NURSING EDUCATION

By MARY JONES

TABLE OF CONTENTS CHAPTER 1 INTRODUCTION BACKGROUND OF THE STUDY PROBLEM STATEMENT RESEARCH QUESTION STUDY RATIONALE SIGNIFICANCE OF THE STUDY IDENTIFIED GAP OVERVIEW OF THE METHODOLOGY ORGANIZATION OF THE REMAINDER OF THE STUDY CHAPTER 2 LITERATURE REVIEW THEORETICAL FRAMEWORK FOR THE CURRENT STUDY REVIEW OF THE LITERATURE SYNTHESIS OF THE LITERATURE RESEARCH OPPORTUNITIES CONTRADICTIONS IN THE LITERATURE IDENTIFIED KNOWLEDGE GAPS PROPOSED RESEARCH SUMMARY CHAPTER 3 METHODOLOGY RESEARCH QUESTION AND DESIGN SAMPLING SAMPLE AND POPULATION SAMPLE SIZE RATIONALE PROCEDURES PARTICIPANT SELECTION DATA COLLECTION INSTRUMENTS DATA ANALYSIS ETHICAL CONSIDERATIONS CHAPTER 4 RESULTS DESCRIPTION OF THE SAMPLE PRESENTATION OF DATA AND ANALYSES CHAPTER 5 FINDINGS AND CONCLUSIONS SUMMARY OF FINDINGS FINDINGS IN CONTEXT OF THE THEORETICAL FRAMEWORK FINDINGS IN CONTEXT OF THE PREVIOUS LITERATURE LIMITATIONS IMPLICATIONS FOR POLICY OR PRACTICE RECOMMENDATIONS FOR FUTURE RESEARCH CONCLUSION REFERENCES CHAPTER 1 INTRODUCTION NURSING EDUCATION PLAYS A PIVOTAL ROLE IN PREPARING THE WORKFORCE TO MEET THE COMPLEX AND EVOLVING HEALTH NEEDS OF DIVERSE POPULATIONS IN THE UNITED STATES (AMERICAN ASSOCIATION OF COLLEGES OF NURSING [AACN], 2023A, 2023B; VESPA ET AL, 2020) ACADEMIC INSTITUTIONS SERVE AS BOTH THE TRAINING GROUNDS FOR FUTURE NURSES AND AS INFLUENTIAL CONTRIBUTORS TO SHAPING THE VALUES, COMPETENCIES, AND PERSPECTIVES OF THE NURSING PROFESSION A CRITICAL COMPONENT OF THIS PREPARATION IS ENSURING THAT THE NURSING FACULTY BODY REFLECTS THE DIVERSITY OF THE COMMUNITIES SERVED FACULTY FROM UNDERREPRESENTED MINORITY (URM) BACKGROUNDS BRING UNIQUE PERSPECTIVES, LIVED EXPERIENCES, AND CULTURAL COMPETENCIES THAT ENHANCE THE EDUCATIONAL ENVIRONMENT, STRENGTHEN STUDENT ENGAGEMENT, AND FOSTER CULTURALLY RESPONSIVE CARE (ADHIKARI & JACKSON, 2024; W MOORE ET AL, 2024; POINDEXTER, 2023) ALTHOUGH NATIONAL CALLS FOR GREATER DIVERSITY IN HIGHER EDUCATION HAVE PERSISTED FOR DECADES (ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES [AAC&U], ND; THE NATIONAL ACADEMIES OF SCIENCES, ENGINEERING, AND MEDICINE [NASEM], 2021), PROGRESS REMAINS ELUSIVE URM NURSING FACULTY REMAIN SIGNIFICANTLY UNDERREPRESENTED COMPARED TO THE DEMOGRAPHICS OF THE STUDENT POPULATION AND THE COMMUNITIES IN WHICH THEY WORK (AGENCY FOR HEALTHCARE RESEARCH AND QUALITY [AHRQ], 2024; MAZINGA, 2024; VESPA ET AL, 2020) THIS IMBALANCE HAS FAR-REACHING IMPLICATIONS FOR URM STUDENTS, A LACK OF REPRESENTATIVE FACULTY MAY LIMIT ACCESS TO ROLE MODELS AND MENTORS WHO CAN PROVIDE GUIDANCE GROUNDED IN SHARED EXPERIENCES (CROSS & CARMAN, 2021; LIN, 2018; W MOORE ET AL, 2024) FOR THE BROADER NURSING WORKFORCE, IT RESTRICTS OPPORTUNITIES TO LEARN FROM A RANGE OF PERSPECTIVES CRITICAL TO DELIVERING EQUITABLE, CULTURALLY CONGRUENT CARE (BROOKS ET AL, 2022; HASSMILLER & WAKEFIELD, 2022; MURRAY, 2019; NDIWANE ET AL, 2024)