Mentoring and Support for Underrepresented Nursing Faculty: An Integrative Research Review.

BACKGROUND: Nursing faculty members may need several mentors to succeed in scholarly productivity, career development, work-life balance, and socialization in the academy. Underrepresented (UR) faculty report additional challenges to success. PURPOSE: The aim of this study was to search the literature for best practices in mentoring UR faculty. METHODS: An integrative review was conducted to identify best and evidence-based practices for mentoring UR faculty, including gender, sexual minority, race, ethnicity, and geographic remoteness (rural). Fifteen articles were rated on evidence and methodological quality. RESULTS: Successful mentorship programs include honest communication, including all stakeholders in forming a mentoring program, goals and activities that come from the mentees, and guaranteed resources. CONCLUSIONS: Underrepresented nursing faculty may benefit from formal mentoring programs, but more research is needed.

Educational outcomes of an online educational intervention teaching cultural competency to graduate nursing students.

Cultural competency has become an increasingly important learning outcome for advanced practice nursing students. Yet, despite a broad focus on teaching these skills, learning outcomes and student experiences. The purpose of this study was to describe the learning outcomes of a brief educational intervention used to teach cultural competency online to post-graduate students completing their master's degrees. A qualitative descriptive approach was used to analyze data obtained through course activities using Leininger's Sunrise Enabler to conduct a cultural assessment in a 15-week online course. It was found that Leininger's enabler has relevance in the online classroom and can be used to teach students to improve their knowledge, awareness, and ability to promote health through addressing culturally contextualized information. While it can be challenging to create meaningful online learning experiences, they can help improve patient-provider communication and provide opportunities for students to improve their clinical competence.

Art and Advanced Practice Nursing: Evidence Supporting Its Relevance in Graduate Education.

BACKGROUND: Nurses spend more time with health care consumers than any other health care professional and are the largest, most trusted group of health care providers in the U.S. health care system. At the same time, an increasingly diverse and complex society requires that nurses possess a unique capacity to care for consumers using culturally congruent and ethical approaches to care. This challenges nurse educators to provide learning experiences that teach emotional and affective forms of learning that complement the clinical skills acquired through the student's educational experience. METHOD: This article describes an educational innovation using art pedagogy in a course on ethical issues in advanced practice nursing. RESULTS: Learners were able to use art to articulate their ideas about feminism, women's health, and race relations in a nonthreatening and creative venue. CONCLUSION: The findings demonstrate the relevance of this educational innovation in achieving learning outcomes for an underreported group-the graduate-level nurse. [J Nurs Educ. 2017;56(8):501-504.].

The Modified-Fetzer Multidimensional Measure of Religiousness and Spirituality: Examination of Construct Validity in Older Black Adults.

BACKGROUND AND PURPOSE: Sociocultural explanatory frameworks are increasingly being considered to address causes of health disparities, and attention has been focused on religion among Black Americans and its subsequent influence on health. The purpose of this study was to examine a multidimensional measure of religiousness and spirituality (Modified-Fetzer Multidimensional Measure of Religiousness and Spirituality [M-FMMRS]) in a sample of Black older adults. METHODS: The M-FMMRS was administered to 130 study participants, and confirmatory factor analysis was conducted. RESULTS: Findings did not support the hypothesized factor structure. CONCLUSIONS: Overall, the M-FMMRS is a reliable survey, but the validity needs to be further addressed. Historical documentation, review of data, and participant feedback are used to examine findings.

Acceptability of the Fetzer/NIA Multidimensional Measure of Religiousness and Spirituality in a sample of community-dwelling Black adults.

PURPOSE: To examine the acceptability of the National Institute on Aging/Fetzer Multidimensional Measure of Religiousness and Spirituality in a sample of Black, community-dwelling, older adults using focus group inquiry (N =15). DESIGN AND METHOD: Focus group methodology was used for data collection and analysis. Three focus groups (N = 15) were conducted in two different urban settings in the northeastern part of the United States. FINDINGS: Key findings were that (a) self-rating on religiousness was uncomfortable for many participants, (b) selfless was a word many participants confused with selfish, and (c) spirituality was an important concept. CONCLUSION: Overall, the Measure was found to be culturally acceptable and required little modification. IMPLICATIONS FOR PRACTICE: Religious health beliefs such as "rebuking" or "not claiming" medical diagnoses are important considerations to bear in mind in seeking to understand the impact of religiousness on health in this population.