The American Association of Colleges of Nursing (AACN) has announced six Minority Nurse Faculty Scholars who were selected through a national scholarship program funded by the Johnson & Johnson Campaign for Nursing’s Future. The program was developed to help address the nationwide faculty shortage while enhancing diversity among nurse educators by offering financial support, mentoring, and leadership development to graduate students from minority backgrounds who aspire to teach.
The six new scholars will be joining 60 scholars previously selected for the prestigious honor. The new recipients are all enrolled in PhD or DNP programs and their names include:
- Lourdes Carhuapoma, University of Virginia
- Jenna Magallanes, University of Michigan
- Angelina Nguyen, University of Arizona
- Safiyyah Okoye, Johns Hopkins University
- Sangita Pudasainee-Kapri, Rutgers University
- Armiel Suriaga, Florida Atlantic University
Dr. Ann Cary, Chair of the AACN Board of Directors, tells Newswise.com, “AACN recognizes the strong connection between preparing a culturally diverse nursing workforce and the ability to provide quality patient care. We applaud the Johnson & Johnson Campaign for their generous support of our Faculty Scholars program that is opening new doors to careers in academic nursing for some of our best and brightest graduate students.”
To learn more about this year’s AACN/Johnson & Johnson Minority Nurse Faculty Scholarship recipients, visit here.
Earlier this fall, Vanderbilt University School of Nursing named Rolanda Johnson, PhD, MSN, as the new assistant dean for diversity and inclusion. Replacing assistant professor Jana Lauderdale in this new position, she is also continuing her roles as assistant dean for academics and associate professor of nursing. Dr. Johnson ensures VUSN continues to foster and provide an environment that is culturally appreciative and inclusive, especially for underrepresented and marginalized groups.
“We’re very fortunate to have Rolanda in this leadership role,” VUSN Dean Linda D. Norman, DSN, FAAN, shared with VUSN Communications. “With her experience in academic enhancement services, as the longtime adviser to the Black Student Nurses Association, and through her research in health promotion for African Americans and in black racial identity, Rolanda will bring expertise and wisdom to the role of VUSN’s assistant dean for diversity and inclusion.”
Dr. Johnson joined the VUSN faculty in 1998, after receiving her PhD in Nursing Science from Vanderbilt. Over her 20 years at Vanderbilt, she has served as director of the Fisk University-Vanderbilt University Nursing Partnership Program, she re-established Vanderbilt’s Black Student Nurses Association, and represented the School of Nursing in campus-wide programs such as the Provost’s Task Force on Sexual Assault, FutureVU Faculty Advisory Committee, and Diversity, Inclusion and Community Committee. Additionally, Dr. Johnson is the founding president of the Nashville Chapter of the National Black Nurses Association.
To learn more about Dr. Rolanda Johnson’s career and vision for diversity and inclusion at Vanderbilt University School of Nursing, check out her Q&A at MinorityNurse.com.
The University of Rochester (UR) School of Nursing has been selected to receive the Health Professions Higher Education Excellence in Diversity (HEED) Award from INSIGHT Into Diversity magazine for the second year in a row.
The UR School of Nursing is one of 11 schools of nursing across the country to be awarded the national honor which recognizes US medical, dental, pharmacy, nursing, osteopathic, and allied health schools that demonstrate an outstanding commitment to diversity and inclusion. The university will be featured in the December 2018 issue of INSIGHT Into Diversity, the oldest and largest diversity-focused publication in higher education.
Kathy Rideout, EdD, PPCNP-BC, FNAP, dean of the University of Rochester School of Nursing and vice president of the University of Rochester Medical Center, tells URMC.Rochester.edu, “Our sustained commitment to cultivating a culture of diversity and inclusion is reflected – among other ways – in our student body and their soaring graduation rates, putting us at the vanguard among our peers in higher education.”
The UR School of Nursing is comprised of a diverse student body with its most recent class of 66 students in the Accelerated Bachelor’s Program for Non-Nurses coming from across the US as well as from Kenya, Guyana, India, Cameroon, England, and South Korea. Thirty percent of those students are from underrepresented groups, and 21 percent are male, more than two times the national average of men in the nursing workforce.
To learn more about the University of Rochester School of Nursing’s diversity initiatives and recent Excellence in Diversity Award, visit here.
Our Nurse of the Week is Brigit Carter, Associate Dean for Diversity and Inclusion in the Duke University School of Nursing, who is leading diversity efforts by heading a program for underrepresented minorities.
Carter’s role is focused on making the School of Nursing a welcoming and inclusive place for employees and students by meeting with members from other departments to form strategies that encourage an affirming atmosphere. She has used a grant from the Health Resources and Services Administration to fund the School of Nursing’s Academy for Academic and Social Enrichment and Health Equity Academy over the last decade.
Duke nursing students from underrepresented minority groups take part in the academy to study social determinants of health. The Health Equity Academy ultimately aims to understand how to best serve patients from a variety of backgrounds.
Carter tells Today.Duke.edu, “We want to be known as a place where all people can come together and feel comfortable, at home and supported. I want us to be proactive in our approach to diversity and inclusion.”
Carter holds a Bachelor of Science in Nursing from North Carolina Central University and a Master of Science in Nursing from the University of North Carolina at Greensboro. She also works as a secondary clinical staff nurse in the Duke University Hospital Intensive Care Nursery where she cares for infants who were born early, born with a condition or disease at birth that requires immediate attention, or born with a pre-existing condition like genetic anomalies.
To learn more about Duke Nursing Associate Dean Brigit Carter and her role heading Duke’s program for underrepresented minorities, visit here.
Imagine taking a national examination that culminates your educational experience, as well as impacts your future career potential. This national exam is delivered in English, but that is not your primary language. The pressure has been mounting because you know that the opportunity to take your passion for helping others to the next level hinges on passing an exam. Welcome to a day in the life of an English Language Learner (ELL) nursing student who is planning on taking the National Council Licensure Examination (NCLEX).
As in many industries, diversity is a hot topic. There is a growing demand for a diverse nursing workforce to represent and meet the needs of the increasingly ethnic and racially diverse populations they serve. According to a study in 2014, minorities encompass around one-quarter of the nursing workforce and one-third of the United States population. A National Center for Biotechnology Information report states demographic trends are predicting rapid growth in racial and ethnic minority populations by 2060. This projected growth highlights the need for organizations to recruit and retain a diverse nursing workforce that mirrors the nation’s increasing culturally diverse population. Fostering diversity in the nursing workforce may help assist with language and cultural gaps currently seen between clients and health care providers.
How can we, as educators, provide ELL nursing students with the tools they need to feel confident in school, so they can become safe and effective health care providers in the future?
Experts identify that ELL students need a greater amount of time to read and complete their English-language assignments. Often, ELL students need to translate text into their primary language first, and then translate back to English in order to complete assignments and interact effectively in class. This process is extremely time-consuming and can be frustrating for many students. Educators need to be aware of the time factor when assigning readings and calling on students in class. Doing so allows ELL students to build their confidence not only with the course content, but also with class participation as well. It is important for the leadership teams within nursing schools to encourage faculty to implement learning strategies into their classrooms, so diverse students feel more comfortable and courageous. Simple strategies include:
- Providing monthly “success” sessions where students can learn studying techniques, note-taking best practices, and test-taking strategies.
- Supplying flashcards and vocabulary lists to aid in studying.
- Implementing a study buddy system with faculty-assigned groups.
Another way to support diverse student needs is to integrate appropriate learning resources throughout the curriculum and learning cycle. We know that “You can lead a horse to water, but you can’t make him drink,” is a phrase often used to describe situations where one has the tools in front of them but chooses not to use them. To help combat this paradigm, embedding resources into courses directly helps students find and utilize them as needed, and on their own terms. ELL students should have the ability to easily leverage learning resources such as professional and peer tutoring, automated grammar checkers, online writing labs and live library chats. Anecdotal data from a small pilot study conducted by Rasmussen College in 2018 showed students were much more likely to use just-in-time, “quick,” on-demand resources as opposed to resources that required preplanning, such as scheduling a tutoring appointment or waiting for feedback on an assignment.
Colleges and universities should also consider partnering with organizations that specifically support diverse populations within specific career fields, such as the Asian American/Pacific Islander Nurses Association (AAPINA) or the Rasmussen College partnership with The African Nurses Network (TANN) at its Blaine, Minnesota campus.* TANN was founded by Lyna Nyamwaya with the goal of building a network to empower nurses, decrease disparities, and increase cultural awareness. TANN works closely with the campus to design monthly workshops focused on study strategies, as well as offering professional tutoring. Seeking partnerships that reflect the diversity of the students that make up an institution allow students to make connections and find mentors with similar backgrounds and experiences. These partnerships also allow faculty to learn and observe how to effectively work with specific demographics of students.
We know diverse students appreciate and benefit from the mentoring of diverse faculty, especially those who look like them and have had similar experiences. Nursing schools should continue to recruit and retain diverse nursing faculty to provide unique resources to their students as well as to enrich the college environment. All faculty, regardless of background, need to have training in strategies to best support diverse nursing students in order to set them up for future success.
While progress has been made in response to the Institute of Medicine’s (IOM) 2011 report that called for increased efforts to increase diversity in the profession, a 2017 progress update by the Campaign for Action shows the IOM still recommends that increasing diversity in the nursing workforce be a priority. It is our responsibility to our students, the nursing profession, and our patients to partner together to empower and embrace our future ELL nurses so we can provide a robust, culturally rich experience for all.
*Monthly fee paid for by Rasmussen College