The Robert Wood Johnson Nurse Faculty Scholars Diversity and Inclusion Research

Abstract

The purpose of this research is to deepen the understanding of DEI training and show how scholars across the nation incorporated DEI leadership into academic roles. Faculty and administrators' experiential experience in diversity, equity, and inclusion (DEI) plays a role in the success or failure of DEI training. DEI training at institutes of higher learning should include metrics that examine our bias for invisible and overt support for DEI. Methods: Robert Wood Johnson Foundation Nurse Faculty Scholars (RWJFNFS) were surveyed by The Gauda Group at Grayling. Data were collected from a diverse group of scholars across the nation. An online survey followed by an in-depth phone interview was used to assess participants' roles as leaders in academic nursing, challenges faced by scholars in addressing DEI, and perceived values of undertaking DEI activities. Results: Major themes emerged from the findings. The themes included championing for DEI comes with a personal and professional risk. Greater success was noted when DEI was supported by leadership and included in institutional strategic planning. Conclusion: DEI is important and necessitates commitment from all levels of leadership, faculty, and strategic planning initiatives. DEI training fills an important role and subsidizes leadership effectiveness as it relates to DEI.

Culture of Interculturality, Diversity, Equity, and Inclusion (IDEI) Assessment: Lessons from a Social Justice-Based Intercultural Learning Certificate Program for Preservice Teachers

“…Second, professional schools and programs would also benefit from the proposed framework of building a culture of IDEI assessment. Like EPPs, professional schools and programs around the country are struggling with how to effectively teach and assess IDEI education within their functional area [39][40][41]. For example, Johnson-Mallard et al's [40] research demonstrated that the following: Diversity among the nursing populations is critical, to reflect the society nurses serve.…”

“…Like EPPs, professional schools and programs around the country are struggling with how to effectively teach and assess IDEI education within their functional area [39][40][41]. For example, Johnson-Mallard et al's [40] research demonstrated that the following: Diversity among the nursing populations is critical, to reflect the society nurses serve. In 2017, only 19.5% of all registered nurses in the United States identified as racial/ethnic minorities.…”

“We Are at The Forefront of Rural Areas” Emergency Nurse's Experience During Pandemic: A Qualitative Study

“…Caring for patients with COVID-19 in rural areas is a different challenge from cities. 23 The expression when knowing about the patient's condition makes the nurse sad and the guilt and fear of being infected causes different challenges. This is in line with this study that caregivers of chronic diseases expressed a variety of feelings and expressions from the first time they knew the diagnosis to continuing to care for at home and starting life adjustments.…”

Addressing Diversity, Equity, and Inclusivity Contributions in Academic Review

“…This commitment should be visible in the strategic planning of the institution and messaging by academic leadership. Participants of the Robert Wood Johnson Foundation Nurse Faculty Scholars program who were surveyed about their experience as faculty described the visible commitment of their dean to DEI as integral to their success 35. Such support needs to include valuing DEI contributions, as well as valuing types of research, such as qualitative or community research, which can contribute to health equity.…”