DEVELOPMENT OF THE WISCONSIN DIVERSITY ASSESSMENT TOOL. Bonnie Schmidt PhD, RN Brent MacWilliams PhD, ANP-BC University of Wisconsin-Oshkosh

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1 DEVELOPMENT OF THE WISCONSIN DIVERSITY ASSESSMENT TOOL Bonnie Schmidt PhD, RN Brent MacWilliams PhD, ANP-BC University of Wisconsin-Oshkosh

2 OBJECTIVES Describe the use of a diversity assessment tool to monitor diversity and inclusion in the nursing profession, including men as an underrepresented population in nursing Discuss how the tool can provide a basis for intervention and evaluation of diversity in nursing Discuss how the tool can lead to recommendations for intervention in nursing programs and health care organizations.

tool can provide a basis for intervention and evaluation of diversity in nursing Discuss how the

3 DEMOGRAPHIC SHIFTS The United States is at demographic crossroad Over 50% of children one-year-old and younger are now from nonwhite racial and ethnic groups. One in three Americans is a member of a racial and /or ethnic minority By 2043 there will be no majority population in the United States

4 BENEFITS OF DIVERSITY The Education Case Educators have struggled in an system that was often substandard and inequitable for racial and ethnic minorities The Healthcare Case. The health care workforce does not reflect the patient population being served and is failing to meet the needs of an increasingly diverse nation. The Business Case Diverse companies generate 18% higher productivity than that of the U.S. economy overall

The health care workforce does not reflect the patient population being served and is failing to meet the

5 DEFINITIONS Diversity- who we are Inclusion- what we do Defined by organization Mission, vision, values of organization

6 EDUCATIONAL MODEL Inclusive Excellence Links quality with diversity Involves change-oriented planning process Intentionally integrates diversity into day-to-day functions Inclusive_Excellence_FAQ.pdf Championed by State University systems: Wisconsin, Oregon and California.

7 WORKFORCE MODEL Diversity Maturity Model Business oriented Viewing diversity as a valued commodity. (Drumgo & Ramos, 2014; Lee, 2014; Lockheed Martin, n.d.)

8 DIVERSITY ASSESSMENT TOOL A strategic plan for diversity that is integrated, outcomes focused and creates a diversity bridge between education and the workforce has been created The Wisconsin Diversity Assessment Tool provides definitions, identifies models, offers inclusion metrics and a set of recommendations. (Wisconsin Center for Nursing, In Press)

created The Wisconsin Diversity Assessment Tool provides definitions, identifies models,

9 THE PROCESS Review of literature Identification of best practices Examples for application in individual organizations

10 DIVERSITY METRICS It is time to keep score in schools and workplaces Cultural humility is the goal. Guided by critical reflection and bi-directional communication/accountability How do we measure change? Evidence-based and realistic metrics. Lets explore a few

Guided by critical reflection and bi-directional

11 OUTCOME: BASIC PRACTICES The institution/ organization meets legal and accreditation standards related to diversity and inclusion.

12 OUTCOME: WORKFORCE AND ENVIRONMENT Nursing students/nurses and nursing faculty resemble the diversity of the service area

13 OUTCOME: CLIMATE Nursing students, nurses, and faculty report fair and comfortable climate in organization without offensive, hostile, intimidating, discriminatory, or exclusionary experiences

14 OUTCOME: INTEGRATION Diversity efforts are integrated throughout all levels of organization and involve community of interest

15 OUTCOME: SUSTAINABILITY Diversity efforts are sustained within the organization.

16 RECOMMENDATION 1 Develop a standardized system with agreed-upon benchmarks for tracking data on under-represented populations in nursing programs and health care systems (IOM, 2010; Wisconsin Center for Nursing, 2013a). Track targeted underrepresented groups Regional approach, local service areas The Health Workforce Initiative Centers are leading the way

2010; Wisconsin Center for Nursing, 2013a).

17 RECOMMENDATION 2 Primary and secondary education for many racial and minority groups is far below average (IOM, 2004) and nursing schools should create educational pathways that provide the support needed to facilitate student success and ensure patient safety. Diverse Students must be viewed as Assets versus liabilities Shared accountability Patients are entitled to receive high quality care delivered by skilled professionals. (Dower, McRee, Briggance, and O Neil, 2001; IOM, 2004; Sullivan Alliance, 2014; Sullivan & Mittman, 2010; University of Wisconsin System, 2014; WCN, In Press)

Diverse Students must be viewed as Assets versus liabilities Shared accountability Patients are entitled to receive high quality care delivered by

18 RECOMMENDATION 3 The history, experiences and stories of underrepresented populations must be infused into all educational curriculum. Diverse individual perspectives should be viewed by faculty, staff and students as essential to inform change and viewed from a filtered lens of cultural humility (NLN, 2009). Offer content and learning strategies that are inclusive. Avoid stereotypic assumptions about learners. No culture can live if it attempts to be exclusive (Gandhi & Prabhu, 1958) (AACN, 2014; AAMN, 2013; NLN, 2009 ; WCN, In Press)

filtered lens of cultural humility (NLN, 2009). Offer content and learning strategies that are inclusive.

19 RECOMMENDATION 4 Diversity initiatives should be centered on integrated and sustainable partnerships and strategies that create a bridge between education and the workforce. Woven into the fabric versus superimposed Guide change using DMM and IE Models

create a bridge between education and the workforce.

20 RECOMMENDATION 5 Nursing specific credentialing agencies like Magnet Recognition Program, Commission on Collegiate Nursing education (CCNE) and Commission for Nursing Education Accreditation (CNEA) should take a lead role in formulating and enforcing explicit policy standards to ensure equitable access and treatment of underrepresented groups. Change agents versus gatekeepers

Accreditation (CNEA) should take a lead role in formulating and enforcing explicit policy

21 RECOMMENDATION 6 Organizational/institutional climate must be assessed on a regular and cyclical basis and identified inequities must be addressed as part of an integrated quality improvement process. Organizational vital signs Continuous quality improvement Regular cyclical evaluation (feedback loops)

22 RECOMMENDATION 7 The organization/institution should self-regulate by implementing and enforcing a code of conduct to enhance bi-directional communication, teamwork, and collaboration. Bullying, lateral violence as symptoms From code of ethics to code of expected behaviors

23 RECOMMENDATION 8 The experiences of diverse groups are unique and regionally specific; therefore, interventions should be tailored to identified needs in the local area. Becoming competent in a unique context Arriving with humility One size fits all approaches do not work Mirroring the composition of the service area

24 RECOMMENDATION 9 Develop a research agenda that is focused on creating a diverse nursing workforce pipeline that begins in elementary school and results in the retention of a diverse nursing workforce. Attracting qualified candidates and breaking down barriers Example: societal images of nursing

25 RECOMMENDATION 10 Best practices related to diversity need to be documented and disseminated. A sustainable diversity intervention and research repository is recommended. From Toolkits to Centers of Excellence Call for change based on best practices

26 QUESTIONS

27 THANK YOU! For further information contact: Bonnie Schmidt Brent MacWilliams

Wisconsin Nursing Education and Nurse Faculty: 2013 Survey Results

Wisconsin Nursing Education and Nurse Faculty: 2013 Survey Results Stephanie Stewart PhD, RN Brent MacWilliams PhD, ANP-BC Barbara Pinekenstein DNP(c), RN-BC, CPHIMS Bonnie Schmidt PhD, RN This report