Unpacking the Paradox: Understanding the Gap Between Perceived and Actual Competence in LGBTQ+ Health Care.

BACKGROUND: Awareness about existing health disparities affecting sexual minorities remains insufficient, and nursing professionals often lack self-awareness about their biases and assumptions concerning lesbian, gay, bisexual, transgender, or queer/questioning (LGBTQ) individuals. PURPOSE: To explore how exposure to the LGBTQ community, during both classroom and clinical experiences, relates to nursing students' confidence in providing culturally congruent care to this group. METHODS: This nonexperimental correlational study occurred at a Midwest 4-year public university, involving final-semester baccalaureate nursing students who completed demographic and educational preparation surveys regarding their confidence in providing health care to the LGBTQ population. RESULTS: Results indicate that participants with no direct care experience were more confident in their communication skills and culturally congruent patient care for sexual minorities compared to those exposed to sexual minorities in clinical settings. CONCLUSIONS: Nursing students' perceptions and experiences in delivering culturally congruent health care to sexual minorities provide an interesting perspective for examining the Dunning-Kruger effect.

Experiences of Undergraduate Male Students in Nursing: On the Outside Looking in.

BACKGROUND: Measures to improve gender diversity of the profession have yielded only a modicum of progress. PURPOSE: To investigate the relationship between marginalization and gender minorities in baccalaureate nursing programs in the United States. METHODS: A descriptive cross-sectional study compared self-reported marginalization in male and female baccalaureate nursing students. The sample was drawn from the American Association of Colleges of Nursing database of US baccalaureate nursing programs, and the Englund Marginality Index (EMI) was used to measure marginalization, along with a demographic survey. RESULTS: In the study, 6480 full-time baccalaureate students from a traditional face-to-face nursing program in the United States participated. The results show that male participants had higher EMI scores (mean = 40.0, SD = 9.1) compared with female nursing students (mean = 35.1, SD = 9.0); t(6478) = 14.9, P < .001. CONCLUSIONS: Marginalizing behaviors must not be tolerated or promulgated. More needs to be done to better support and integrate men into nursing programs as they bring forth a unique perspective and skill set to the profession.

Minority Stress and Health Disparities in Lesbian, Gay, Bisexual, Transgender, and Queer or Questioning Adults.

In recent decades, much attention has been placed on reducing health disparities that have plagued the lesbian, gay, bisexual, transgender, and queer or questioning community. Significant health disparities continue to exist compared with the heterosexual population. Sexual minorities tend to experience higher rates of acute and chronic conditions than the general population. Sexual minorities are more likely to delay seeking medical care and are less likely to lack a consistent source for health care. A provider's failure to recognize and a person's lack of disclosure prevent vital discussions about human immunodeficiency virus risk, hormone therapy, cancer risk, hepatitis, and sexual health.

A Critical Minority: The Marginalization of Male Faculty in Nursing Academia.

AIM: The purpose of this study was to investigate the relationship between gender and marginalization in nursing academia. BACKGROUND: Men continue to be significantly underrepresented in nursing academia because they experience numerous barriers to their integration and success in the profession. METHOD: A descriptive cross-sectional design was implemented in this pilot study to investigate differences in perceived marginalization between male versus female faculty teaching in Commission on Collegiate Nursing Education-accredited colleges. Marginality was measured using the Englund Marginality Index (EMI). RESULTS: Male nursing faculty participants reported higher scores on the EMI ( M = 43.6, SD = 9.9) than female faculty ( M = 37.2, SD = 9.6), t (1428) = 6.0, p < .001. CONCLUSION: As the nursing faculty shortage continues to increase, it is imperative that leaders in nursing education steer their efforts toward attracting a more robust and diverse faculty population.

Differences in Marginality Between Nursing Students With and Without Disabilities.

BACKGROUND: Barriers exist in nursing education for students with disabilities. Students with disabilities often experience associated stigma and a perceived lack of support by nursing faculty and academic leaders. METHOD: A nonexperimental descriptive design was used to examine differences in perceived marginality between nursing students with and without disabilities (n = 7,399) in the United States. RESULTS: Participants who identified as having a disability described more marginalization (M = 45.9, SD = 10.5) than participants who did not identify as having a disability (M = 38.3, SD = 9.2), t(927) = 19.4, p < .001. CONCLUSION: Findings suggest marginalization exists for students with disabilities. Academic leaders and faculty should address systems, structures, and polices that potentially pose barriers to self-reporting, matriculation, and progression of students with disabilities. [J Nurs Educ. 2022;61(8):429-438.].

Differences in perceived marginalization in doctorally prepared nursing faculty.

BACKGROUND: Debate regarding the role of Doctor of Nursing Practice-prepared faculty in academic settings continues. Perceived barriers to successful integration include a lack of respect, inadequate infrastructure, and insufficient resources. PURPOSE: The purpose of this study was to compare differences in self-reported marginalization in doctorally prepared (Doctor of Philosophy/Doctor of Nursing Practice) nursing faculty working in academic settings. METHOD: A descriptive cross-sectional design was implemented to compare differences in self-reported marginalization between doctorally prepared faculty teaching in Commission on Collegiate Nursing Education accredited colleges. Marginality was measured using the Englund Marginality Index. FINDINGS: Results of an independent-samples t-test indicate that Doctor of Nursing Practice -prepared faculty self-reported higher levels of marginalization (M = 41.7, SD = 9.6) than Doctor of Philosophy -prepared faculty (M = 39.1, SD = 10.5); t(583) = 2.8, p = .006. DISCUSSION: Strategies to decrease marginalization include improving systemic issues surrounding shared governance and outdated tenure systems as well as enhancing infrastructures that improve collaboration among doctorally prepared faculty.

Improving Patient Discharge Education Through Daily Educational Bursts: A Pilot Study.

The purpose of this study was to investigate the impact that daily discharge education "bursts" using the teach-back method had on participants' confidence levels in their self-care management abilities. Daily educational bursts positively impacted participants' self-confidence in their postdischarge self-care management abilities. Nursing professional development practitioners could use the results of this study to address the inconsistency of providing effective, daily discharge education for patients.

Development and Validation of a Marginality Index for Nursing Students.

AIM: The purpose of this study was to develop a marginality tool that speaks specifically to the domain of nursing education. BACKGROUND: Minority nursing students in the United States have consistently reported feelings associated with the process of marginalization. Given the dearth of instruments that measure marginality directly, the concept has not been sufficiently investigated in nursing students METHOD: The Englund Marginality Index (EMI) was administered to 323 nursing students currently enrolled in a baccalaureate nursing program in Wisconsin. A psychometric evaluation of the index was performed. RESULTS: The EMI consists of 19 items and explained 70 percent of the variance. Cronbach's α coefficient for the instrument was .90. Test-retest correlation was strong at r = .92, a strong support for the temporal stability of the instrument. CONCLUSION: The findings from this study demonstrate that the EMI is a valid and reliable measure of marginality.

Nontraditional Students' Perceptions of Marginalization in Baccalaureate Nursing Education: Pushed to the Periphery.

BACKGROUND: Despite the continued efforts to diversify the population of nursing students in the United States, marginalization and attrition remain significant issues for nontraditional students. PURPOSE: The purpose of this study was to investigate the relationship between marginality and nontraditional student status in nursing students enrolled in a baccalaureate nursing program in Texas. METHOD: A nonexperimental, descriptive, correlational design was used for data collection. Participants (n = 192) completed a demographic survey, and marginality was measured using the Koci Marginality Index-70. RESULTS: There was a statistically significant difference in mean scores for a number of variables including gender, age, race/ethnicity, marital status, total household income, completion of a previous college degree, being a parent, and a student for whom English is a nonnative language. CONCLUSION: The findings from this research study suggest that marginalization remains a significant issue for nontraditional, prelicensure nursing students.