Student Perception of Diversity, Equity, and Inclusion Curricular Threads on Nursing Practice.

BACKGROUND: Compassionate, inclusive, and equitable nursing care begins with integrating concepts of diversity, equity, and inclusion (DEI) and social determinants of health (SDOH) into curricula. PROBLEM: Little is known about RN to BSN students' perception of applying these concepts in practice. The purpose of this pilot project was to assess RN to BSN students' perceptions of DEI-SDOH curricular threads in their nursing practice. APPROACH: Students were surveyed to assess their perceptions about the impact DEI-SDOH curricular content had on their ability to assess and address DEI-SDOH in practice, level of confidence in talking about DEI-SDOH, addressing breaches in DEI, and the influence of DEI-SDOH in nursing. OUTCOMES: Respondents indicated DEI-SDOH curricula promoted self-examination, critical examination of health care systems, and increased DEI-SDOH competence. CONCLUSION: DEI-SDOH curricula build upon professional experiences, strengthen assessment and application competence, and equip nurses with confidence to address DEI-SDOH as an effective strategy to reduce health disparities.

A Stakeholder Evaluation of an RN-to-BSN Academic Progression Program.

OBJECTIVE: The aim of this study was to evaluate programmatic elements supporting BSN attainment by employed nurses holding associate degrees or diplomas, using a stakeholder involvement approach. BACKGROUND: Studies have associated higher percentages of baccalaureate-prepared nurses with improved clinical outcomes. Since 2013, the study organization supported an RN-to-BSN requirement with an academic progression benefit program and achieved an 80% BSN goal by 2021. METHODS: The Centers for Disease Control and Prevention's Framework for Program Evaluation was used. A mixed methods approach was orchestrated by a stakeholder team to explore use and importance of programmatic elements, and motivators and barriers for degree attainment, using an online survey and focus groups. RESULTS: Respondents revealed a significant association between BSN degree attainment and financial assistance and perceived importance of financial assistance and educational fairs. CONCLUSIONS: Validating organizational tactics is important for achieving increased numbers of baccalaureate-prepared nurses and supportive of the cost-effective use of resources.

Cultivating inclusive learning environments that foster nursing education program resiliency during the Covid-19 pandemic.

Nursing education programs faced multiple challenges to increase the size, diversity, and skill set of the nursing workforce while contending with shortage of clinical placement sites and retiring faculty. A program that is unable to be resilient in the face of crisis will fail in its mission to graduate resilient nurses. The purpose of this paper is to describe how nursing programs can respond to the challenge of creating a resilient program poised to graduate a diverse, inclusive, and resilient workforce. Utilizing resilience-oriented strategies to impact educational services solidified program relevancy, promoted student belonging, and enhanced student recruitment/retention. While programs have become accustomed to doing more with fewer resources, many of these programs may not survive these unprecedented times without incorporating a holistic approach for organizational well-being that promotes resilience through inclusivity.

Inclusivity in Baccalaureate Nursing Education: A Scoping Study.

BACKGROUND: Inclusivity, the intentional incorporation of practices that foster a sense of belonging by promoting meaningful interactions among persons and groups representing different traits, perceptions and experiences, is a prerequisite for excellence in nursing education. Nevertheless, many faculty struggle to create an inclusive learning experience for baccalaureate nursing students. PURPOSE: The purpose of this scoping study was to explore and summarize the extant literature on inclusivity, identify evidence-based strategies to promote inclusivity, and provide directions for further research on inclusivity in baccalaureate nursing education. RESULTS: Thirty studies, conducted in English-speaking countries, from 2001 through 2016, were included in the final analysis. Results from the mostly descriptive studies were organized into 3 themes. 1) Nursing students from underrepresented minority groups experience discrimination from peers, faculty, and clinicians in the classroom, the clinical setting and/or the larger institution. 2) The cumulative effect of discrimination is a lack of belongingness, which is associated with adverse outcomes. 3) All aspects of the undergraduate nursing students' learning community act as facilitators or barriers to inclusivity or a sense of belongingness. CONCLUSIONS: This study provided a deeper understanding of underrepresented minority nursing students' experiences and perspectives related to inclusivity. This, in turn, can inform future action.