Decolonizing entry to practice: Reconceptualizing methods to facilitate diversity in nursing programs

Occupational Segregation And Hypertension Inequity: The Implication Of The Inverse Hazard Law Among Healthcare Workers

“…For example, a series of laws classified as affirmative action has been implemented to improve diversity in higher education (i.e., the key requirement for high-status healthcare occupations) and to ensure that racial distribution of workers employed by government contractors reflects the diverse community served by these organizations (Arcidiacono et al, 2015 ; Holzer, Harry; Neumark, 1999 ; Kurtulus, 2016 ). The American Association of Medical Colleges and other health professional organizations also established pathway and mentoring programs to increase the physician workforce from historically underrepresented backgrounds (Fontenot & McMurray, 2020 ; Jacob, 2015 ; Merchant & Omary, 2010 ). Because these DEI policies are carried out in concert with continuing efforts to eliminate the shortage of high-status healthcare workers (e.g., a partnership between healthcare and institutions to increase enrollment, federal legislatures to increase residency positions eligible for graduate medical education under Medicare, accelerated baccalaureate and master degree in nursing programs, the National Health Services Corp Student to Service Loan Repayment Program, etc.…”

Exposing othering in nursing education praxis

“…For these students—many first‐generation college students and/or ELL students—their prelicensure nursing programs are, for them, “opaque institutions” (Carel & Kidd, 2021) that brook no “connection across difference” (Canales, 2000). These students may well be in their classes in part due to the kinds of recruitment efforts Fontenot and McMurray (2020) describe, but without the concomitant retention efforts recommended to ensure success, such as mentoring, supportive infrastructure, and additional resources within their school programs. Instead, they are expected to keep up with the work despite language differences; worries about immigration politics and policies; and what many students describe as open racism and discrimination from peers and faculty (Ononvo, 2019).…”

“…Nonetheless, the tension-wire between institutional aspirations of inclusion and the lived realities of these students, told through story, is the tightrope on which inclusive othering treads. | 5 of 10 community's propensity for good or ill health-and those social determinants of learning that create either ease or barriers for those who would seek a nursing education (Fontenot & McMurray, 2020;Sanderson et al, 2021). They specifically name entry-to-practice customs that are rooted in white supremacy as well as noting that a focus on diversity in nursing education must go well beyond racialized identities and numeric representation.…”

Health Professionals Palliative Care Education for Older Adults: Overcoming Ageism, Racism, and Gender Bias

“…This type of proactive education will also give all students the tools to respond thoughtfully when they hear feedback about their handling of sensitive race related situations that challenge their self-perception in a way that is triggering. By not triggering strong negative reactions, the goal is to move the student away from short‐term skill acquisition initiatives towards the deconstruction of socialized white supremacy and enactments of white privilege [ 49 , 50 ].…”

“…McMurray [50] Decolonizing entry to practice: Reconceptualizing methods to facilitate diversity in nursing programs 1.Implement a framework for academic application review processes that addresses structural barriers that affect access, including those unique to students from diverse backgrounds 2.Evaluate and build pipeline programs to support expansion of diversity prior to point-of-entry to practice nursing 3.Work to retain diverse faculty by having intentional steps to improve work culture and environment surrounding their educational practice Shappell and Schnapp [48] The F word: how "fit" threatens the validity of resident recruitment 1.Establish a clear brand identity for your educational program to guide discussion regarding culture 2.Take a holistic approach toward fit, diversity, and program culture 3.Learn biases 4.Follow up on gestalt impressions Yang [17] What should be taught and what is taught: Integrating gender into medical and health professions education for medical and nursing students 1.Allow educators to develop a gender education learning map for students by determining the core gender knowledge needed and identifying the gender-related concepts to be integrated 2.Universities should pay attention to professional development of educators in gender education Educating workforce for diversity Nong et al [52] Patient-reported experiences of discrimination in the U.S. healthcare system 1.Organizations should explore reports of discrimination by engaging patient stories most likely to be present in the healthcare setting -use this data to inform organizational policy Vyas et al [53] Challenging the use of race in the vaginal birth after cesarean section calculator 1.Remove race-based consideration to calculation of risk for vaginal delivery after cesarean section and educate future clinicians to base recommendation on patient specific presentation crucial step in challenging stereotypes involves empowering faculty with the freedom and support to counter/correct biased or stereotypical language and attitudes from the classroom to the practice environment. This act will help future health professional students develop more complex portraits of patients/caregivers from backgrounds that differ, because it will highlight respectful allyship.…”