Creating inclusive learning environments

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CREATING INCLUSIVE LEARNING ENVIRONMENTS Vernell P. DeWitty, PhD, RN March 2016

Transcript of Creating inclusive learning environments

Page 1: Creating inclusive learning environments

CREATING INCLUSIVE LEARNING

ENVIRONMENTSVernell P. DeWitty, PhD, RN

March 2016

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“Evidence indicates that diversity is associated with improved access to care for racial and ethnic minority patients, greater patient choice and satisfaction, and better educational experiences for health professions students, among many other benefits.”

– Institute of Medicine (2004)

BACKGROUND

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Why Diversity Matters Quality of learning environment Broader experiences deepens educational analysis Increase tolerance and reduce prejudice Increase health care providers for underserved

populations Global markets require diverse workforce to meet

increased demands

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Definitions Diversity: refers to all the ways in which people

differ and the effect of those differences on our thinking and behavior. This includes socioeconomic status, race, ethnicity, language, gender, religion and age.

Inclusion: A core element of diversity that creates a climate where all those participating feel able to actively engage, feel safe, and feel welcome.

Culture: Deeply instilled values and beliefs of an organization.

Climate: Behaviors, attitudes, perceptions, that reflect the beliefs and values of an organization.

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Cultural CompetencyCultural competency, defined as the ability of health-care providers to function effectively in the context of cultural differences, has been shown to improve the quality of health care received by racial/ethnic minority groups.

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INCLUSIVE Learning Environments

Inclusive Excellence builds greater excellence and improves organizational culture

Nursing has social mandate to provide care for a culturally diverse patients

Student learning is enriched by diverse inclusive environments

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Dimensions of Diversity Recruitment and Retention Diversity Training Mentoring Diversity Management Organizational Development

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Inclusivity

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Organizations • Climate Assessment• Comparative Data• Leadership buy-in matters

Starting Point

• Faculty, staff, and students• Enhance admissions and

educational programs

Internal Diversity

Education

• Clear messaging• Track efforts• Set measurable goals

Recruitment

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Baccalaureate Enrollment

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Baccalaureate Graduation

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Table 1. U.S. Health Occupations by Race, 2010-2012 (HRSA)*

Profession

Black/African Americans (%)

Hispanic or Latino (%)

Asian (Non-Hispanic) (%)

American Indian/Alaska Native (%)

Native Hawaiian/ Pacific Islander (%)

White (Non-Hispanic) (%)

Registered Nurses (2,682,262)

10.7

5.4

8.8

0.4

0.1

78.6

Dentists (157,395)

3.3

6.1

14.5

(0.1)

NR

80.5

Pharmacists (261,128)

5.9

4.0 18.0

0.2

NR

73.7

Physicians (835,723)

5.3

6.0

20.0

0.2

0.03

72.2

US Population (2013) 13.2 17.1 5.3 1.2 0.2 62.6 *Not all totals equal 100 percent due to rounding. Numbers in parenthesis represent estimates. NR- data not reported

Diversity in Health Occupations

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Doctoral Student Enrollment

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National Population and NCIN

N % N %

American Indian/Alaskan Native 965 0.5% 21 0.8%Asian 13,262 7.5% 279 10.3%Hawaiian/ Pacific Islander 1,123 0.6% 15 0.6%Black or African American 17,583 10.0% 747 28.0%Hispanic or Latino 16,267 9.2% 375 13.9%Two or More Races 3,994 2.3% 207 7.7%White 123,442 69.9% 1,018 37.6%Unknown/Not Reported 11,223 N/A* 44 1.6%

23,655 12.5% 1,100 40.7%

American Indian/Alaskan Native 611 0.6% 9 1.1%Asian 7,800 7.7% 110 13.8%Hawaiian/ Pacific Islander 654 0.6% 16 2.0%Black or African American 14,911 17.7% 214 26.8%Hispanic or Latino 6,575 6.5% 119 14.9%Two or More Races 1,842 1.8% 78 9.8%White 69,300 68.1% 240 30.0%Unknown/Not Reported 10,748 N/A* 14 1.8%

12,317 10.8% 275 34.4%

AACN NCIN Scholars

101,693 800

Entry-Level Baccalaureate

Men

Master's

2014 2008 - 2015

*AACN excludes the category of unknown/not reported in their 2014-2015 Enrollment and Graduation Report.

Men

176,636 2706

Sources: AACN 2014-2015 Enrollment and Graduations in Baccalaureate and Graduate Programs in Nursing, Tables 8 and 9; and NCIN Student Biblefile 03/09/2016.

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