A group think tank as a discourse coalition to promote minority nursing faculty retention

Julion, Wrenetha; Reed, Monique; Bounds, Dawn; Cothran, Fawn A.; Gamboa, Charlene J.; Sumo, Jen’nea

doi:10.1016/j.outlook.2019.03.003

Cited by 12 publications

(20 citation statements)

References 32 publications

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“…Further, training and development of a mentoring team, a more recent development across disciplines for faculty mentoring, may distribute the responsibility to other faculty and enable faculty with different levels of expertise to impart their knowledge. 40,41 Administrative involvements, university commitment, and support of mentoring programs are critical to their success. 31,43 Limitations A significant limitation of this review relates to the definition of UR in the literature.…”

Section: Discussionmentioning

confidence: 99%

“…Group mentoring was found successful to develop community and support successful career development of junior UR faculty. 40 Similarly, mentoring peer and supportive networking communities such as the National Minority Health Research Investigators, a group supported by the National Institute of Diabetes and Digestive and Kidney Diseases, Health Resources and Services Administration Minority Faculty Fellowship Program, 36 and the Health Resources and Services Administration Minority Faculty Fellowship Program grant provided benefits for participants. 41 Mentoring Effects and Outcomes Some of the benefits of mentoring were that it increased selfesteem, well-being, and beneficial professional network and career coaching.…”

Section: Mentoring Needsmentioning

confidence: 99%

“…42 Male faculty members valued expertise and knowledge as well as interpersonal dynamics. 34 Utilization of collaboration between concordant and nonconcordant mentors was noted to be successful in group mentoring by Julion et al 40 Important mentoring needs were for career development and, in the case of geographically remote faculty, research support and leadership development. 30,32 Ethnic and racial minority faculty needed mentoring for specific topics such as racism; social isolation; the UR "tax," which is the added burden of responsibility on UR faculty to address institutional diversity issues; and institutional racism.…”

Section: Mentoring Needsmentioning

confidence: 99%

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Mentoring and Support for Underrepresented Nursing Faculty

et al. 2021

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Background: Nursing faculty members may need several mentors to succeed in scholarly productivity, career development, work-life balance, and socialization in the academy. Underrepresented (UR) faculty report additional challenges to success. Purpose: The aim of this study was to search the literature for best practices in mentoring UR faculty. Methods: An integrative review was conducted to identify best and evidence-based practices for mentoring UR faculty, including gender, sexual minority, race, ethnicity, and geographic remoteness (rural). Fifteen articles were rated on evidence and methodological quality. Results: Successful mentorship programs include honest communication, including all stakeholders in forming a mentoring program, goals and activities that come from the mentees, and guaranteed resources. Conclusions: Underrepresented nursing faculty may benefit from formal mentoring programs, but more research is needed.

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Section: Discussionmentioning

confidence: 99%

Section: Mentoring Needsmentioning

confidence: 99%

Section: Mentoring Needsmentioning

confidence: 99%

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Mentoring and Support for Underrepresented Nursing Faculty

et al. 2021

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“…In academic settings, implicit bias presents a significant barrier to achieving a diverse faculty and student body. For example, SON faculty search committees with no minority representation have been associated with disproportionately low rates of retention, promotion, and/or tenure for URM faculty 10,16 . Similarly, for URM students, adherence to dated admission standards that rely on traditional metrics, such as GPA and standardized test scores, and failure to provide mentoring programs to address their unique psychosocial needs, result from ignoring inequitable behaviors, actions, and policies 4,17,18 .…”

Section: Barriers To Building a Diverse And Inclusive Environmentmentioning

confidence: 99%

Creating a culture that values diversity and inclusion: An action‐oriented framework for schools of nursing

et al. 2020

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An organizational culture that values diversity and inclusion is essential for the achievement of high‐quality nursing education, yet little literature exists to guide schools of nursing (SON) in accomplishing this goal. All SONs, regardless of size, need a framework that provides specific steps for developing and nurturing a culture that values diversity and inclusion. Using our SON as an exemplar, the goal of this article was to (a) review the barriers we faced when building a diverse and inclusive environment, (b) share our school's strategic plan designed to promote diversity and inclusion, and (c) highlight successful strategies as part of the development and ongoing implementation of our school's strategic plan. This process requires continuous commitment and intentionality as well as flexibility to address unforeseen circumstances. For example, the goals we have adopted and the strategies we have put in place have allowed members of our SON community to acknowledge and address the urgency and validity of the Black Lives Matter movement, as well as the disproportionate impact of the coronavirus disease 2019 pandemic on racial and ethnic minority groups. Although we recognize that we still have work to do within our SON community, we believe our exemplar offers an action‐oriented framework for increasing diversity and inclusion among students, faculty, staff, and leadership in SONs.

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“…Solutions to recruit, retain and maintain academic faculty members in Medical Education shows the need to consider various diversified factors (Lo et al, 2020). Specific study towards improved retention of nursing faculty from minority community shows the need to integrate various cross-cultural and peer mentoring into the academic environment (Julion et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Study of Faculty Retention Factors in Educational Institutes in Context With ABET

et al. 2021

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A typical higher education institute classically has all the five major constituents, i.e. current students, alumni, faculty members, employers and industrial advisory board. Expectations of the rest of the constituents are fully dependent on the faculty members, as they play a pivotal and backbone role in building up an educational institute, to a high repute. Faculty members provide the knowledge and skills necessary to students, to address market needs. Letting go of skilled, professional and enthusiastic faculty members can have a huge impact on any higher education institution’s reputation and in fulfilling the market needs. In this research, we explore the different influencing factors and criteria for retaining teaching staff at schools and higher education institutes. These criteria are then evaluated against Accreditation Board of Engineering and Technology (ABET) accredited institutes criteria data of “faculty” and “Institutional support,” to see the impact. Study shows that only very few faculty members leave the institution because of higher student-to-faculty ratio or denial of tenure. Also, most of institutions concentrate on providing reduced number of lecture hours per week to keep their faculty members happy and perform research at the institution. Out of 737 faculty members of 27 institutes included in this study, only 0.54% faculty members left ABET accredited institutions.

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A group think tank as a discourse coalition to promote minority nursing faculty retention

Cited by 12 publications

References 32 publications

Mentoring and Support for Underrepresented Nursing Faculty

Mentoring and Support for Underrepresented Nursing Faculty

Creating a culture that values diversity and inclusion: An action‐oriented framework for schools of nursing

A Study of Faculty Retention Factors in Educational Institutes in Context With ABET

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