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Intentional engagement with students’ cultural differences

Recognizing and embracing the diverse backgrounds students bring enhances the learning environment. Culturally responsive education values these differences and integrates them into the academic experience to promote equity and inclusion.

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  Sub-competency Progression Indicators
    Developing Competence Developed Competence
Entry-Level 6.1a Communicate the nurse’s roles and responsibilities clearly. Articulate the nurse’s scope of practice, core responsibilities, and unique contributions. Incorporate nursing roles into collaborative care plans for clarity and outcomes.
6.1b Use various communication tools and techniques effectively. Use standardized tools to relay patient information during handoffs. Tailor communication tools to the audience and clinical context.
6.1c Elicit perspectives to inform person-centered care. Describe interprofessional input during care discussions. Integrate team perspectives to enhance care planning.
6.1d Engage in active listening. Demonstrate listening behaviors in team meetings and patient interactions. Apply listening to adjust communication and care based on feedback.
6.1e Provide constructive feedback. Share observations respectfully to support team learning. Offer timely, actionable feedback that advances team performance.
6.1f Demonstrate cultural sensitivity in communication. Acknowledge cultural differences in verbal and non-verbal communication. Adapt communication practices to meet diverse cultural needs.
Advanced-Level 6.1g Document communication accurately. Record patient interactions using standard formats. Ensure documentation reflects clinical reasoning and decisions.
6.1h Facilitate team communication. Participate in team meetings and clarify care goals. Lead structured discussions that promote shared understanding.
6.1i Promote psychological safety in communication. Encourage questions and concerns from team members. Foster an environment where all voices are valued and heard.
6.1j Use plain language with patients. Explain health information without jargon. Ensure patient understanding through teach-back and simplified terms.
6.1k Advocate through communication. Speak up for patient needs and preferences in care planning. Effectively advocate within systems and teams for equitable care.
6.1l Evaluate communication effectiveness. Reflect on communication successes and areas for growth. Implement strategies to continuously improve communication impact.

  Sub-competency Progression Indicators
    Developing Competence Developed Competence
Entry-Level 6.2a Apply principles of team dynamics, including team roles, to facilitate effective team functioning. Describe the roles of various team members and reflect on how each role contributes to patient-centered care.  Employ effective communication techniques to coordinate care, clarify expectations, and address challenges in team dynamics to enhance collaborative outcomes.
6.2b Delegate work to team members based on their roles and competency. Communicate with team members by actively listening, asking relevant questions, and seeking clarification to understand team dynamics and the role of nursing within the care team. Engage in interprofessional discussions, ensuring that all voices—including those of patients and family members—are considered to facilitate balanced decision-making in patient care.
6.2c Engage in the work of the team as appropriate to one’s scope of practice and competency.

Identify specific tasks aligning with each team member’s responsibilities to support safe, effective care.

Articulate how task allocation contributes to team efficiency and patient-centered outcomes.

Delegate tasks according to the scope of practice, expertise, and workload.

Evaluate the effectiveness of delegated tasks and adjust assignments as needed.
6.2d Recognize how one’s uniqueness (as a person and a nurse) contributes to effective interprofessional working relationships.

Identify responsibilities within the larger team dynamic.

Recognize the importance of working within one's scope of practice to support patient safety and team effectiveness.

 Demonstrate accountability for performing assigned tasks while seeking input from other professionals when needed.
6.2e Apply principles of team leadership and management. performance to improve quality and assure safety. Describe personal qualities influencing interprofessional relationships.  Articulate personal insights and experiences to enhance team dynamics.
6.2f Evaluate performance of individual and team to improve quality and promote safety.

Identify examples of effective leadership that promote safety and quality care.

Participate in team debriefs to identify actions impacting safety and quality.

Participate in team debrief to identify actions impacting safety and quality.

Assess team performance and recommend improvements to enhance quality and patient safety.
Advanced-Level 6.2g Integrate evidence-based strategies and processes to improve team effectiveness and outcomes.

Explain evidence-based strategies relevant to team functioning.

Describe the impact of evidence-based team practices on patient outcomes.

 Initiate the use of evidence-based checklists or protocols to streamline workflows. 
6.2h Evaluate the impact of team dynamics and performance on desired outcomes.

Describe factors of team dynamics affecting patient outcomes.

Identify strategies to optimize team dynamics.

Evaluates factors of team dynamics influencing patient outcomes.

Evaluate how team performance and collaboration contribute to patient care outcomes. 
6.2i Reflect on how one’s role and expertise influences team performance. Identify how their role made specific contributions to team performance.  Discuss personal accountability for enhancing team performance among team members.
6.2j Foster positive team dynamics to strengthen desired outcomes. Identify behaviors and attitudes promoting a positive team culture. Reinforce Support positive behaviors and team cohesion by acknowledging team member efforts and outcomes. 

  Sub-competency Progression Indicators
    Developing Competence Developed Competence
Entry-Level      
     
     
     
     
     
Advanced-Level      
     
     
     
     
     

  Sub-competency Progression Indicators
    Developing Competence Developed Competence
Entry-Level      
     
     
     
     
     
Advanced-Level      
     
     
     
     
     

Fact Sheets

Text

Intentional engagement with students’ cultural differences

Recognizing and embracing the diverse backgrounds students bring enhances the learning environment. Culturally responsive education values these differences and integrates them into the academic experience to promote equity and inclusion.

Glossary

A

Affinity Group

An intentionally created space for those who share an identity to convene for learning, support, and connections.

C

Climate Survey

An assessment of the experiences and perceptions of diverse individuals on campus to inform policy, programing and help create an environment where everyone feels safe, welcome, valued, and respected.

D

Diversity

References a broad range of individual, population, and social characteristics, including but not limited to age; sex; race; ethnicity; sexual orientation; gender identity; family structures; geographic locations; national origin; immigrants and refugees; language; physical, functional, and learning abilities; religious beliefs; and socioeconomic status.

E

Equity

Is the ability to recognize the differences in the resources or knowledge needed to allow individuals to fully participate in society, including access to higher education, with the goal of overcoming obstacles to ensure fairness.

F

First-Generation Student

The student is the first person in their facility to attend a four-year college or university to attain a bachelor’s degree.

H

Health Disparities

Refers to a higher burden of illness, injury, disability, or mortality experienced by one group relative to another. A “health care disparity” typically refers to differences between groups in health insurance coverage, access to and use of care, and quality of care. Health and health care disparities often refer to differences that are not explained by variations in health needs, patient preferences, or treatment recommendations and are closely linked with social, economic, and/or environmental disadvantage. The terms “health inequality” and “inequity” also are used to refer to disparities. Disparities occur across many dimensions, including race/ethnicity, socioeconomic status, age, location, gender, disability status, and sexual orientation.

Institutional Viability and Capacity

Each nursing school has an organizational structure grounded in its mission, vision, values, goals, and priorities. A focus on Institutional Viability and Capacity is necessary to examine the nursing school’s infrastructure and allocation and utilization of resources to support alignment to build and support the capacity for diversity, equity, and inclusion. Leadership, accountability, strategic planning, and metrics are key drivers of sustainability, excellence, transformation, and success.

Create Clear Mission, Vision, and Values Statements

  • Mission, vision, and value statements at the university level should clearly articulate DEI as an imperative. Ideally, the mission, vision, and values at the school level flow from the university’s mission, vision, and values. Nursing schools/programs needs to have clear statements about its expectations of and commitment to DEI efforts. These can include statements about how the school values diversity, how it promotes equity, and what inclusion means in terms of fostering a sense of belonging and community
  • How diversity, equity and inclusion are recognized as core institutional values that drive decision-making, resource allocation, and development of policies and practices

The mission, vision, and values are critical for:

  • Holding leaders and faculty accountable for developing and maintaining diversity and inclusion efforts within their schools
  • Strategic planning in the areas of diversity, equity, and inclusion
  • Guiding the teaching and learning environment

Developing a Diversity, Equity, and Inclusion Strategic Plan

The following excerpts regarding Diversity Strategic Planning were adapted from Diversity and Inclusion in Academic Medicine: A Strategic Planning Guide Second Edition (2016).

Task 1: Identify and gain support from key stakeholders

This initial task underpins many other tasks you will complete as you create and implement your plan. Given the nature of diversity, your strategic plan will touch every person at an institution; therefore, at every step, you will need to find allies and create partnerships to ensure the plan is carried out. The first step is essential because the task that follows it assesses where you are currently, which requires the permission and assistance of many across the organization.

Task 2: Assess the landscape

Conducting an environmental scan will help you determine the current state of DEI at your institution. Consider asking:

  • How have commitment and action around diversity and inclusion evolved over time?
  • Where was the focus on diversity 5 years ago? Where is it now?
  • What policies are already in place to support DEI? The difference between policy and practice can sometimes be dramatic. Things are often done in a certain way because “that’s the way they have always been done.” The impact on processes such as hiring, recruitment, retention, professional development, lab space, support staff, promotion, and merit raises can be profound.

Consider policy versus practice in the following:

  • Hiring practices
  • Recruitment
  • Equity (compensation, access, promotion, treatment, etc.)
  • Mentoring

Task 3: Set diversity and inclusion goals that align with organization mission, vision, and values

Your goals for DEI reflect the desired outcomes of the strategic plan. To achieve them, they must align with the institution’s stated mission, vision, and values and be seen by all as strategic initiatives so they are not “siloed.” Alignment allows for collective ownership among the university, the school, as well as your community stakeholders. While schools may develop a strategic plan specifically for diversity, it is necessary for diversity to be integral to the school’s overall strategic planning and operations. Diversity must be central to the core business and operations of the school of nursing and not adjunctive or an add-on.

Task 4: Set clear and realistic objectives, supporting tasks, and action steps required to achieve goals

A strategic plan outlines actionable items - what a school of nursing would like to accomplish - whereas the action plan describes how the school of nursing will approach enacting the strategic plan.

Task 5: Develop accountability methods and metrics to measure achievement of objectives

Metrics allow you to monitor your performance. Baseline assessments of where you are, followed by targeted goals, are important.

Task 6: Establish roles, responsibilities, and decision-making channels

Having the right people on board with the necessary skills and dedication is essential. An advisory council can be appointed, composed of people who represent a cross-section of the organization and key stakeholders. Individuals who will be responsible for and assist in implementation will need to be assigned to implementation teams.

Task 7: Develop a realistic timeline for executing all action steps

Keeping momentum moving forward means that timelines must reflect reality. Those carrying out the action steps (i.e., the work) need to agree to your timeline and be held accountable. Achieving buy-in to the timeline is one of your biggest challenges. Other factors to consider to ensure that plans are implemented include establishing realistic time frames, identifying resources, and aligning plan objectives with annual operating plans and budgets.

Task 8: Prepare the written plan

Writing your strategic plan is a multifaceted job that will require coordination and various approvals. The details of the process should be reflected in your timeline.

Exemplars

University of Michigan Diversity Strategic Plan

Establish DEI as Core to the Schools Policies and Processes

  • Diversity, Equity, and Inclusion should appear not only in strategic plans, but also in ongoing reports to the university administration and board, as well as accreditation documents.
  • DEI must be central to the business and operations of the school as well as the core teaching, research, and service of the school.
  • DEI initiatives should be tied to performance, evaluation, compensation, promotion, and rewards.
  • There must be an ongoing review of current policies and procedures to identify barriers to advancing Diversity, Equity, and Inclusion.

Empower Leadership

  • Leadership must establish the diversity initiative for the school of nursing.
  • Leadership must articulate how DEI is linked to quality and safety within the organization.
  • Leadership must participate in evidence-based trainings to gain the foundational knowledge and tools needed to effectively commit to prioritize and advance DEI within their schools.
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Timothy Chau

Founder of Pediatric Moonshot and Visionary Leader in Technology and Healthcare

Keynote Plenary Wednesday, October 15 2:00–3:00 pm

A pioneer in the field of cloud computing. Dr. Chou will consider the exciting possibilities that exist at the intersection of advancing technology, AI, and innovation. Discover how his early work at Oracle paved the way for many groundbreaking transformations across industries. Dr. Chou will explore how technology can transform health care, reduce inequity, lower costs, and improve outcomes, both locally and globally, by crea…

Mary Woolley

Mary Woolley

President and CEO of Research!America

Plenary Wednesday, October 15 3:30–4:30 pm

For more than 30 years, Mary Woolley has served as the visionary leader of Research!America, an alliance that advocates for science, discovery, and innovation to achieve better health for all. Find out how Research!America has earned the respect of elected and appointed officials, researchers in the public, private and academic sectors, the media, and community leaders with its record of innovation in advocacy for research.

Marion Broome

Marion Broome

Dean Emeritus, Duke University, School of Nursing
2024
John P. McGovern Lectureship Award Recipient

John P. McGovern Lectureship Plenary Wednesday, October 15 5:00–6:00 pm
Closing Speaker Saturday, October 18 11:00–12:00 pm

The John P. McGovern Lectureship Award recognizes individuals on the basis of their scholarship and the notability of their contributions to nursing, health care, or higher education. Dr. Broome will take us on a journey from the 1970s to the present and talk about the evolution of the nursing profession and discipline during that time, sharing her own experiences and insights on the progress and contributions of the nursing profession.

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