Microaggression in Academia: Consequences and Considerations.

ABSTRACT: Microaggression as a concept has received significant attention in the popular media as well as in literature. The concept has yet to be addressed, however, in the context of health care education or academia. In this article, current thoughts on racial microaggressions are reviewed with a focus on implications for nursing faculty and academia. The role of implicit bias and microaggressions on faculty diversity and promotion is discussed, and recommendations for next steps are reviewed.

Leadership qualities faculty desire in academic leaders: An international Delphi study.

BACKGROUND: The global nursing workforce is confounded by shortages of nurses, faculty, and academic nursing leaders. Nursing academic leaders influence faculty recruitment and retention influencing the enrollment pipeline to fill nurse workforce capacity. OBJECTIVE: To identify leadership qualities nursing faculty prefer in nursing academic leaders globally. DESIGN: A multi-country exploratory design employed a three-round Delphi process including Demographic Data and open-ended questions. SETTING: An online Qualtrics survey was emailed to schools of nursing selected from seven global regions: United States (North America), Mexico (Latin America/ Caribbean), South Africa (Africa), Saudi Arabia (Middle East), Korea (Asia), Sweden (Europe), and Australia (Oceania). PARTICIPANTS: A convenience sample of faculty members employed in schools of nursing in the seven countries. METHOD: A 43-item Qualtrics survey developed from literature review of leadership qualities of nursing academic leaders was distributed to nursing faculty who participated in three Delphi rounds using descriptive statistics to analyze each round. Open-ended questions were analyzed using qualitative descriptive analysis. RESULTS: In Round 1, 54 faculty rated the 43 leadership qualities using a Likert Scale, identified the top 10, and added additional qualities not in the list. In Round 2, 26 of the original participants rated the resulting 29 leadership qualities. In Round 3, 16 of the original participants ranked their top 8 leadership qualities: mutual trust and respect; clear communication; creating a cohesive culture; assuring diversity, equity, and inclusivity; integrity; developing effective team structure; effective decision-making; and leading by example. In Round 3 participants rated nurses' preparedness for academic leadership. Open-ended questions identified 1) Strategies to prepare nurses for academic leadership roles and 2) Essential characteristics for effective academic leaders. CONCLUSION: Developing key leadership skills can increase the leadership capacity of nursing academic leaders, enhancing work environments, faculty recruitment and retention, helping mitigate a global challenge.

Desired and received support as experienced by faculty of color in nursing academia: A qualitative study.

BACKGROUND: Faculty of color are crucial to the development of a diverse nursing workforce but remain underrepresented in nursing academia. PURPOSE: The purpose of this current study is to identify elements of support received and desired by nursing faculty of color for retention and promotion in academia. METHODS: A semi-structured interview was used to collect data from 16 faculty of color from nursing schools across the United States. Conventional content analysis was used to identify emerging themes. RESULTS: An analysis of the interviews revealed six major themes pertaining to mechanisms of support for faculty of color: Instill inclusive excellence; value diversity in leadership; intentional faculty development; mentoring to belong; uniqueness of the lived experience; and harnessing the power of networks. CONCLUSION: This study identifies insights important to the support and development of a diverse nursing academia and discusses implications for academic institutions seeking to enhance support for nursing faculty of color.

Factors Influencing Smoking Decisions Among Older Korean American Men: A Qualitative Study.

ABSTRACT: Cigarette smoking is highly prevalent among Korean American men. Although the nationwide anti-smoking efforts and American individualism-oriented cultural system seem to help some Korean American men stop smoking, many of them still smoke. Thus, it is necessary to understand factors influencing decisions to continue smoking or stop smoking among older Korean American men. We recruited a convenience sample of 24 Korean American men (12 current smokers, 12 former smokers) who were aged 55-79 years to participate in this qualitative study. Five focus groups and nine individual interviews were conducted. Thematic content analysis was used to analyze the qualitative data. Participants were older (mean age = 69 years) and have lived in the United States an average of 26 years. Average duration of smoking was 41 years among current smokers and 31 years among former smokers. Key themes influencing continuous smoking include stress relief, fear of side effects, difficulty stopping, smoking peers, and misbeliefs about lung cancer and smoking, whereas key themes for decisions to stop smoking include present health issues, family/physician/media recommendation, and smoking-restricted environments. This study reinforces the importance of culturally and age-relevant smoking cessation programs targeting smokers and their families. Future quantitative studies in different geographic areas can validate the study findings.

Exploring alternative forms of scholarship for nurse educators' success.

BACKGROUND: Teaching-intensive universities require faculty to have increased teaching workloads. Nursing faculty have additional burdens that faculty members in other disciplines and departments do not experience, making it difficult to produce scholarship as it has been traditionally defined in research-intensive universities. Teaching-intensive universities should begin to rethink nursing faculty expectations for meeting their universities' missions of scholarship, especially those required for tenure. PURPOSE: This article discusses alternative forms of scholarship and to generate ideas beyond the gold standard of writing peer-reviewed manuscripts and conducting empirical research studies for teaching-intensive universities. It also explores challenges that hinder nursing faculty from scholarly work and offers various scholarship ideas for nursing faculty and nursing administrators to consider for promotion and tenure criteria. RECOMMENDATIONS: Nursing administrators and faculty can change the current culture through a reconceptualization of Boyer's scholarship model in which more innovative forms of scholarship are embraced to support nursing faculty in balancing the multiple demands on their time according to their respective institutional needs. The outcome is increased work-life balance and retention of nursing faculty. Deans' support and faculty advocacy for human resources and financial investment in faculty workload boundaries are key factors for future changes in practice.

Mentoring and Support for Underrepresented Nursing Faculty: An Integrative Research Review.

BACKGROUND: Nursing faculty members may need several mentors to succeed in scholarly productivity, career development, work-life balance, and socialization in the academy. Underrepresented (UR) faculty report additional challenges to success. PURPOSE: The aim of this study was to search the literature for best practices in mentoring UR faculty. METHODS: An integrative review was conducted to identify best and evidence-based practices for mentoring UR faculty, including gender, sexual minority, race, ethnicity, and geographic remoteness (rural). Fifteen articles were rated on evidence and methodological quality. RESULTS: Successful mentorship programs include honest communication, including all stakeholders in forming a mentoring program, goals and activities that come from the mentees, and guaranteed resources. CONCLUSIONS: Underrepresented nursing faculty may benefit from formal mentoring programs, but more research is needed.

Perceptions of support by nursing faculty of color.

BACKGROUND: Racial and ethnic minority faculty members within nursing academia are critical to the recruitment and training of a diverse health care workforce. Effective strategies and opportunities for the success of minorities within nursing faculty must be identified and explored. PURPOSE: The purpose of this paper is to identify strategies for support being utilized by nursing faculty of color, and support systems that practicing faculty of color believe would aid their success in academia. METHOD: This descriptive survey used an 18-item online survey distributed to faculty of color in nursing academic institutions throughout the United States. Of the completed surveys, 116 responses met inclusion criteria. RESULTS: Common themes from faculty of color emerged regarding the importance of mentorship, faculty development, networking and acknowledgement. CONCLUSION: Respondents noted their experience with successful support systems and strategies and support systems they found to be lacking. Strategies were recommended for promoting faculty of color in schools and colleges of nursing.

An Interprofessional Web-Based Teaching Module to Enhance Competency of the Advanced Practice Nursing Clinical Education in the Emergency Department.

Many advanced practice registered nursing (APRN) students struggle to thrive in their clinical rotation due to the wide variability in their clinical knowledge. To address the variability and gaps in knowledge, we created an interprofessional web-based, self-directed curriculum for APRN students that is clinically relevant and specific to the emergency department (ED) rotation. The modules are a product of collaboration between the medical, nursing, and pharmacy faculty at an academic medical center. This web-based curricular preceptorship model that incorporates new technology and innovation in clinical rotations can provide an opportunity to enhance the clinical education of the APRN students in the ED.

A Case of Drug-Induced Severe Endocrinopathies: What Providers in the Emergency Department Need to Know.

The purpose of this article is to present a discussion of immune checkpoint inhibitors (ICIs) that are relatively new, yet growing, form of cancer therapy. Immune checkpoint inhibitors increase host immune response against neoplastic cells. Strengthened immunological response increases the potential for adverse events such as life-threatening endocrinopathies. The case of a 66-year-old man with metastatic melanoma treated with nivolumab and ipilimumab presented to the emergency department with marked hyperglycemia and elevated anion gap 19 days after receiving both agents is discussed. The patient received a diagnosis of immune-mediated diabetes requiring ongoing insulin even after discontinuation of ICIs. As treatment with this class of agents expands, emergency department providers will need to become familiar with the identification of their adverse reactions to provide the proper management of care.