Date of Paper/Work

5-2020

Type of Paper/Work

Doctor of Nursing Practice Project

Degree Name

Doctor of Nursing Practice

Department

Nursing

First Advisor

Susan Hageness

Department/School

Doctor of Nursing Practice

Abstract

Background: Educators who actively explore ways to facilitate positive perceptions of comfort, satisfaction, and cultural humility lead to strong student-educator relationships and optimal student outcomes (Abdul-Raheem, 2018). Active exploration requires a posture of cultural humility. Perceiving faculty as academic stewards of the learning environment, this project focuses on faculty development to increase awareness of systemic bias, micro-inequalities, and personal bias that exist in nursing education. Increased awareness through humility allows faculty to develop a more engaging, welcoming, and culturally sensitive learning environment for underrepresented nursing students.

Purpose: The purpose of this DNP project study is to determine if faculty perception of cultural humility and faculty engagement strategies with underrepresented students are affected by a faculty enrichment opportunity introducing the concept of cultural humility while exploring the negative impact of systemic bias on underrepresented nursing students.

Methods: A quasi-experimental pre and post-survey design was used to determine if faculty perceptions of cultural humility and faculty engagement strategies with underrepresented students are affected by a faculty enrichment opportunity. A convenience sample of nursing faculty was recruited from the nursing faculty at a medium-sized Midwestern urban public university. A faculty enrichment program on cultural humility and implicit bias in nursing faculty was developed and presented. Pre enrichment surveys were collected before the presentation. Post enrichment surveys were collected four weeks following the enrichment presentation. Surveys used for data collection are the expanded cultural intelligence scale (E-CQS) and the faculty engagement with underrepresented minority students scale (EFURMS).

Results: The perception of cultural humility was affected by participating in a faculty enrichment opportunity. The components of cultural humility include commitment to self-evaluation and self-critique, addressing power imbalances in the faculty-student relationship, and a desire to work with and advocate on the behalf of underrepresented students. All three of these areas showed statistically significant changes as measured in two out of four E-CQS statements and three out of six EFURMS statements analyzed post enrichment.

Conclusions and Implications: Cultural humility in nursing faculty is necessary and allows one to recognize and acknowledge that implicit bias and institutional racism exists and negatively impacts the success of underrepresented students in undergraduate nursing programs. Introducing the concept of cultural humility may encourage nurse educators to seek out better strategies to engage, encourage, and support underrepresented students.

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