Transforming Nursing Education: The Culturally Inclusive Environment Book

Contributors xv Foreword Dr. Gloria Smith xxi Preface xxvii Acknowledgments xxxv Part I Understanding Inclusivity in the Current Nursing Culture 1
1 Inclusivity: Attending to Who Is in the Center Margaret Dexheimer Pharris 3 Waking Up to the Pervasive Existence of Racism 9 Sankofa: Looking Back to Move Forward 11 Color-Blind Racism 15 Lessons From the Educational Trenches 17 Turning the Lens Around: System Change 20 Recommendations for Nurse Educators 21 Recommendations for Nursing Education Administrators 22 Questions for Dialogue 23
2 The Power of Nurse Educators: Welcoming and Unwelcoming Behaviors Susan P. Kossman 27 Minority Student Persistence in Nursing Programs 30 The Research Study 35 Results: The Nursing Education Experience 37 Implications and Recommendations for Nurse Educators 53 Conclusion 55 Questions for Dialogue 56
3 Addressing Race and Culture in Nurse Education Stuart Nairn 61 Race and Language 62 Multiculturalism and Antiracism in Nursing 68 Essentialising Culture, Social Structure, and the Problem of Racism 70 Recommendations for Challenging Racism 73 Questions for Dialogue 75
4 Minority Nurses: A Story of Resilience and Perseverance Donna Hill-Cill 79 Becoming a Nurse: Lessons Learned 79 Becoming a Nurse Educator: Lessons Learned 85 Keys to Educating the Minority Student: The Theory of Multiple Intelligences 94 The Importance of Clinical Success 97 Recommendations for Success! 97 Questions for Dialogue 98 Part II Pedagogical Innovations in Nursing Education 101
5 Coming Home to Nursing Education for a Hmong Student, Hmong Nurse, and Hmong Nurse Educator Avonne Yang 103 Experience of Being a Hmong Nursing Student 104Transforming the Postclinical Conference 106 Role of Minority Faculty for Students of Color 108 Addressing Disparities in the Recruitment and Retention of Minority Faculty 110 Multiple-Choice Nursing Exams: A Major Impediment to Success 113 Nursing Theory Invites Me Back Home 114 HEC Helps Frame the Experience 115 HEC as Praxis: Creating a Culturally Inclusive Environment in Nursing Education 121 Narrative Pedagogy 123 Theory-Guided Practice: The Key to Coming Home 124 Recommendations for Nurse Educators 124 Recommendations for Nursing Education Administrators 125 Questions for Dialogue 126
6 Journeying Beyond Traditional Lecture: Using Stories to Create Context for Critical Thinking Susan Gross Forneris Susan Ellen Campbell 129 Background: Perspectives on Thinking 131 Transforming the Lecture: A Journey of Case-Based Teaching 136 Assessing Student Thinking Through Stories 139 Recommendations From the Journey of Case-Based Teaching: Road Map Corrections 144 Conclusion 146 Questions for Dialogue 146
7 INDE Project: Developing a Cultural Curriculum Within Social and Environmental Contexts Vicki P. Hines-Martin Alona H. Pack 155 Introduction 156 Cultural Diversity in Health Care 157 University of Louisville School of Nursing: The Setting of the Project 157 Description of the Initiative for Nursing Diversity Excellence (INDE) Project 159 Outcomes of the INDE Project 169 Lessons Learned From INDE 172 Recommendations for Nurse Educators and Administrators 175 Questions for Dialogue 176
8 Teaching the Fluid Process of Cultural Competence at the Graduate Level: A Constructionist Approach Barbara Jones Warren 179 Background for Cultural Competence in Nursing 181 Rationale for Development of Course in Cultural Competence 182 Theoretical Perspectives for the Pedagogy of Cultural Competence 184 Moving from Cognitivism to Constructivism 186 Development of Cultural Course Curriculum 187 Teaching and Learning Exemplars From the Course 191 Recommendations for Nurse Educators and Administrators 201 Summary and Reflective Conclusions 202 Questions for Dialogue 203
9 Pathways to Leadership: Developing a Culturally Competent Leadership Curriculum for American Indian Nurses Lee Anne Nichols Martha Baker 207 Background 207 Purpose 208 American Indians 208 Mainstream Nurse Leadership 210 The Indian Way of Knowing 212 Pathways to Leadership 214 Teaching the Curriculum 216 Implementation of the Curriculum: The Gathering of Nurse Leaders in June 2003 222 Conclusion: Giving Back 224 Recommendations for Nurse Educators and Administrators 224 Questions for Dialogue 225 Part III Assessment Practices: Leveling the Playing Field 229
10 The Role of Intentional Caring in Ameliorating Incapacitating Test Anxiety Joyce Veda Abel 231 Literature Review 233 The Students' Test Anxiety Management Program (STAMP) 240 Pilot Project: Program Participants 242 Evaluation of Pilot Project: Quantitative Data 247 Qualitative Data: Participant Experiences 249 Conclusion 251 Recommendations 253 Questions for Dialogue 255
11 Removing Language as a Barrier to Success on Multiple-Choice Nursing Exams Susan Dandridge Bosher 259 Linguistic Bias in Multiple-Choice Tests 263 Linguistic Modification 267 The Effects of Linguistic Modification on ESL Students' Comprehension of Nursing Course Test Items 269 Faculty Concerns About Linguistic Modification and the NCLEX 273 Implications for the NCLEX 274 Implications for Faculty Development 275 Conclusion 277 Recommendations for Nurse Educators and Administrators 277 Questions for Dialogue 280
12 Innovation in Language Proficiency Assessment: The Canadian English Language Benchmark Assessment for Nurses (CELBAN) Lucy Epp Catherine Lewis 285 Background 286 Project Description 287 CELBAN Administration 300 Recommendations for Nurse Educators 303 Conclusion 304 Questions for Dialogue 306 Part IV Programs that Model Structural Change 311
13 Latino Nursing Career Opportunity Program: A Project Designed to Increase the Number of Latino Nurses Carmen Ramirez 313 The Nursing Shortage and Barriers for Latinos 315 Program Description: The Latino Nursing Career Opportunity Program 317 Collaboration With Community Partners 321 Program Participant Data 322 Conclusion 323 Recommendations for Nursing Education Administrators 324 Recommendations for Nurse Educators 325 Questions for Dialogue 326
14 Barriers to Success: American Indian Students in Nursing Judy Jacoby 329 A Mentorship Model for Native American Nursing Students 331 History of the RAIN Program 332 Description of the RAIN Program 333 Barriers to Success for American Indian Students 335 Native American Cultural Traditions: Storytelling, Narrative Epistemology, and Humor 338 Completing the Educational Journey 340 Recommendations for Nurse Educators 340 Questions for Dialogue 341
15 It Takes a Village to Raise a Nurse Lorrie R. Davis-Dick 345 Receiving the Seed of Mentorship 346 The Marriage of Mentorship and Academia 347 Addressing the Diversity Gap in Nursing: Mentoring and Evidence-Based Practice 351 Lack of Diversity in the Nursing Education Pipeline 352 Description of ENSC Mentoring Program 353 Recommendations for Mentoring African American and Other Minority Nursing Students From a Holistic Perspective 358 A Dream of Diversity in Nursing: Waking Up to Mentorship 359 Questions for Dialogue 360
16 Facilitating Success for ESL Nursing Students in the Clinical Setting: Models of Learning Support Virginia Hussin 363 Background 364 The Issues 367 The Support Initiative 368 Recommendations From the Initiative 375 After the Communication Workshops 375 Future Research Areas 377 Recommendations for Nurse Educators 378 Questions for Dialogue 379
17 Workforce Improvement With International Nurses (WIN): Immigrant Nurses WIN Road to Licensure William W. Frank Judith A. Andersen Katrina Norvell 387 Program Background and Purpose 388 Program Structure and Development 391 The Workforce Investment Act (WIA) Connection 393 The English Language Components of WIN 395 Requirements and Deadlines 401 The WIN Nursing Transition Program 404 WIN-A State-Approved Reentry Program 409 Winning Results 412 The Future of WIN 414 Recommendations for Nurse Administrators 417 Questions for Dialogue 418