Diversifying the Nursing Workforce: Local and National Perspectives

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1 Diversifying the Nursing Workforce: Local and National Perspectives Jane Kirschling, PhD, RN, FAAN Dean and Professor, University of Maryland School of Nursing Immediate Past President, American Association of Colleges of Nursing AANA Diversity and Inclusion in Nursing Education Summit, April 4, 2014, Arlington, VA

2 Background: University of Maryland School of Nursing Established in 1889, largest nursing school in Maryland, main campus Baltimore (Schools of Dentistry, Law, Medicine, Nursing, Pharmacy, Social Work and Graduate School), Academic Health Center which includes University of Maryland Medical Center Enrolls 1,700+ students, including 200+ students at the Universities at Shady Grove in Rockville, Md. Ranked 11th among all nursing schools nationally by U.S. News & World Report Educational Programs Baccalaureate: 675 students BSN, RN-to-BSN (face to face and on-line) Master of Science: 896 students Doctoral: 129 students PhD (53) and DNP (76) Transitioning APRN programs to BSN to DNP Fall 2014 Established first Nursing Informatics master s and PhD programs in the world Only nursing school in Maryland with an Institute for Educators in Nursing & Health Professions

3 Research and Extramural Funding 9th in receipt of funding (for schools of nursing) from the National Institutes of Health (NIH); attracted $4.4 million in NIH grants in 2013 Extramural research funding of $5.2 million in FY 13; total extramural funding of $11.2 million in FY 13. Two interprofessional Organized Research Centers: Biology and Behavior Across the Life Span and Health Outcomes Research Research centers include extramurally funded investigators who study a variety of critical health problems including chronic pain, impulsivity and drug abuse, neuromuscular disorders, sleep, Web-based interventions, health care organizational issues, and bone health Faculty and Students 161 faculty members; 138 full time (21 minorities and 9 males) and 23 part time 300+ faculty associates and clinical preceptors who oversee student clinical experiences 37% percent student population are minorities; 12% percent are male Graduates comprise more than 40% of Maryland s nurse workforce

4 Cultural Diversity Plans Required by Maryland Law Under the 2008 legislation, each cultural diversity plan must include an implementation strategy and time line for meeting the goals within the plan. Education Article, Annotated Code of Maryland, (b)(1)(iii). Additional required elements include: a description of the way the institution addresses cultural diversity among its students, faculty and staff populations; a description of how the institution plans to enhance cultural diversity, if improvement is needed; a process for reporting campus-based hate crimes; a summary of resources needed to effectively recruit and retain a culturally diverse student body; and the enhancement of cultural diversity programming and sensitivity to cultural diversity through instruction and training of the student body, faculty, and staff of the institution.

5 University of Maryland, Baltimore We emphasize interdisciplinary education and research in an atmosphere that explicitly values civility, diversity, collaboration, teamwork and accountability Theme 2: Promote Diversity and a Culture of Inclusion Assign to the President s Diversity Advisory Council oversight and support of the University s diversity and inclusion initiatives

6 School s Strategic Plan Strategic Goal 4 Embrace a culture that embodies the University's Core Values Objectives Recruit and retain faculty, staff, and students who embody the University's Core Values Foster a positive work environment by creating and implementing feedback systems that promote accountability and professionalism

7 Student Recruitment Targeted recruitment of underrepresented groups at hospitals in medically underserved areas, institutions with diverse student population (including several Historically Black Colleges and Universities), attending events targeting underrepresented groups (e.g., McNair Scholars Research Conference, National Black Nurses Association Meeting, and National Hispanic College Fair) Since 2008, have awarded approximately five RWJF New Careers in Nursing scholars to newly admitted CNL master s degree students Strengthening pipeline of high school students, new admissions pathway University of Maryland College Park and University of Maryland Baltimore City Opportunity to complete traditional BSN program on Baltimore campus or at the Universities at Shady Grove

8 Promise Program (spring 2013) Funding -Who Will Care Fund for Nurse Education under the Maryland Healthcare Education Institute Retain first generation college students Builds on academic services offered by Student Success Center (opened 2010 through a Who Will Care? grant from the Maryland Hospital Association) Addresses challenges that are common to first generation students and provides partial scholarship to defray educational costs Student Success Center provides academic coaching, workshops on time management, study skills text book reading and host of private and group tutoring opportunities

9 Faculty, Staff, and Supervisors In August and earlier this week, faculty, staff and supervisors worked with Dr. Kikanza Nuri-Robins on fostering a positive work environment that is grounded in civility and cultural proficiency Be Willing to Engage in Conversation

10 Additional Initiatives Safe Space Training (LGBT) for faculty, students, and staff Expressive Arts Contest entries focused on art projects that expressed culture and diversity School Cultural Diversity Task Force Faculty representative to UMB President s Diversity Advisory Council Governor s Wellmobile Program community partnership model of mobile, nurse-managed primary health care designed to serve uninsured and underserved populations through Maryland Recruitment of minority faculty and staff, interview candidate s regarding commitment to diversity Establishment of Maryland Chapter of American Assembly of Men in Nursing to mobilize students and advocates, and to create strong male role models

11 Curricular Initiatives BSN students plan and implement nursing care that is individualized, and that recognizes the influence of culture on well-being and health outcomes Curriculum committees, specialty and course directors, faculty and community of interest members ensure integration of common curricular threads (e.g., research and evidence-based practice, informatics, and cultural competence) All programs incorporate focus on cultural diversity and social/cultural context with regard to diagnosis and management, health disparities, and health information access and literacy Many clinical practicum sites offer excellent opportunities to be immersed in cultural diverse populations, including inner city and rural clinical sites that care for underserved

12 4.4 FTE faculty in which 2.4 FTE faculty are African American, 1 FTE faulty is Latino (Hispanic), and 1 FTE is Caucasian HRSA Grant 2009 focused on cultural diversity. Made improvements to the program, increased minority faculty hires, and made more of footprint into the historically black colleges in the area

13 CRNA Student Profile Term Total Enrollment Percent Male Percent Minority Fall % 39% Fall % 32% Fall % 33% Fall % 39% Fall % 49%

14 Promoting Leadership Development and Celebrating Contributions Yolanda Ogbolu, PhD, RN, CRNP September 2013, one of twelve nursing educators nationally selected for Robert Wood Johnson Foundation (RWJF) Nurse Faculty Scholarsprogram. She is part of the program s sixth cohort. The Nurse Faculty Scholarsprogram, which seeks to develop the next generation of national leaders in academic nursing, offers talented junior faculty three years of career development support Dr. Ogbolu, an assistant professor and deputy director of the Office of Global Health, received the Outstanding UMB Faculty Award as part of the Dr. Martin Luther King Jr. Diversity Recognition Awards, presented in February, 2014 during the University s Black History Month celebration. Ogbolu was honored for 20 years of working across local, state, national, and international levels to address issues of health disparities and cultural competency, especially regarding newborns

15 Vanessa Fahie, PhD, RN, assistant professor, received UMB Outstanding Faculty/Staff Diversity Award in Dr. Fahie has devoted a significant amount time to developing 21 programs for individuals from educationally and environmentally disadvantaged backgrounds that are under-represented in the health care work force. She has garnered more than $3 million in funded projects targeting disadvantaged middle and high school students, as well as graduate nursing students in Baltimore City, Baltimore and Prince George s counties, and the Eastern Shore. Prior to Dr. Fahie s work with the Maryland State Department of Education, less than 10% of the high school students from disadvantaged backgrounds were enrolled in college preparatory courses. Now 50% take such courses and 80% are applying to college. Collaborating with Morgan State University, she was able to offer a residential weekend college readiness program to high school sophomores. Her commitment to the Adventures in Science Program, which allows city youths between 8 and 15 to become excited about science by exploring scientific topics, has seen her devote Saturdays for eight weeks every fall and spring for 16 years

16

17 Attended STTI Nurse Faculty Leadership Academy March 2014

18 Thank you for your thoughtful attention! Opportunity for dialogue

Jane Kirschling, PhD, RN, FAAN Dean and Professor, University of Maryland School of Nursing kirschling@son.umaryland.edu, 410 706 6740 Immediate Past President, American Association of Colleges of Nursing

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