Inclusivity in Baccalaureate Nursing Education: A Scoping Study

Strategies to address structural and institutional barriers to success among students of color in nursing programs

“…In addition, we have developed a portfolio of activities across three separate domains that ensure the success and well-being of all students: by providing resources to faculty, students, and staff with the goals of improving the educational climate; skill-building across each of our stakeholder groups; and providing students with the specific supports to increase coping and persistence in the nursing program. The focus on faculty is essential to student success because feelings of exclusion may result from experiences with microaggressions (i.e., subtle indignities) and overt forms of discrimination and prejudice from faculty, staff, and peers ( Metzger et al, 2020 ). Lack of belonging is prevalent among URM in nursing education.…”

Developing a Diversity, Equity, and Civility Council to Advance Health Equity in Nursing Academia and Practice

“…6 This was a crucial step because students who attend schools that prioritize inclusion and diversity feel more prepared to care for diverse populations. 13 Input from the school's Strategic Performance and Evaluation committee data obtained from graduates also guided the work of the council. In exit survey data obtained from Skyfactor reports, students expressed dissatisfaction with their ability to work in study groups as well as with the level of camaraderie.…”

NCSBN’s Environmental Scan COVID-19 and Its Impact on Nursing and Regulation

“…Some have experienced tokenism, microaggressions, and an unwelcome climate, and there have also been reports of racism, exclusion, and alienation. Metzger et al (2020) conducted a scoping literature review of inclusivity in baccalaureate nursing education. Three themes emerged from this review, including the following: (1) minority students experienced discrimination from peers, faculty, the clinical setting, and the larger institutional and community setting; (2) the cumulative effect of discrimination is a lack of belongingness, which is associated with adverse academic outcomes; and (3) all aspects of the learning community (peers, faculty, those in the clinical setting, the larger institutional culture, family, and friends) act as facilitators or barriers to inclusivity.…”