Entrenched White Supremacy in Nursing Education Administrative Structures

2021 ◽  
Vol 27 (1) ◽  
pp. 14-18
Author(s):  
Brigit Maria Carter ◽  
G. Rumay Alexander
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
White Supremacy ◽  
Faculty Members ◽  
Internalized Racism ◽  
Leadership Roles ◽  
Contributing Factors ◽  
Leadership Positions ◽  
National League ◽  
Administrative Structures

The National League for Nursing, the American Nurses Association, and the American Association of Colleges of Nursing each have published directives or position statements that support initiatives that would diversify faculty in nursing education; some initiatives very specifically address increasing diversity within nursing faculty leadership ranks. Despite support for these initiatives, there is a lack of faculty members of color in higher-level leadership positions in nursing academia. This article explores two questions that unfold contributing factors. Is the absence of faculty members of color due to historical exclusionary practices of institutional racism? Or is it due to components of internalized racism that may cause faculty members of color to devalue their own potential and ability to rise to leadership roles? Either answer helps explain how entrenched white supremacy continues to be a barrier to diversifying nursing academia. Are we strong enough to dismantle the obstacles to achieving diversity in nursing academic leadership?

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

A Nurse Educator's Perspective About Institutional Racism and White Supremacy in Nursing Education

2021 ◽  
Vol 27 (1) ◽  
pp. 36-39
Author(s):  
Amy Harding
Keyword(s):  
Nursing Education ◽  
Students Of Color ◽  
Nursing Faculty ◽  
White Supremacy ◽  
The United States ◽  
Cultural Norms ◽  
Education Programs ◽  
Systemic Racism ◽  
White Institutions ◽  
Economic Constraints

In the United States, nursing education programs at mostly white institutions are led by faculty that are 80% white. This absence of diversity is a symptom of systemic racism and white supremacy, reinforced through built systems of inequity and economic constraints that influence accessibility of nursing education programs. White cultural norms drive standards of professionalism and assimilation within nursing education programs. These standards are formulated from white cultural supremacy and contribute to the unconscious biases of nursing faculty. It is necessary to examine these biases to reduce potential and realized inequities for students of color in current nursing education programs. Challenging and changing these cultural norms can contribute to the dismantling of systemic racism and white supremacy in nursing education and the profession of nursing, thereby increasing the diversity of the professional workforce.

scholarly journals Gerontology course in the nursing undergraduate curricula

2014 ◽  
Vol 48 (6) ◽  
pp. 1077-1084 ◽  
Author(s):  
Samira AlSenany ◽  
Amer A. AlSaif
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Older People ◽  
Nursing Faculty ◽  
Faculty Members ◽  
Nursing Curricula ◽  
Study Results ◽  
Gerontological Nursing ◽  
Teachers Attitudes ◽  
Nursing Faculty Members

Objective To explores nursing faculty members’ attitudes towards older people, their thoughts about gerontological nursing education. Method Five focus groups and a survey were used with nursing faculty members 132 at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25), and teachers’ attitudes were higher than those of their nursing students (M=3.18, SD0.29). Results This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people. Conclusion This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education.


scholarly journals Reflections on Leadership in Nursing Education: A Minority Perspective

2016 ◽  
Vol 22 (2) ◽  
pp. 88-91 ◽  
Author(s):  
Angela Denise Banks ◽  
Chenit-Ong Flaherty ◽  
Claire Sharifi
Keyword(s):  
Nursing Education ◽  
Academic Leadership ◽  
Faculty Members ◽  
Leadership Roles ◽  
Minority Faculty

Academic leadership is at once engaging and stimulating, demanding and overwhelming. This article discusses the experiences and perspectives of minority faculty members working at a Jesuit institution. In this article, the authors use Ignatian pedagogical values as the foundation to guide their responses to the challenges they experience in leadership roles and to turn these challenges into opportunities for growth.

Now You See Me, Now You Don’t: A Conceptual Model of the Antecedents and Consequences of Leader Impostorism

2021 ◽  
pp. 014920632110203
Author(s):  
Ronit Kark ◽  
Alyson Meister ◽  
Kim Peters
Keyword(s):  
Popular Media ◽  
Empirical Literature ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Motivation To Lead ◽  
Fertile Ground ◽  
Contextual Characteristics ◽  
Antecedents And Consequences ◽  
Formal Leadership ◽  
Leader Role

Impostorism, a phenomenon whereby a person perceives that the role they occupy is beyond their capabilities and puts them at risk of exposure as a “fake,” has attracted plentiful attention in the empirical literature and popular media. However, despite evidence that impostorism is frequently experienced by people in leadership positions, there has been little consideration of why this happens. In this theoretical article, we explain why formal leadership roles—roles that are characterized by elevated expectations, high visibility, and high levels of responsibility—are fertile ground for impostorism experiences. We also discuss how the associated self-conscious emotions of shame and fear, can increase leaders’ risk-aversion and enhance leader role performance, yet at the same time drive emotional exhaustion, and reduce their motivation to lead. This can ultimately inhibit leaders from seeking, claiming, and thriving in leadership roles. We offer individual-, dyadic-, and organization-level contextual characteristics that can either enhance or reduce this phenomenon. We also discuss how supportive organizations can mitigate leadership impostorism. Furthermore, we highlight how women and minority-status leaders may be more vulnerable to this experience and conclude by suggesting the practical implications of the leader impostorism phenomenon for individuals and organizations.

scholarly journals Nursing Faculties’ Knowledge of and Attitudes Toward Research Ethics According to Demographic Characteristics and Institutional Environment in Korea

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091454
Author(s):  
Sukhee Ahn ◽  
Geum Hee Jeong ◽  
Hye Sook Shin ◽  
Jeung-Im Kim ◽  
Yunmi Kim ◽  
...  
Keyword(s):  
Informed Consent ◽  
Research Ethics ◽  
Nursing Faculty ◽  
Institutional Environment ◽  
Conflicts Of Interest ◽  
Training Needs ◽  
Faculty Members ◽  
Intensive Training ◽  
The Republic ◽  
Difficulty Index

This study, conducted in the Republic of Korea, analyzed nursing faculty members’ knowledge of and attitudes toward research ethics according to their characteristics and the institutional environment. A survey was conducted from April 24 to July 23, 2017. The participants were 210 nursing professors from 57 universities in Korea. The survey questionnaire gathered information on participants’ characteristics, their knowledge of and attitudes toward research ethics, and their perceived training needs. A relatively low difficulty index was found for knowledge items dealing with conflicts of interest (0.66), copyright (0.65), and plagiarism and duplicate publications (0.17) than for the other six items. Of the 12 items assessing attitudes toward research ethics, use of a plagiarism-checking program and reviewing manuscripts from members of one’s own research group had the lowest scores. The knowledge level of participants whose institutions provided a plagiarism-checking program was higher than those whose institutions did not. Former group also showed better attitudes toward research ethics. High-priority training needs were obtaining institutional review board (IRB) approval, writing informed consent forms, and obtaining informed consent for studies on children and pregnant women. A more intensive training program for nursing faculty is required on specific topics, including conflicts of interest, copyright, plagiarism, duplicate publications, IRB approval, and informed consent. Furthermore, all nursing institutions in Korea should provide a plagiarism-checking program to faculty members.

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