Nursing Faculty Readiness for Student Diversity

Bristol, Tim J.; Brett, Anne Liners; Alejandro, Jose; Colin, Jessie M.; Murray, Teri A.; Wangerin, Virginia; Linck, Raney; Walton, Deidre

doi:10.1016/j.teln.2019.09.001

Cited by 8 publications

(6 citation statements)

References 14 publications

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“…Two major antecedents precede readiness to teach LGBTQ+ health-related care: environment (Bristol et al, 2020; Lim et al, 2015; Martin, Budhrani, & Wang, 2019) and support (Bristol et al, 2020; Ell & Haigh, 2015; Lim et al, 2015; Martin, Wang et al, 2019). The environment for the educational setting needs to be accepting and willing to include LGBTQ+ health-related care in courses.…”

Section: Resultsmentioning

confidence: 99%

“…Nursing faculty's readiness to work with diverse students was associated with increasing disparities and isolation, preparation for the pedagogical experience, limited diverse mentorships, and inadequate resources to improve readiness (Bristol et al, 2020). Sealey et al (2006) utilized Campinha-Bacote's framework (Campinha-Bacote, 1994, 1998 when evaluating cultural competence in baccalaureate nursing faculty.…”

Section: Use Of the Concept Readiness For Diversity And/or Cultural H...mentioning

confidence: 99%

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Readiness to Teach LGBTQ+ Health-Related Care: A Concept Analysis

Dalbey

2023

Nurs Educ Perspect

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AIM The aim of this study was to explore nursing faculty’s readiness to teach lesbian, gay, bisexual, transgender, queer or another sexual or gender minority (LGBTQ+) health-related care. BACKGROUND Care of diverse populations is encouraged by nursing organizations. Assessing faculty’s readiness to teach this specific content is essential prior to educating student nurses. METHOD Walker and Avant’s eight-step approach was used to identify defining attributes, a model case, a borderline case, a contrary case, antecedents, consequences, empirical referents, and implications for nursing education. RESULTS Evaluation of the literature indicates nursing faculty’s readiness to teach LGBTQ+ health-related care would include defining attributes of teaching methodology, knowledge, attitude, experience, education, and comfort. CONCLUSION When faculty members demonstrate readiness to teach LGBTQ+ health-related care, students will learn and be able to provide such care as appropriate. Hopefully, this will result in better patient outcomes and individualized care for patients who identify as LGBTQ+.

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Section: Resultsmentioning

confidence: 99%

Section: Use Of the Concept Readiness For Diversity And/or Cultural H...mentioning

confidence: 99%

Readiness to Teach LGBTQ+ Health-Related Care: A Concept Analysis

Dalbey

2023

Nurs Educ Perspect

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“…Notably, educators felt that they lacked sufficient resources and experiences to meet the needs of these nurses and enable a smooth transition and integration into healthcare organizations. Previous research has specified that culturally and linguistically diverse nurses face social, economic, linguistic, cultural and academic challenges (Bristol et al, 2020). Providing nurse educators with additional resources could help meet culturally and linguistically diverse nursing students' learning needs through the adoption of effective learning approaches (Sommers & Bonnel, 2020), prepare these nurses to participate in culturally and linguistically diverse healthcare, enhance clinical practice success, especially during the pre‐graduation phase, and improve the transition to work life (Kaihlanen et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study

Kamau

Oikarainen

Juntunen

et al. 2023

Journal of Advanced Nursing

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AimTo describe nurse educators' views of how culturally and linguistically diverse future registered nurses are integrated into healthcare settings.DesignA qualitative descriptive design was adopted.ParticipantsA total of 20 nurse educators were recruited from three higher education institutions in Finland.MethodsParticipants were recruited in the spring of 2021 through snowball sampling. Individual semi‐structured interviews were held and recorded. The collected data were analysed using inductive content analysis.ResultsThe performed content analysis identified a total of 534 meaning units from the data, which were categorized into 343 open codes and 29 sub‐categories. Furthermore, nine categories were identified and categorized into three main categories. The first main category was pre‐graduation and represented a time point during which educators experienced early integration, nurse educator support and cooperation with stakeholders. The second main category was integration strategies into healthcare settings, which included workplace strategies, language competence and individual competencies and attributes. The third main category was the post‐graduation experience, during which educators reported organizational readiness, migration and efficacy of the integrational model.ConclusionsThe results revealed a need for increased resources linked to how nurse educators support the integration of culturally and linguistically diverse future registered nurses. Moreover, a nurse educator's presence during the last clinical placement, early transition and integration was found to exert a significant effect on the smooth integration of culturally and linguistically diverse future nurses.ImpactThis study establishes the need to enhance stakeholder cooperation between universities and other organizations towards supporting the integration process. Maximizing nurse educators' support during the final clinical practice, early transition and post‐graduation allows for successful integration and intention to stay.Reporting MethodThis study was reported according to the Standards for Reporting Qualitative Research (SRQR).Patient or Public ParticipationParticipating educators shared their experiences of culturally and linguistically diverse future nurses' integration.

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“…Any effort to recruit new populations of students without identifying and addressing these new learners' educational needs will likely not yield a diverse group of nursing graduates and will defeat the purpose of the recruitment efforts (Bristol et al, 2020). Diefenbeck and Klemm (2020) described the outcomes of a multipronged recruitment process, which utilized evidence-based interventions to address systemic barriers, with the overarching goals of increasing recruitment access and retention success for historically underrepresented students and socioeconomically disadvantaged students in a sustainable fashion that could be generalizable to other nursing schools.…”

Section: Retention Strategiesmentioning

confidence: 99%

Recruiting Underrepresented Students for Nursing Schools

DeWitty

Byrd

2020

Creative Nursing

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Preparing a richly diverse nursing student population is essential to improving health outcomes for the nation and achieving a robust supply of health-care providers who better reflect the society we serve. As the U.S. population becomes more diverse, cultural competence is necessary among health-care professionals in order to practice with cultural humility. Cultural humility refers to a commitment and active engagement in a lifelong learning process that allows individuals to better meet the complex health-care needs of patients, communities, and colleagues. The design of an effective recruitment strategy should be driven by the mission of the educational institution and aligned to reflect the targeted population of potential students. Recruitment efforts and activities should be designed to improve the ability to attract a diverse population and more firmly establish a continuing pipeline of possible students. This article presents strategies such as building relationships and partnerships with 2-year community colleges with upper division nursing programs, and employing technology solutions to enhance recruitment and admissions of a diverse pool of applicants. Technology solutions can help manage large applicant pools, help staff coordinate a communication campaign so there is frequent contact with prospects, and capture notes throughout the recruitment process that can be utilized in a holistic admission strategy. Recruitment is the first step; to address retention, students must be welcomed into an inclusive learning environment where they can successfully advance, in order to achieve the goal of a more diverse nursing workforce.

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Nursing Faculty Readiness for Student Diversity

Cited by 8 publications

References 14 publications

Readiness to Teach LGBTQ+ Health-Related Care: A Concept Analysis

Readiness to Teach LGBTQ+ Health-Related Care: A Concept Analysis

Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study

Recruiting Underrepresented Students for Nursing Schools

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