturally Diverse Academic Environment and Faculty Rete...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Divided in Diversity: Cultural Insensitivity as a Factor Leading to Faculty Leaving a Nursing Education Institution in Johannesburg, South Africa

Matahela¹

2023

IJIMES

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“…The importance of URM representation in NNP faculty is stressed because in mentoring relationships, racial and ethnic concordance between nursing faculty and students improves success 16,27,28. Increased mentoring and support for the URM graduate nursing student may result in increased pursuit of a career in academia after advancing their education, paving the way for an increase in URM nursing faculty 34…”

Section: Recommendationsmentioning

confidence: 99%

Racial and Ethnic Composition of Neonatal Nurse Practitioner Faculty and Students in the United States

Newberry

Bell

2023

Advances in Neonatal Care

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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.

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“…Nursing faculty and mentors must make it a priority to familiarize themselves with the historical and contemporary health and psychosocial impacts of colonization. Faculty must be aware of broad psychosocial and health disparities affecting American Indian people, as well as present-day priorities, challenges, and successes across American Indian communities (Bradford et al, 2022; Brooks et al, 2022).…”

Section: Faculty and Institutional Attributes Of Culturally Safe Ment...mentioning

confidence: 99%

Culturally Safe Mentoring for American Indian Nursing Students

Kahn-John,

Eddie,

Slaven

2023

Creative Nursing

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Being the least-represented ethnic/racial group in college settings, American Indian students may experience loneliness and self-doubt related to the challenges of adapting to an environment that embodies values, norms, and culture so different from those represented in their traditional culture. Ongoing health disparities and psychosocial inequities, and persisting impacts of historical colonization, have led to additional hardships for these students that further complicate their academic experiences. Fostering culturally safe learning environments where compassionate and caring faculty provide culturally aligned teaching is important in addressing these complex disparities. Derived from American Indian values and teachings, we present a culturally safe intergenerational mentoring approach that emphasizes the nursing mentors’ responsibility to support the growth and success of American Indian nursing students. This approach, drawn from the wisdom of American Indian teachings, focuses on students’ strengths and culturally based protective factors. Culturally informed faculty who are aware of the historical impacts of colonization and who have adequate mentoring capacity (time, interest, and commitment) contribute to safe and effective learning environments. Culturally safe mentoring is one approach to promoting American Indian students’ potential for academic and professional success.

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Building a Culturally Responsive Workforce: Faculty of Color in Nursing Education

Cited by 12 publications

References 13 publications

Divided in Diversity: Cultural Insensitivity as a Factor Leading to Faculty Leaving a Nursing Education Institution in Johannesburg, South Africa

Divided in Diversity: Cultural Insensitivity as a Factor Leading to Faculty Leaving a Nursing Education Institution in Johannesburg, South Africa

Racial and Ethnic Composition of Neonatal Nurse Practitioner Faculty and Students in the United States

Culturally Safe Mentoring for American Indian Nursing Students

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