Inclusion of Marginalized Groups in Nursing Education

Laura Barrow (Jacksonville State University); Serena Gramling (Jacksonville State University)

The diversity is today's general population produces students who present to healthcare programs with value systems differing from their predecessors. Those values may include issues such as religious preferences, ethnicity, and sexual orientation. Faculty are often limited in their understanding of the diverse background of their student population and that diversity’s influence on how students view the world. The challenge for faculty to help these students grow in their ability to develop a moral guide based on the ethical principles of healthcare providers, insteadof outside forces, is larger than ever. It is essential for educators to acknowledge and address this issue in a proactive manner in order to meet the demands of the future.This is an educational model that can be adopted by institutions of higher learning in order to promote inclusion and positive student outcome. This will result in providers who are more capable of caring for the current population. This discussion addresses only a few of the marginalized groups within the population and expresses the need for inclusion and celebration of those groups. It will provide readers with an understanding of evolving faculty requirements.

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Jump Into Health Care (JIHC): Design of a Problem-Based Summer Enrichment Pipeline Program

Katherine Beissner (Upstate Medical University); Eunice Choe (Upstate Medical University); Danielle Fuller-Sincock (Upstate Medical University); Deashia McAlphine (Upstate Medical University); Jisung Shin (Upstate Medical University)

Hypothesis/Issue: The healthcare workforce does not reflect the racially/ethnically diverse US population, contributing to disparities in health care outcomes. Schools in Syracuse, NY serve a diverse student body, including potential future therapists, nurses, physicians and other health professionals. Method: JIHC uses a clinical vignette-style curriculum to expose students to the range of health professions while building knowledge, introducing clinical skills and improving learning strategies. Due to the pandemic the inaugural program offering was canceled, so the JIHC team created manuals to guide future program offerings. Patient cases developed to require student-directed problem solving, interprofessional perspectives and public health content are augmented by ancillary learning opportunities (e.g., job shadows, simulations). Over the summer 4 students from the target population worked through the program with the JIHC team.Observations/Outcomes: Student feedback helps to refine case materials to ensure appropriate levels of complexity and clarity of writing. Conclusion: Engaging enrichment programs for diverse minority students may increase academic skills, and broaden perspectives of potentialhealth care careers.

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Health Care Disparities, Bias, Diversity: How to Affect Change

Saje Davis-Risen (Pacific University); Brandy Pestka (Pacific University); Bjorn Bergstrom (Pacific University)

Issue to be addressed: The purpose of this study was to evaluate the impact of an online diversity course on physician assistant student bias and cultural competency.Method: Pre/Post survey scales were used to asses for change in cultural attitudes and competency of 54 PA students: Healthcare Professionals-Student Version (IAPCC-SV). Demographic, personality and critical thinking scales were utilized to evaluate group level factors that may moderate group outcomes. To evaluate this further the following assessments were used: NEO Five-Factor Inventory (NEO-FFI-3), Watson-Glaser II (WG-II), Curiosity Scale (CEI-II), Ethnocentrism Scale, Dogmatism Scale (DOG Scale), and self-report on qualitative questions and course outcome evaluations.Outcomes: The average score on the CEI-ii was Moderately Curious. Variables evaluated for moderation did not appear to impact course outcomes. Qualitative responses indicated a decreased self-perception of being culturally agile, while also endorsing greater intentionality for cultural agility. Objective assessment results indicate that there was an aggregate improvement from “Culturally Aware” (CA) to “Culturally Competent” (CC) as measured on the IAPCC-SV.

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Exploring Perceptions and Experiences of Cultural Competence in a Short-Term Study Abroad Course

Ireliam Guadalupe (Florida Gulf Coast University); Sarah Manspeaker (Duquesne University)

Issue to be addressed: Cultural competence (CC) is a set of behaviors, attitudes, and policies that enable a healthcare system to function effectively in transcultural interactions. Development of CC is critical in treating diverse patient populations to minimize healthcare disparities. Immersive study abroad experiences may offer cultural experiences to develop CC.

Method: Multistage mixed-methods design.CC scores were collected from 12 students enrolled in a study abroad course using a validated instrument. Perceptions of CC were collected via interviews and analyzed qualitatively using constant comparative analysis.

Outcome: Students increased CC scores from pre-survey to post-survey. Themes for perceptions of CC were identified as:1) patient-centered care,2) expansion of cultural perspective, and 3) peer collaboration during clinical encounters.Conclusions: Students demonstrated an increase in CC levels following a study abroad course. Results support that culturally authentic clinical experiences expand students’ cultural perspectives and subsequently may better prepare them to care for diverse patient populations while positively impacting inequities and healthcare disparities.

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The A.B.L.E. Model for Enhancing Diversity, Equity, and Inclusion

Nathan Johnson (University of Arkansas Medical Sciences); Jason Key (UAMS, CHP, Lab Sciences)

Hypothesis: The lack of practicing clinical laboratory professionals in the United States is alarming. Lab training programs have experienced stagnant or a reduction in class sizes with unfilled training seats. It was with this backdrop that the Medical Laboratory Sciences (MLS) Program at UAMS instituted the A.B.L.E. principles to increase class size and diversity of its MLS program. The A.B.L.E. principles were obtained by the Department Chair during his time in laboratory leadership roles in the Department of Defense. The A.B.L.E. principles include Attitude, Belief, Labor, and Equity. It was hypothesized that the UAMS MLS could grow in size and diversity using these principles.

Method: The A.B.L.E. principles include Attitude, Belief, Labor, and Equity. The A.B.L.E. principles aligned with the overall UAMS and College of Health Professions Core Values.

Observations/Outcomes: Utilization of the A.B.L.E. method were critical to enhancing our program’s growth, retention of students, increase in test scores, an increase in the diversity, and drove a commitment to better support the underserved areas of lab medicine.

Conclusion: Our department has become a model program by using the A.B.L.E. method.

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