| |
| |
| Contributors | |
| |
| |
| Foreword | |
| |
| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| |
| Understanding Inclusivity in the Current Nursing Culture | |
| |
| |
| |
| Inclusivity: Attending to Who Is in the Center | |
| |
| |
| |
| Waking Up to the Pervasive Existence of Racism | |
| |
| |
| Sankofa: Looking Back to Move Forward | |
| |
| |
| Color-Blind Racism | |
| |
| |
| Lessons From the Educational Trenches | |
| |
| |
| Turning the Lens Around: System Change | |
| |
| |
| Recommendations for Nurse Educators | |
| |
| |
| Recommendations for Nursing Education Administrators | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| The Power of Nurse Educators: Welcoming and Unwelcoming Behaviors | |
| |
| |
| |
| Minority Student Persistence in Nursing Programs | |
| |
| |
| The Research Study | |
| |
| |
| Results: The Nursing Education Experience | |
| |
| |
| Implications and Recommendations for Nurse Educators | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Addressing Race and Culture in Nurse Education | |
| |
| |
| |
| Race and Language | |
| |
| |
| Multiculturalism and Antiracism in Nursing | |
| |
| |
| Essentialising Culture, Social Structure, and the Problem of Racism | |
| |
| |
| Recommendations for Challenging Racism | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Minority Nurses: A Story of Resilience and Perseverance | |
| |
| |
| |
| Becoming a Nurse: Lessons Learned | |
| |
| |
| Becoming a Nurse Educator: Lessons Learned | |
| |
| |
| Keys to Educating the Minority Student: The Theory of Multiple Intelligences | |
| |
| |
| The Importance of Clinical Success | |
| |
| |
| Recommendations for Success! | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Pedagogical Innovations in Nursing Education | |
| |
| |
| |
| Coming Home to Nursing Education for a Hmong Student, Hmong Nurse, and Hmong Nurse Educator | |
| |
| |
| |
| Experience of Being a Hmong Nursing Student | |
| |
| |
| Transforming the Postclinical Conference | |
| |
| |
| Role of Minority Faculty for Students of Color | |
| |
| |
| Addressing Disparities in the Recruitment and Retention of Minority Faculty | |
| |
| |
| Multiple-Choice Nursing Exams: A Major Impediment to Success | |
| |
| |
| Nursing Theory Invites Me Back Home | |
| |
| |
| HEC Helps Frame the Experience | |
| |
| |
| HEC as Praxis: Creating a Culturally Inclusive Environment in Nursing Education | |
| |
| |
| Narrative Pedagogy | |
| |
| |
| Theory-Guided Practice: The Key to Coming Home | |
| |
| |
| Recommendations for Nurse Educators | |
| |
| |
| Recommendations for Nursing Education Administrators | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Journeying Beyond Traditional Lecture: Using Stories to Create Context for Critical Thinking | |
| |
| |
| |
| Background: Perspectives on Thinking | |
| |
| |
| Transforming the Lecture: A Journey of Case-Based Teaching | |
| |
| |
| Assessing Student Thinking Through Stories | |
| |
| |
| Recommendations From the Journey of Case-Based Teaching: Road Map Corrections | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| INDE Project: Developing a Cultural Curriculum Within Social and Environmental Contexts | |
| |
| |
| |
| Introduction | |
| |
| |
| Cultural Diversity in Health Care | |
| |
| |
| University of Louisville School of Nursing: The Setting of the Project | |
| |
| |
| Description of the Initiative for Nursing Diversity Excellence (INDE) Project | |
| |
| |
| Outcomes of the INDE Project | |
| |
| |
| Lessons Learned From INDE | |
| |
| |
| Recommendations for Nurse Educators and Administrators | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Teaching the Fluid Process of Cultural Competence at the Graduate Level: A Constructionist Approach | |
| |
| |
| |
| Background for Cultural Competence in Nursing | |
| |
| |
| Rationale for Development of Course in Cultural Competence | |
| |
| |
| Theoretical Perspectives for the Pedagogy of Cultural Competence | |
| |
| |
| Moving from Cognitivism to Constructivism | |
| |
| |
| Development of Cultural Course Curriculum | |
| |
| |
| Teaching and Learning Exemplars From the Course | |
| |
| |
| Recommendations for Nurse Educators and Administrators | |
| |
| |
| Summary and Reflective Conclusions | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Pathways to Leadership: Developing a Culturally Competent Leadership Curriculum for American Indian Nurses | |
| |
| |
| |
| Background | |
| |
| |
| Purpose | |
| |
| |
| American Indians | |
| |
| |
| Mainstream Nurse Leadership | |
| |
| |
| The Indian Way of Knowing | |
| |
| |
| Pathways to Leadership | |
| |
| |
| Teaching the Curriculum | |
| |
| |
| Implementation of the Curriculum: The Gathering of Nurse Leaders in June 2003 | |
| |
| |
| Conclusion: Giving Back | |
| |
| |
| Recommendations for Nurse Educators and Administrators | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Assessment Practices: Leveling the Playing Field | |
| |
| |
| |
| The Role of Intentional Caring in Ameliorating Incapacitating Test Anxiety | |
| |
| |
| |
| Literature Review | |
| |
| |
| The Students' Test Anxiety Management Program (STAMP) | |
| |
| |
| Pilot Project: Program Participants | |
| |
| |
| Evaluation of Pilot Project: Quantitative Data | |
| |
| |
| Qualitative Data: Participant Experiences | |
| |
| |
| Conclusion | |
| |
| |
| Recommendations | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Removing Language as a Barrier to Success on Multiple-Choice Nursing Exams | |
| |
| |
| |
| Linguistic Bias in Multiple-Choice Tests | |
| |
| |
| Linguistic Modification | |
| |
| |
| The Effects of Linguistic Modification on ESL Students' Comprehension of Nursing Course Test Items | |
| |
| |
| Faculty Concerns About Linguistic Modification and the NCLEX | |
| |
| |
| Implications for the NCLEX | |
| |
| |
| Implications for Faculty Development | |
| |
| |
| Conclusion | |
| |
| |
| Recommendations for Nurse Educators and Administrators | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Innovation in Language Proficiency Assessment: The Canadian English Language Benchmark Assessment for Nurses (CELBAN) | |
| |
| |
| |
| Background | |
| |
| |
| Project Description | |
| |
| |
| CELBAN Administration | |
| |
| |
| Recommendations for Nurse Educators | |
| |
| |
| Conclusion | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Programs that Model Structural Change | |
| |
| |
| |
| Latino Nursing Career Opportunity Program: A Project Designed to Increase the Number of Latino Nurses | |
| |
| |
| |
| The Nursing Shortage and Barriers for Latinos | |
| |
| |
| Program Description: The Latino Nursing Career Opportunity Program | |
| |
| |
| Collaboration With Community Partners | |
| |
| |
| Program Participant Data | |
| |
| |
| Conclusion | |
| |
| |
| Recommendations for Nursing Education Administrators | |
| |
| |
| Recommendations for Nurse Educators | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Barriers to Success: American Indian Students in Nursing | |
| |
| |
| |
| A Mentorship Model for Native American Nursing Students | |
| |
| |
| History of the RAIN Program | |
| |
| |
| Description of the RAIN Program | |
| |
| |
| Barriers to Success for American Indian Students | |
| |
| |
| Native American Cultural Traditions: Storytelling, Narrative Epistemology, and Humor | |
| |
| |
| Completing the Educational Journey | |
| |
| |
| Recommendations for Nurse Educators | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| It Takes a Village to Raise a Nurse | |
| |
| |
| |
| Receiving the Seed of Mentorship | |
| |
| |
| The Marriage of Mentorship and Academia | |
| |
| |
| Addressing the Diversity Gap in Nursing: Mentoring and Evidence-Based Practice | |
| |
| |
| Lack of Diversity in the Nursing Education Pipeline | |
| |
| |
| Description of ENSC Mentoring Program | |
| |
| |
| Recommendations for Mentoring African American and Other Minority Nursing Students From a Holistic Perspective | |
| |
| |
| A Dream of Diversity in Nursing: Waking Up to Mentorship | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Facilitating Success for ESL Nursing Students in the Clinical Setting: Models of Learning Support | |
| |
| |
| |
| Background | |
| |
| |
| The Issues | |
| |
| |
| The Support Initiative | |
| |
| |
| Recommendations From the Initiative | |
| |
| |
| After the Communication Workshops | |
| |
| |
| Future Research Areas | |
| |
| |
| Recommendations for Nurse Educators | |
| |
| |
| Questions for Dialogue | |
| |
| |
| |
| Workforce Improvement With International Nurses (WIN): Immigrant Nurses WIN Road to Licensure | |
| |
| |
| |
| Program Background and Purpose | |
| |
| |
| Program Structure and Development | |
| |
| |
| The Workforce Investment Act (WIA) Connection | |
| |
| |
| The English Language Components of WIN | |
| |
| |
| Requirements and Deadlines | |
| |
| |
| The WIN Nursing Transition Program | |
| |
| |
| WIN-A State-Approved Reentry Program | |
| |
| |
| Winning Results | |
| |
| |
| The Future of WIN | |
| |
| |
| Recommendations for Nurse Administrators | |
| |
| |
| Questions for Dialogue | |